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The Planning Process Used For The Backward Design

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Understanding by Design (UbD) provides a foundation for curriculum planning, assessment design, and teaching, where the principal purpose of teaching is for understanding and transfer (Graff, 2011, p. 155; Wiggins & McTighe, 2011, p. 3). The planning process used for the backward design unit above is based on the theory of constructive alignment that proposes a complete alignment of; the learning outcomes, the assessment tasks, and the teaching and learning experiences (Readman & Allen, 2013, p. 15). UbD and constructive alignment are both grounded in the belief that learners construct their own understandings and knowledge of the outcomes, and show their learning through application. The central focus during the development of Stage 1…show more content…
The final step in Stage 1 was to bring together the main aspects of the three learning areas to create learning outcomes that will enable students to fully explore the big idea. Determining the unit outcomes requires a teacher to make explicit statements about “(a) knowledge and understandings and (b) ways of working” (Readman & Allen, 2013, p. 71). Unit outcomes also need to be made explicit to students by explaining the outcomes and having them displayed in the classroom throughout the unit. The learning outcomes for the unit are as follows: Students will be able to identify and predict the uses of three or more objects or materials in everyday life that respond to changes in temperature. Through learning experiences, students identify questions and make predictions about scientific investigations. Students listen to others’ views and respond appropriately using interaction skills. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. Students work collaboratively, using technologies to make and share media artworks that communicate ideas to an audience. Stage 2 involved developing assessments for, as and of learning that aligned to the knowledge and skills identified during Stage 1, beginning with the development of a summative assessment task aligned to the unit learning outcomes identified in Stage 1 (Graff, 2011, p. 156; Readman & Allen, 2013, p. 75; Wiggins & McTighe,
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