Applying Instructional Strategies to Backward Design

1
Applying Instructional Strategies to Backward
Design
2
The Plan

• Where are you now? Share current unit progress.
• Explore several high impact teaching strategies
  through modeling, discussion, and practice.
• Assign Categories and Instructional Strategies to
  own unit.

3
Sticky Thoughts or Questions

• What thought, question, concern or idea do you
  have related to Stage 3?
• Lesson or unit sequence
• Instructional strategies
• Student activities

4

• Specific Strategies for Effective Instruction

5
Advance Organizer

• An instructional organizer used before direct
  instruction, or before a new topic. Can be used
  to hook, set up a lesson, or activate prior
  knowledge.

6
Advance Organizers Can

• Be a framework to let students know what they
  will be learning
• Be presented at a various levels of complexity to
  accommodate all learners
• Make connections between what the learner already
  knows and what she/he needs to know
• Improve levels of understanding and recall
• Be effective in the W and H part of WHERETO

7

Marzano, Pickering, Pollack, Classroom
Instruction that Works (2001)
8
3. Concept Mapping

• Generate ideas (brain storming, etc.)
• Design a complex structure
• Communicate complex ideas
• Aid learning by explicitly integrating new and
  old knowledge
• Assess understanding or diagnose
  misunderstanding.

9
Concept Map
10
Concept Attainment

• Steps of Concept Attainment
• Select concept and define attributes
• Develop positive and negative examples
• Introduce the process to the students
• Present the examples and non-examples
• Then allow students to tell under which column
  the next examples fit
• Allow students who are ready to generate their
  own examples
• Develop a concept definition
• Give additional examples
• Discuss the process with the class
• Evaluate

11
Double Entry Journal

• Quote from text
• Essential question
• Reflective question
• Controversial topic

• Connections to self
• Connections to other learned skills
• Brainstorming possibilities
• Emotional reactions

12
WHERE WHY

• Discuss relevance of learning about histories,
  traditions and cultures
• Share unit goals

• Category of Instruction?
• Specific Strategy
• ?

13
HOOK HOLD

• Share autobiographical sketches anonymously. Find
  similarities and differences between the
  students world and the authors world.

• Category of Instruction?
• Specific Strategy
• ?

14
ENGAGE EXPLORE

• Write reaction, opinion, and reflections on
  reading.

• Category of Instruction?
• Specific Strategy
• ?

15
RETHINK, REVISE, RELFECT

• Peer exchange and peer editing of essays.

• Category of Instruction?
• Specific Strategy
• ?

16
EXHIBIT SELF-EVALUATE

• Journaling to self-evaluate and metacognate.

• Category of Instruction?
• Specific Strategy
• ?