Creating a truly effective unit plan requires a strategic approach. Backwards design, a powerful framework developed by Grant Wiggins and Jay McTighe, flips the traditional planning process on its head. Instead of starting with activities, you begin with the desired learning outcomes. This ensures that every lesson and assessment directly contributes to student achievement of the unit's overarching goals. This template will guide you through the process.
I. Identifying Desired Results (Stage 1: What do you want students to learn?)
This section focuses on clearly defining what students should know, understand, and be able to do by the end of the unit.
A. Overarching Goals:
- State the broad, overarching goals of the unit. What are the big ideas students should grasp? These should align with broader curriculum standards and learning objectives. (e.g., Students will understand the principles of democracy and their application in modern society.)
B. Essential Questions:
- Craft 3-5 essential questions that frame the unit's inquiry. These questions should be open-ended, thought-provoking, and require in-depth exploration. (e.g., What are the challenges to maintaining a democratic society? How can citizens actively participate in a democracy? What are the trade-offs between individual rights and the common good? )
C. Learning Objectives (Specific & Measurable):
- Break down the overarching goals into specific, measurable, achievable, relevant, and time-bound (SMART) learning objectives. Use action verbs to describe what students will be able to do. (e.g., Students will be able to analyze primary source documents to identify evidence of democratic principles. Students will be able to articulate the importance of civic participation in a democratic society. Students will be able to evaluate the effectiveness of different democratic institutions.)
II. Determining Acceptable Evidence (Stage 2: How will you know if students have learned?)
This stage focuses on planning assessments that accurately measure student achievement of the learning objectives.
A. Summative Assessment:
- Describe the culminating assessment that will demonstrate student understanding of the unit's key concepts. This could be a test, project, presentation, essay, or performance task. Clearly specify the criteria for success. (e.g., A research paper analyzing a specific case study of democratic governance, evaluated based on argumentation, use of evidence, and clarity of writing.)
B. Formative Assessments:
- Outline various formative assessments that will monitor student progress throughout the unit. These should provide ongoing feedback to both students and teachers, allowing for adjustments to instruction. Examples include quizzes, class discussions, exit tickets, and informal observations. (e.g., Regular class discussions analyzing current events through the lens of democratic principles. Short quizzes assessing comprehension of key terms and concepts. Peer review of drafts of the research paper.)
III. Planning Learning Experiences and Instruction (Stage 3: What learning activities will help students achieve the desired results?)
This final stage involves designing engaging and effective learning activities that support student learning and lead to mastery of the learning objectives.
A. Learning Activities:
- Outline a series of learning activities that will actively engage students in the learning process. These activities should align directly with the learning objectives and provide opportunities for students to apply their knowledge and skills. (e.g., Guest speaker on current democratic challenges. Group debates on controversial issues related to democratic governance. Analysis of case studies of successful and unsuccessful democracies.)
B. Instructional Strategies:
- Describe the instructional strategies you will employ to facilitate student learning. Consider a variety of approaches to cater to different learning styles. (e.g., Direct instruction, inquiry-based learning, collaborative learning, project-based learning.)
C. Resources & Materials:
- List the resources and materials that will be needed for the unit. This includes textbooks, articles, videos, technology, and other relevant materials.
IV. Differentiation and Support
- Describe how you will differentiate instruction to meet the diverse needs of all learners. This might include providing additional support for struggling students, challenging gifted students, or adapting materials for students with IEPs or 504 plans.
This backwards design unit plan template provides a framework for creating effective and engaging units. Remember to regularly review and revise your plan based on student progress and feedback. By focusing on the desired results first, you can ensure that your unit is purposeful, coherent, and ultimately leads to student success.
