Unit Planning Using Backward Design

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$150/person

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Using a backwards design process when designing curriculum units supports teachers in focusing on developing students’ understanding of the important ideas within the unit. The backwards design model helps us become clear about the desired learning outcomes we want for students and what evidence we need to ensure they have achieved those outcomes. Along with finding clarity around our outcomes, backwards design helps us find clarity around designing instruction, learning experiences, and activities around those outcomes. 

In this workshop, teachers will dive into the backwards design model of unit planning and gain an understanding of how to design an entire unit from start to finish. 

 

As a result of this workshop, teachers will:

  • Explain the difference between backwards design and traditional design

  • Explain the desired results of a unit 

  • Describe how to connect various types of informal and formal evidence to demonstrate that students understand the desired results of the unit

  • Understand how to plan instruction and learning experiences and activities that support students achieving the desired result of the unit

  • Plans for a unit

Presenter

Nicole Mashock has 17 years of experience in public education in which she has enjoyed working as a middle school Business Education Teacher, an instructional technology coach, and a founder and teacher at a 6-12, STEM project based learning charter school where she specialized in literacy-based instruction. Currently, she is a 6-12 Instructional Coach for the Winneconne Community School District located in Wisconsin. 

 

Nicole is an instructional leader who focuses on meeting the diverse needs of all learners. Through professional learning workshops in multiple areas and individual and team coaching, she creates opportunities for others to learn about research based strategies and develop plans to use these practices in the classroom. Nicole has extensive experience in building community and relationships with students, developing student agency in the classroom, differentiation and social emotional learning, standards and target based grading, and literacy practices. She is an innovative practitioner and learner who wants to support teachers in finding their unique strengths to 

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Nicole Mashock