2. Objectives: The Teacher will be able to:
● Understand the format of the 2014-2015 academic plan
● Understand how to implement the newly designed
academic plan for the 2014-2015 school year
● Understand Standards-based instruction through the
backwards design
● Understand and develop different levels of the Depth of
Knowledge (D.O.K.) questioning
● Collaborate as a professional learning community to
evaluate standards and develop plans implementing the
backwards design.
4. CCSS vs. Florida State Standards
Florida has taken the Common Core State
Standards, made some changes, and they are
now called Florida State Standards.
Language Arts: Click on the following link to see an example the LAFS standards:
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Stan
dards.pdf
Math:Click on the following link to see an example of the MAFS standards:
http://www.flstandards.org/sites/www/Uploads/G5_Mathematics_Florida_Stand
ards.pdf
5. Theories behind Florida State
Standards
● Watch the following video:
https://www.youtube.com/watch?v=dY2mRM4i6tY
6. Theories behind Florida State
Standards continued…
● Florida state standards have a higher level of rigor than NGSSS.
● Students will be challenged to use higher-level thinking skills. They will be
expected to explain their thought processes rather than just choosing an
answer.
● The goal is for students to be better prepared for college and careers when
they graduate from high school.
7. Connecting all Content Areas
● Teach Science and Social Studies
within the the English Language Arts
block.
● Connect fictional text with non-fiction
concepts.
● Thematic Units
10. Implementation in PLCs/Grade levels or content area
teachers work together
● More professional minds are better than one.
● More accountability to carry out our goals and missions when working as a
team than as a stand alone teacher
● Open minded to trying new strategies and seeing new perspectives on
students in the classroom
● Transition our thinking from “these are my students” to “these are our
students.”
● Deeper look at the data as well as different perspectives as to what to do
with the data
● Increased student achievement
● Renew our passion for being in the classroom when there are a
collaboration of minds being problem-solvers.
11. Backwards Design
There are three stages within this process.
-Stage 1:Identify desired results.
-Stage 2:Determine acceptable evidence.
-Stage 3:Plan learning experiences and
instruction.
12. Backwards Design Stage 1
Desired Result
● See the end before planning the beginning.
● What do you want your students to be able
to do by the end of the unit/lesson?
● What will mastery of the standard, unit, or
lesson look like?
13. Backwards Design Stage 2
Evidence
● What resources or evidence will the teacher use to
show the mastery or end result?
● Collecting the data to show evidence of the end result.
● How do we do this? Through formative and summative
assessments.
14. Backwards Design Stage 3
Plan Learning Experiences and Instruction
During this stage learning activities must be planned.
Ensuring that activities are aligned with the goals or desired
results is key. However, it is important to focus on the
sequencing and effectiveness of the activities.
15. DOK Leveled Questioning and the
Backwards Design
● D.O.K.- Depth of Knowledge
● Different levels of complexity in questioning
● Four different levels
1. Recall
2. Basic application of concepts and skills
3. Strategic thinking and complex reasoning
4. Extended thinking and complex reasoning (Learning task)
Click on the following link to see the different complexity levels of the
standards.
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Stan
dards.pdf
17. Backwards Design at work
Subject Area: Math
Grade Level: 5
Domain: Geometry
Standard: MAFS.5.G.1.2
Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation.
18. Backwards Design at work
Stage 1: Identify Desired Results
Goal - Students will be able to graph points on
the coordinate plane to solve real-world and
mathematical problems.(MAFS.5.G.1.2)
19. Backwards Design at work
Stage 2: Determine Acceptable Evidence
Performance Task:
Describe the Graph: In this lesson, students will review plotting points and labeling axes. Students generate a set of random points
all located within the first quadrant. Students will plot and connect the points, and then create a short story that could describe the
graph. Students must ensure that the graph is labeled correctly and that someone could recreate their graph from their story.
(Note: the “best” mathematical scenario is one in which a student can describe a reall-life situation in regards to their graph and
that it aligns with labels, minimum/maximums, and math values)
Other Evidence:
A. Foldable is labeled correctly with example points
B. Figures are graphed properly
C. HW: Graphing local temperatures with correct trends, interpretations of graph, and predictions.
20. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
1.Determine learning targets.
MAFS.5.G.1.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the
lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one
axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of
the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MAFS.5.G.1.AP.1a: Locate the x- and y-axis on a coordinate plane.
MAFS.5.G.1.AP.1b: Locate points on a coordinate plane.
MAFS.5.G.1.AP.1c: Graph ordered pairs (coordinates).
*Unit Target- MAFS.5.G.1.2 Graph points on coordinate plane to solve real-world and mathematical problems.
21. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
2.Determine learning activities that align with targets.
Coordinate Plane Foldable: The students will make a foldable on graph paper that labels all points of a coordinate
plane. It will include labeling and example coordinates with ordered pairs both teacher given and student created.
Graphing figures: Students will learn how to set up a coordinate plane on graph paper and will practice graphing
ordered pairs that make figures (ex: bugs bunny, daffy the duck, snoopy, bunny with balloons, etc.). There figures will
be compared to actual pictures to measure accuracy.
Cartesian Classroom: The classroom is set up as a Cartesian coordinate plane. Students will see what quadrants they
sit in and will be given ordered pairs with which they must determine their relative location.
“Design A Town” Coordinates: Students will plot ordered pairs in the first quadrant starting with simple shapes and
moving to complex shapes. THe end product will be using their plots to make a town.
22. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
3.Determine learning activities that align with desired result.
Describe the Graph: In this lesson, students will review plotting points and labeling axes. Students generate a set of random points
all located within the first quadrant. Students will plot and connect the points, and then create a short story that could describe the
graph. Students must ensure that the graph is labeled correctly and that someone could recreate their graph from their story.
Chameleon Graphing: This resource illustrates vocabulary for the Cartesian Coordinate Plane and introduces students to finding
and plotting ordered pairs using a fly and chameleon. A glossary is included.
Dig That Grid!: In this lesson, students will use their knowledge of coordinates and coordinate pairs in a real life situation as they
become archaeologists excavating a dig site. They will measure their site, label the grids with correct coordinates and use
coordinate pairs to record the location of the artifacts they discover.
Graphing Local Temperatures as Continuous Data: In this lesson, students construct a graph using local daily temperatures to
demonstrate the ability to graph continuous data. Students graph and analyze temperature trends over the time of one month.
23. Your turn
With your PLC and unit of focus. Pick a standard to use for the purpose of
practicing the backwards design. Together complete the three stages to
develop a lesson(s).
The goal of this activity is to plan a lesson(s) that uses the backward design to
be implemented in your classroom.
24. The Intent
The intent of this training is to learn how to plan with purpose which leads to meaningful instruction.
This helps promote understanding from the teacher and the students. Teachers are more aware of the
acquired skills to look for as their students progress through lessons or units, while, students become
more aware of content in terms of what they are really learning and why.
By implementing this model teachers are able to truly breakdown content for themselves and their
students. If students understand what it is they have to learn and what is expected of them, they take
ownership. With this, the hope is to increase student retention which should in turn promote overall
student performance. If students are performing well based off of instruction and learning activities, the
teacher gains the knowledge of knowing that the instructional practices being used are working. In the
case that students are not performing to the standard, the teacher will need to go back and reteach
content with the intent to revise the lesson for future use.
25. Feedback
Before you leave, please fill out the survey and
share with us your thoughts on how beneficial
you think this training was in regard to planning
and promoting student performance.
26. Refrences
Introduction- The Logic of Backward Design. (2004). Retrieved from http://www.ascd.org/ascd/pdf/books/mctighe2004_intro.pdf
Language Arts Florida Standards (LAFS) Grade 5. (2014). Florida Standards College and Career Ready. Retrieved from
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Standards.pdf
MAFS.5.G.1.1 (2014). CPALMS. Stanards. Retrieved from http://www.cpalms.org/Public/PreviewStandard/Preview/5431
Mathematics Florida Standards (MAFS) Grade 5. (2014). Florida Standards College and Career Ready. Retrieved from
http://www.flstandards.org/sites/www/Uploads/G5_Mathematics_Florida_Standards.pdf
Tools and Resources for Teachers (2014). Florida Standards College and Career Ready
http://www.flstandards.org/resources/teachers.aspx
Why We need Common Core. (2012). Retrieved from:https://www.youtube.com/watch?v=dY2mRM4i6tY
