Backward Design is a standards-based curriculum model that emphasizes beginning with the end goals in mind. The Backward Design process consists of three phases: identify desired results; determine acceptable evidence; and plan learning experiences and instruction.
Integrating Understanding by Design and Historical Thinking
These three sessions explore the following essential questions: What should students know, understand, and be able to do? What habits of mind, historical thinking skills and 21st century skills are required? How will we know if students have achieved the desired results and met the content standards? What will need to be taught and coached, and how should it be taught in light of performance goals? What does cognitive psychology research tell us about the best strategies for helping students think historically? How can primary sources and document-based questions be utilized?
Classroom Instruction That Works for 6-12 Social Studies
What strategies will most effectively help students achieve the desired results? This session provides an overview of the researched-based best practices in education from Classroom Instructional That Works (also known as Marzano's Nine).
Clarifying Content Priorities, Backward Design and Marzano's Nine
This session provides a framework for addressing two pressing concerns of history teachers in the age of standards-based education. Are the principles of good history instruction consistent with teaching to the standards? How do we cover a large amount of content in so little time? By clarifying content priorities in light of the standards and principles of good history instruction, teachers can develop a rigorous and aligned social studies curriculum.