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USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS

USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS. * Based on the thinking that if everyone has a clear picture of where they are going before they start, it will be easier for everyone to get there. BACKWARD DESIGN AND THE SPECIAL NEEDS STUDENT.

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USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS

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  1. USING BACKWARD DESIGN FOR UNIT AND LESSON PLANS * Based on the thinking that if everyone has a clear picture of where they are going before they start, it will be easier for everyone to get there.

  2. BACKWARD DESIGN AND THE SPECIAL NEEDS STUDENT • Frequent reminders about goals and expectations often helps students with special learning needs to stay connected to the classroom agenda. • All students will benefit from this, but, for the student with special needs, it is often the lifeline that keeps them on track.

  3. WHERE DO I START? • Start with the end in mind; design around the task you will have students do to demonstrate their learning; this is often called the CULMINATING TASK • Letting students know what the culminating task will be at the outset of the unit can help sustain focus ( age appropriately)

  4. BACKWARD DESIGN COMPONENTS IDENTIFY: * overall expectations * specific expectations * assessment strategies (ongoing and culminating) * resources * timeline * general notes about strategies ( specifics will be identified as you develop each unit)

  5. CULMINATING TASKS SHOULD… • Address what students should know and be able to do as a reflection of the OVERALL EXPECTATIONS. • Designed to allow assessment of the 4 areas identified in the achievement charts (i.e., understanding concepts, inquiry and design skills, communication of knowledge, relating new learning to the outside world). • Integrate learning from other subject areas to the greatest extent possible.

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