The Planning Process Used For The Backward Design

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3.

The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.

Formative assessment- this stage is where the learner is still in training and requires feedback on how they are progressing.

Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals,

Task 1 requires you to submit a written piece of work covering all learning outcomes (LO1s, LO2s & LO3s) with a reflective account embedded in the context of work.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

The learning outcomes below are to be covered to enable you to achieve the unit.

The interim assessments are included six times throughout a single module. Each unit has a mid and final assessment that requires a number of competences such as: vocabulary and content knowledge, on-demand short answers, essays, text-based answers, multiple choice, etc. The performance tasks are given at the end of each module as a culminating project that allow students to demonstrate their knowledge through writing, reading, research, scaffold activities, discussions, and finally presented among their

Teaching Primary Learning Outcomes: Explain to the students that they have already gathered their evidence and made predictions. Now it is time for them to examine the case study. Their case study is presented in the form of a play and each of the students will role play a character involved in the incident by using theatrical expression in their voices.

In order to create validity teachers must make sure that we align our curriculum to the standards we teach. So how do we align the curriculum? To start off, alignment means the interrelationship between the standards, assessment, and instruction we teach. To achieve this, we need to follow the goal of alignment. The goal is student understanding. As teachers, we need to make sure we make meaning of life’s big ideas and transfer those big ideas. To accomplish the alignment goal, Grant Wiggins and Jay McTighe had designed an alignment tool that creates validity in the classroom. The alignment tool is called Understanding by Design (UbD). UbD looks at the teacher’s role as a coach for making meaning of life’s big ideas and transferring them. It

Understanding by Design is a framework that can be used in teaching to help students understand content material and transfer understanding of content material to other content areas. As stated by Childre, Sands and Pope (2009), children need the opportunity to connect to their prior knowledge and experiences with new information (p. 6). Understanding by Design focuses on Backward Design, teachers create an authentic presentation and assessment of content by focusing on learning outcomes, standards and the assessments needed for accomplishing (Childre, Sands & Pope, 2009). Creating a curriculum that following the Understanding by Design framework with an emphasis on Backward Design would enlist creating a curriculum that will detail three factors. The first would be a desired outcome for students (what they should learn by the conclusion of the lesson); the second is usage of the standards to guide and present essential questions for the lesson and finally, authentic forms of instruction and