Backward Design Unit Plan

 

Backward Design Unit Plan

Prepare

• Read Chapter 9: Planning for Learning, (the section titled, The WHERETO elements in instructional planning) in the Wiggins and McTighe (2005) text.

Content Instructions

Template – Use the

Backward Design Unit Plan Template

to complete your final unit plan including all of the following:

• Stage 1: Desired Results (UEKS)

  Established goal (G) – Identify the relevant goals will this design address (Stated as content standards, course or program outcomes, etc.)
  Understandings (U) – minimum of two big ideas
  Essential Questions (E) – minimum of two provocative questions that will foster inquiry, understanding, and transfer learning
  Knowledge (K) and Skills (S) – minimum of two written as student-centered, measurable learning objectives/outcomes

• Stage 2: Assessment Evidence

  Performance Tasks (T) – Describe at least one authentic performance task used to assess student understanding or ability
  Other Evidence (OE) – Describe at least two different types of evidence used to measure student understanding or ability

• Stage 3: Learning Plan

  WHERETO – Identify learning activities for each of the WHERETO elements. Label each activity with its respective element (Where; Hook and Hold; Equip; Rethink, Reflect, and Revise; Evaluate; Tailor; and Organized)

Written Reflection – On a separate page (within the same document) and following the template, address each of the following:

• Rigor –Describe the degree to which your assessments and learning activities provide cognitive rigor (Bloom’s and/or Webb’s DOK).
• Engagement – Discuss assessments and learning activities in your plan that will engage learners.
• Century skills – Describe the 21st-century skills addressed in your plan.

Written Communication Instructions

• Length Requirement: Four to six pages including the Backward Design Unit Plan Template, written reflection, title, and references pages.
• Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Source Requirement: Reference Wiggins and McTighe (2005), Lopez (2013), and Partnership for 21st Century Learning. Exemplary assignments will include at least two other resources from your own research or from those listed as a Recommended Resource, found in the Weekly Lesson, or any related resource previously assigned during Weeks 1-6.
• APA Formatting: Use APA formatting consistently throughout the assignment. Refer to the Ashford Writing Center (Links to an external site.) for assistance with APA style and formatting.

Submitting Your Assignment

• Submit your assignment for evaluation. Include the link to your ePortfolio in the comments box when uploading.
• Archive your assignment in your ePortfolio by uploading to your Folio account. Once assignments are uploaded to your ePortfolio, they are considered artifacts and will be referenced as such.
• Once in your Folio account, select “Add Work.” Follow the step-by-step instructions.
• Once uploaded, add a title (e.g., Final Project: UbD Unit Plan) and a one- to two-sentence description.

  Select “Education” as the category and give it the same title as the previous step. Your artifact should now be viewable in your Portfolio.

Running head: BACKWARD DESIGN UNIT PLAN 1

BACKWARD DESIGN UNIT PLAN 2

Backward Design Unit Plan

Your Name

ECI610: 21st Century Curriculum, Standards, and Assessment

Instructor’s Name

Date

Backward Design Unit Plan

Hint: These cells will expand as you type if you need more space.

Hint: View this video on the Backward Design Process for additional help.

Backward Design Unit Plan Template

Grade/Age Level

Curriculum Area (Content/Subject)

Learning Objectives

Hint: You created this content for your Week 2 assignment. Use your instructor’s feedback to make any changes before adding your work to the final template.

Stage 1: Identify Desired Results (GUQKS)

Established Goal (G)

Identify the relevant goals this design will address (state as content standards, course outcomes, program outcomes, etc.)

Understandings (U)

Hint: Replace the information in the white cells with your own content.

Include a minimum of two big ideas.

Essential Questions (Q)

Include a minimum of two provocative questions that will foster inquiry, understanding, and transfer of learning.

Knowledge (K)

Include a minimum of two written as student-centered, measurable learning objectives/outcomes.

Skills (S)

Include a minimum of two written as student-centered, measurable learning objectives/outcomes.

Stage 2: Assessment Evidence

Performance Tasks (T)

Other Evidence (OE)
Hint: You created this content for your Week 3 Discussion. Use your instructor’s feedback to make any changes before adding your work to this template.

Describe at least one authentic performance task used to assess student understanding or ability

Describe at least two different types of evidence used to measure student understanding or ability.

Hint: You created some activities for your Week 4 Assignment. Use your instructor’s feedback to make any changes before adding your work to this template.

Stage 3: Learning Plan

WHERETO Element (W, H, E, R, E, T, O)

Activity

W
Where, why, what?

Activity #1

H
Hook

Activity #2

E
Equip

Activity #3

R
Rethink/Revise

Activity #4

E
Self-Evaluate/Reflect

Activity #5

T
Tailor Learning/Differentiate

Activity #6

O
Organize Learning Sequence

Activity #7

Adapted from: Wiggins, G. & Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.

Hint: Include the corresponding letter of the WHERETO element for each activity.

Written Reflection
Hint: Think about Bloom’s and/or Webb’s DOK.

Rigor

In this section, describe the degree to which your assessments and learning activities provide cognitive rigor.
Hint: Include specific assessments and activities. And, incorporate evidence to support your ideas about engagement.

Engagement
In this section, discuss assessments and learning activities in your plan that will engage learners.

21st Century Skills

In this section, describe the 21st Century Skills addressed in your plan.

Hint: Discuss specific skills you addressed.

References
Use APA style to reference Wiggins and McTighe (2005), Lopez (2013), and Partnership for 21st Century Learning. Exemplary assignments will include at least two other resources from your own research or from those listed as a Recommended Resource, or any related resource previously assigned during weeks 1-6. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from outside sources. For help with in-text citations, please see this interactive tutorial. For help with the reference page, please see this sample.

Hint: In the final version of your assignment, be sure that you have removed all of the prompt information and “hint” boxes within the template. If you need help with Microsoft Word, please see this resource.