Backward Design

Q1. Backward designing is

• Integration of curriculum, instruction, and assessment within a unit of study in any discipline

• A unit design template for beginning with the end in mind

• A way to enhance meaningful understanding and transfer of learning

• All of the above

The principles of UbD says

• Students learn best through in-depth inquiry and experience-based learning activities

• Quality curriculum engages students in exploring important ideas and challenges students to develop the skills and attitudes needed to do rigorous, quality work.

• Teacher focuses on building a learning community where students feel safe, accepted, and supported

• Students treat one another with respect, help one another to be productive, and share in one another’s successes.

Which of the following is not the THREE stages of Backward design?

• Identify Desired Results

• Determine acceptable evidence

• Planning learning experiences and instruction

• Enduring understanding

All of the followings are characteristics of Backward design EXCEPT

• Textbooks are a tool for instruction

• Primary focus is on the output of knowledge

• Outcome and assessment drive the planning process

• Activities and lessons drive the planning process

All of the followings are Big Ides of Understanding by design EXCEPT

• Backward Design

• Transfer as goal

• Meaningful Learning

• Blended Learning

Whose theory is the Backward Design?

• Grant Wiggins and Jay McTighe

• Thomas Vigorous and Jay McTighe

• Albert Einstein and Jay McTighe

• Grand Stigge and Jay McTighe

Which of the following best describes about the facet Perspective?

• The ability to analyze and draw conclusions about contrasting viewpoints concerning the same event, topic, or situation.

• The capacity to walk in another’s shoes, including participating in role-play, describing another’s emotions, and analyzing and justifying someone else’s reactions

• The ability to demonstrate, derive, describe, design, justify, or prove something using evidence

• The creation of something new from learned knowledge, including the ability to critique, create analogies and metaphors, draw inferences, construct meaning, translate, predict, and hypothesize.

Which of the following is not Four key educational goals of Desired result?

• Specify what students should know

• State what students should be able to do

• Refer to students’ capacity to apply what they’ve learned to a new situation or different context.

• State what students should not be able to do

Effective monitoring of a student’s progress should incorporate many assessment tools and processes

• Tests and quizzes

• Reflective assessments

• Academic prompts

• All of the above

Which of the following do not talk about UbD?

• Plans need to be well aligned to be effective

• The essence of understanding and the point of schooling

• How transfer occurs; creates connections in learning

• Fragmented learning; more difficult, less engaging