Backward Design Model for Professional Development By Clay

Backward Design Model for Professional Development By: Clay Nolan Advisor: Dr. Marilyn Howe

What Is the Backward Design Model? n Designing n Involves with the end in mind 3 Stages – Stage 1: Desired Results – Stage 2: Assessment Evidence – Stage 3: Action Plan

Stage 1: Desired Results Goal(s): Understanding(s): Essential Question(s): Knowledge: Skills: Stage 2: Assessment Evidence Direct Evidence: Indirect Evidence: Stage 3: Action Plan Person(s) Responsible: Time Frame: Key Actions:

Professional Development Plan n Principal planned n Increase student achievement in mathematics n Introduce math teaching strategy

Math Strategy n Children’s literature – Motivation – Provides connections – Think critically – Math-related – Math-concepts

Stage 1: Desired Results Goal(s): By the end of the professional development experience, the elementary math teachers will learn and see that an appropriate strategy for teaching students math is by connecting the content taught with children’s literature. This will allow the students to understand mathematics better and ultimately to increase student achievement.

Understanding(s): The Essential Question(s): teachers will understand that: Literature motivates the students to learn. n How can children’s literature help our students to understand math concepts? n n Why should the story being Using literature enhances the read be children’s literature first student’s experience in math. before math? n Making interdisciplinary connections is important. n Are interdisciplinary connections important for our students? n

Knowledge: The teachers will need to know: Skills: Connect story lines mathematics curriculum, self, and real-world. n Text-to-self, text-to-text, and text-to-world connections. n n Types of children’s literature. Identify appropriate children’s literature. n n Create hands-on extension Activities that help understanding of the idea being activities to tie into the literature. taught. n

Stage 2: Assessment Evidence Direct Evidence: Indirect Evidence: n Student attitudes towards math are more positive. n n Student performance in math shows improvement. n Student improvement on PSSA scores. n n Knowledge and understanding of the strategy. Appropriate books are being used from the library. Teachers asking math teachers for ideas about children literature books. Lessons include activities instead of worksheets and book work. n

Stage 3: Action Plan Person(s) Responsible and Roles: n Teachers – uses the strategy appropriately. Principal – presents the strategy to the teacher leaders for input, ideas, and strategies for implementation. Answers any questions. Member of the building cabinet. n Teacher Leaders – finds and suggests books that deal with the curriculum and is a spokesperson to the principal. Meets with the principal and Director of Curriculum as part of the building cabinet n Director of Curriculum – makes sure school district curriculum is aligned and sequenced effectively. Member of the building cabinet. n

Time Frame and Key Actions: First week of school (September): Initial meeting with the principal and Director of Curriculum. n n End of September: Building Cabinet meeting n Early November: Teacher leaders meet with their grade level teachers n November: Implementation of strategy n December: Peer coaching and evaluations n January: Building Cabinet meeting to evaluate the strategy n January-April: Continuation of the strategy n April: PSSA Math Tests

Resources n Gaston, J. (2008). A review and an update on using children’s literature to teach mathematics. 4 -9. n Hoban, T. (1987). 26 letters and 99 cents. New York City, NY: Greenwillow Books. n Shatzer, J. (2008). Picture book power: connecting children's literature and mathematics. The Reading Teacher, 61(8), 649 -653. n Wiggins, G. , Mc. Tighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development. n Wood, A. (1995). The napping house. San Diego, CA: Harcourt Children's Books.