Backward Design: Understanding By Design

In Backward Designing, what is a "Big Idea"

• the lesson objective for the day

• the concept, theme, or process for a subject or topic

• the teacher's standard for the day.

• the product the student produces.

In Backward Design, an enduring understanding is:

• a sentence that generalizes what the students will come to understand about the Big Idea

• an I Can statement for the student

• the lesson standard or objective

• a sentence that generalize what today's lesson in class will be about.

In Backward Design, the Essential Question is:

• a question that is provocative and arguable

• a question designed to guide inquiry to the Big Idea

• a question that develops and deepens students understanding.

• all of these

Which of the following statements would be the best example of an "I Can" statement for students in a video editing assignment with iMovie?

• I can split a video.

• I can make a video.

• I can edit a video in iMovie using editing tools of Fade, Split, and Volume.

• I can use iMovie.

The purpose of a performance task is

• provide the students a hands on task

• demonstrate the Big Idea

• provide student evidence of understanding and proficiency.

• serve as a project

Backward designing moves from

• Creating Units to Creating Lessons

• Creating Lessons to Creating Units

• Creating Assessments to Creating Units

• Creating Lessons to Choosing Standards.

The 1st 3 stages in backward design follow the design of:

• identify desired results, plan learning experiences and instruction, determine acceptable evidence

• plan learning experiences and instruction, identify desired results, and determine acceptable evidence.

• determine acceptable evidence, plan learning experiences, and identify desired results.

• identify desired results, determine acceptable evidence, and plan learning experiences and instruction.

The facets of understanding in backward planning involve

• Explaining and Interpreting

• Applying and Shifting Perspective

• Empathizing and Self Assessing

• All of these

The key question in Identifying Desired Results is:

• What is the standard being taught?

• What is the assessment needed?

• What should students know, understand, and be able to do?

• Who am I and why am I here?

When assessing understanding in Backward Design, which of the following is true? (Note: Check all that apply)

• All 6 facets of understanding should be used all the time in assessment.

• All 6 facets of understanding need not be used all the time in assessment.

• There aren't 6 faucets in my house,, oh wait it says facets and I thought it said faucets.

• A performance task may be based on more than one facet.