GPS and the Backward Design Process

 

 

Benefits of SBE
 

Directions: Imagine that you are back at your school, explaining to your colleagues how you are going to approach the new standards. You have decided to embrace a standards-based (backward design) process, but you are encountering objections.

 

1.      Read the provocations below.

2.      If needed, add additional ones that you would expect to hear from your colleagues.

3.      Think of good replies to these provocations.

4.      With other members of your group, take turns role playing the SBE advocate and the resister. Practice using your knowledge of standards-based education/backward design to convince the resister of its value.

Provocations:

 

“That means always using performance-based assessments. I still want to use traditional quizzes and tests.”

 

“Teaching for understanding takes too much time. I can barely get through the textbook now.”

 

“I’m overwhelmed. How can I possibly teach to all the state content standards and our district curriculum objectives?”

 

“Every year, parents and students are thrilled with the unit we do on jungle animals. I’m not giving it up just because there’s no standard related to it. I know what keeps my kids interested in learning.”

 

“If you develop your assessments first, then all you’re doing is teaching to the test, and valuable learning gets lost.”

 

“That might work for (name another grade level or subject matter), but not for us.”