The document discusses the backward design model for creating student-centered units. It begins with the three stages of backward design: 1) Identify desired results, 2) Determine acceptable evidence of student learning, and 3) Plan learning experiences and instruction. Each stage is then explained in more detail with examples provided. The document also discusses the three communication modes of interpretation, interpersonal, and presentational, providing examples of tasks for each. It concludes with an explanation of an integrated performance assessment involving all three modes.

1. Backward Design
Understanding by Design
SAILN Tier III - Summer 2011

2. Backward Design*

3. Backward Design*
Essential Question:
How do teachers create student-centered
standards-based thematic units that
engage all learners using Backward
Design?
*Sources: Understanding by Design and Toni Theisen STARTALK Summer 2011

4. Backward Design

5. Backward Design
What could “Backward Design” mean in a classroom?
How could working backward change how instruction
is organized and how students learn?
Any ideas...

6. Backward Design
What could “Backward Design” mean in a classroom?
How could working backward change how instruction
is organized and how students learn?
Any ideas...

9. Foreign Language
Standards - The 5 Cs

10. What is Backward
Design?

11. What is Backward
Design?
• The Backward Design model centers on the idea that
the design process should begin with identifying the
desired results and then "work backwards" to develop
instruction.

12. What is Backward
Design?
• The Backward Design model centers on the idea that
the design process should begin with identifying the
desired results and then "work backwards" to develop
instruction.
• “Keep the end in mind”

13. What is Backward
Design?
• The Backward Design model centers on the idea that
the design process should begin with identifying the
desired results and then "work backwards" to develop
instruction.
• “Keep the end in mind”
• The framework identifies three main stages:

14. 3 Stages of Backward
Design

15. 3 Stages of Backward
Design
1. Identify desired What will the students know,
results understand and will be able
to do?
2. Determine acceptable How will the students know
evidence of learning when they have reached the
goals?
3. Plan learning What do I need to do in the
experiences and classroom to prepare them
instruction for the assessment?

16. Stage 1 - Identify Desired
Results

17. Stage 1 - Identify Desired
Results
• What relevant goals (content standards, objectives,
learning outcomes, knowledge, skills) will this unit
address?

18. Stage 1 - Identify Desired
Results
• What relevant goals (content standards, objectives,
learning outcomes, knowledge, skills) will this unit
address?
• What is worth learning?

19. Stage 1 - Identify Desired
Results
• What relevant goals (content standards, objectives,
learning outcomes, knowledge, skills) will this unit
address?
• What is worth learning?
• What do students want to learn?

20. Stage 1 - Identify Desired
Results
• What relevant goals (content standards, objectives,
learning outcomes, knowledge, skills) will this unit
address?
• What is worth learning?
• What do students want to learn?
• What is relevant?

21. Stage 2 - Determine Evidence
of Learning

22. Stage 2 - Determine Evidence
of Learning
• How will we know if students have achieved the
desired results and met the standards?

23. Stage 2 - Determine Evidence
of Learning
• How will we know if students have achieved the
desired results and met the standards?
• What types of assessments do we design?

24. Stage 2 - Determine Evidence
of Learning
• How will we know if students have achieved the
desired results and met the standards?
• What types of assessments do we design?

25. Stage 2 - Determine Evidence
of Learning
• How will we know if students have achieved the
desired results and met the standards?
• What types of assessments do we design?
• End of Program Performance Tasks

26. Stage 2 - Determine Evidence
of Learning
• How will we know if students have achieved the
desired results and met the standards?
• What types of assessments do we design?
• End of Program Performance Tasks
• Other types of assessment and evidence of learning

27. Stage 3 - Plan Learning
Experiences and Instruction

28. Stage 3 - Plan Learning
Experiences and Instruction
• What learning experiences,
instructional strategies, activities, etc.,
will enable students to achieve the
desired results?
• What needs to be taught and how?

29. End of Performance Task

30. Interpretive Mode

31. Interpretive Mode

32. Interpretive Mode
• One-way
• Comprehension of words, concepts, ideas,
meaning of an entire piece
• Exposed to lots of culturally authentic
materials such as text, films, works of art,
songs, poems, music videos, advertisements,
etc.

33. Sample Interpretive Tasks

34. Sample Interpretive Tasks
• listen with visuals
• follow a route on a map
• check-off items on a list when watching a video
• draw what is described
• use Twitter (or other social media) with class
• create questions from a brochure, reading, etc.
• brainstorm or guess meaning from a song
• paraphrase a new article in native language
• listen to a song and fill in words
• take a poll after listening to a passage

35. Interpersonal Mode

36. Interpersonal Mode

37. Interpersonal Mode
• Two-way, spontaneous exchanges that
involve negotiation of meaning
• Unrehearsed
• Can be based on information from the
interpretive task.

38. Sample Interpersonal Tasks

39. Sample Interpersonal Tasks
• conversation about a visual, movie, etc.
• ask for / give directions
• talk with with others about family, friends, school, books,
movies, video games, etc.
• discuss news events of the day
• debate an issue
• make plans with a friend, family member, etc.
• negotiate who does what chore, activity, who is on which
team, etc.
• telephone call
• text messaging or e-mail with a friend or family member
• respond to a letter or note

40. Presentational Mode

41. Presentational Mode

42. Presentational Mode
• Rehearse, revise, consult sources, and
prepare ahead of time
• Use language for real world purpose
• Use language in new and different
contexts.

43. Sample Presentational Tasks

44. Sample Presentational Tasks
• brochure, itinerary
• design a survey, poll, report results
• create a Wikispace, Facebook page, website
• story, book or digital story
• video, Podcasts
• presentations, PowerPoints, movies,
• skit or role-play
• agenda, schedule
• 3D model pr digital sketch
• public service announcement, commercial, TV game show
• design songs, plays, games

45. What mode is it?

46. What mode is it?
1 Prepare a poster about your favorite sport.
Watch a movie trailer and write down the date
2
the movie opens
3 Talk about what to do on the weekend.
4 Send a text message to a friend
Create a graphic organizer for new
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

47. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2
the movie opens
3 Talk about what to do on the weekend.
4 Send a text message to a friend
Create a graphic organizer for new
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

48. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2 Interpretive
the movie opens
3 Talk about what to do on the weekend.
4 Send a text message to a friend
Create a graphic organizer for new
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

49. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2 Interpretive
the movie opens
3 Talk about what to do on the weekend. Interpersonal
4 Send a text message to a friend
Create a graphic organizer for new
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

50. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2 Interpretive
the movie opens
3 Talk about what to do on the weekend. Interpersonal
4 Send a text message to a friend Interpersonal
Create a graphic organizer for new
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

51. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2 Interpretive
the movie opens
3 Talk about what to do on the weekend. Interpersonal
4 Send a text message to a friend Interpersonal
Create a graphic organizer for new Interpretive
5
vocabulary.
Create a skit where you buy school supplies
6
at a store.

52. What mode is it?
1 Prepare a poster about your favorite sport. Presentational
Watch a movie trailer and write down the date
2 Interpretive
the movie opens
3 Talk about what to do on the weekend. Interpersonal
4 Send a text message to a friend Interpersonal
Create a graphic organizer for new Interpretive
5
vocabulary.
Create a skit where you buy school supplies
6 Presentational
at a store.

53. What is an Integrated
Performance Assessment?

54. What is an Integrated
Performance Assessment?
• The IPA begins when learners are asked to
acquire information through an Interpretive
Mode task.
• Then, learners react to that information by
interacting with others through the
Interpersonal Mode.
• Finally, learners create a product in the
Presentational Mode that incorporates
information acquired through the other two
modes.

55. ACTFL Integrated Performance Assessment

56. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.

57. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.

58. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
2. Interpersonal Communication
Phase
After receiving feedback, students
engage in communication about a
particular topic which relates to
the interpretive text. This phase
can be audio- or videotaped.

59. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
2. Interpersonal Communication
Phase
After receiving feedback, students
engage in communication about a
particular topic which relates to
the interpretive text. This phase
can be audio- or videotaped.

60. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Students engage in the presentational After receiving feedback, students
mode by sharing their research/ideas/ engage in communication about a
opinions. Samples presentational particular topic which relates to
formats: speeches, drama, skits, radio the interpretive text. This phase
broadcasts, posters, brochures, can be audio- or videotaped.
podcasts, websites, etc.

61. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Students engage in the presentational After receiving feedback, students
mode by sharing their research/ideas/ engage in communication about a
opinions. Samples presentational particular topic which relates to
formats: speeches, drama, skits, radio the interpretive text. This phase
broadcasts, posters, brochures, can be audio- or videotaped.
podcasts, websites, etc.

62. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Students engage in the presentational After receiving feedback, students
mode by sharing their research/ideas/ engage in communication about a
opinions. Samples presentational particular topic which relates to
formats: speeches, drama, skits, radio the interpretive text. This phase
broadcasts, posters, brochures, can be audio- or videotaped.
podcasts, websites, etc.

63. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Students engage in the presentational After receiving feedback, students
mode by sharing their research/ideas/ engage in communication about a
opinions. Samples presentational particular topic which relates to
formats: speeches, drama, skits, radio the interpretive text. This phase
broadcasts, posters, brochures, can be audio- or videotaped.
podcasts, websites, etc.

64. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Students listen to and / or read an authentic
text and answer information and
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Students engage in the presentational After receiving feedback, students
mode by sharing their research/ideas/ engage in communication about a
opinions. Samples presentational particular topic which relates to
formats: speeches, drama, skits, radio the interpretive text. This phase
broadcasts, posters, brochures, can be audio- or videotaped.
podcasts, websites, etc.

65. ACTFL Integrated Performance Assessment

66. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.

67. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.

68. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
2. Interpersonal Communication
Phase
Imagine a conversation that might
take place between the 2 different
endangered species. Identify and
describe “yourself,” comment on
where you live, what the weather is
like, and on what you need to
survive.

69. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
2. Interpersonal Communication
Phase
Imagine a conversation that might
take place between the 2 different
endangered species. Identify and
describe “yourself,” comment on
where you live, what the weather is
like, and on what you need to
survive.

70. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Create a multimedia public service Imagine a conversation that might
announcement or advertisement to take place between the 2 different
narrate the story of one particular endangered species. Identify and
animal and call attention to the plight describe “yourself,” comment on
of that endangered species. where you live, what the weather is
like, and on what you need to
survive.

71. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Create a multimedia public service Imagine a conversation that might
announcement or advertisement to take place between the 2 different
narrate the story of one particular endangered species. Identify and
animal and call attention to the plight describe “yourself,” comment on
of that endangered species. where you live, what the weather is
like, and on what you need to
survive.

72. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Create a multimedia public service Imagine a conversation that might
announcement or advertisement to take place between the 2 different
narrate the story of one particular endangered species. Identify and
animal and call attention to the plight describe “yourself,” comment on
of that endangered species. where you live, what the weather is
like, and on what you need to
survive.

73. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Create a multimedia public service Imagine a conversation that might
announcement or advertisement to take place between the 2 different
narrate the story of one particular endangered species. Identify and
animal and call attention to the plight describe “yourself,” comment on
of that endangered species. where you live, what the weather is
like, and on what you need to
survive.

74. ACTFL Integrated Performance Assessment
1. Interpretive Communication Phase
Read and listen to information on 2 endangered
species.
Complete a graphic organizer on each animal.
3. Presentational Communicative 2. Interpersonal Communication
Phase Phase
Create a multimedia public service Imagine a conversation that might
announcement or advertisement to take place between the 2 different
narrate the story of one particular endangered species. Identify and
animal and call attention to the plight describe “yourself,” comment on
of that endangered species. where you live, what the weather is
like, and on what you need to
survive.

75. Use Effective Instructional
Strategies

76. Use Effective Instructional
Strategies
• Use target language for instruction.
• Facilitate student-centered learning.
• Ensure meaningful student-to-student and teacher-to-
student communication
• Integrate language, culture and content.
• Differentiate instruction based on student need.

77. In Conclusion

78. In Conclusion

79. Reflection
Now that you know about Backward Design, how
could it change how you plan and present your
lessons?

80. Reflection
Now that you know about Backward Design, how
could it change how you plan and present your
lessons?