1. The Backwards Design
Model
&
The LEARN Model:
Angélica Guevara Bernal
August 23rd, 2013
MUNICIPIO DE
CARTAGO
SECRETARIA DE
EDUCACIÓN

2. Objectives
 This talk intends to highlight the cons of the most
used lesson plans models in the U.S. as observed in
Fairfax County Schools, VA (TEA Program) in order
to see how English teachers of the Municipality of
Cartago can implement or adapt these models
according to our social and cultural context.
 Teachers demonstrate understanding of the
Backwards Design Model and the LEARN Model.
 Teachers develop a sample lesson plan utilizing
the LEARN and the Backwards Design Model.

3. New Methods for Lesson and
Unit Planning
 During Dr. Megan Garnet
seminars at George
Mason University, TEA
teachers were presented
two great planning tools
that are being effectively
used in Fairfax County
Schools to help teachers
make the most of their
classes.

4. The LEARN
Model

5. The LEARN Model
L Link
E Engage/Educate
A Activate
R Reflect
N Next Steps
Linking connections to prior
knowledge
Teacher presents a large group
lesson.
Active learning, guided
practice, group/individual work.
Processing and assessment
Where do we go next?
Foreshadowing…

6. The LEARN Model
Link
 Time Frame: 5-10 minutes.
 Purpose: to «hook»
students or get them
interested/excited about
a topic.
 Format: Largely Teacher-
Driven, but allows for
independent practice.

7. The LEARN Model
Link
Sample Activities:
 News article or short video clip.
 Song or poem.
 Painting, Photograph, or Map.
 Primary Document.
 Anticipatory Set.
 Attitudes survey.
 Political Cartoon.
 Essential Terms &/or Questions.
 Fact or Fiction.
 Making connections. (Q & A approach)

8. The LEARN Model
Link
Sample Activities:
 Admit Slips / Warm-Up Activities..
a. Open-ended writing. Students can reflect oon what they
learned in a previous class.
b. 1-3 short answer questions to check for
understanding/emphasize key information.
c. 3-2-1 questions.
 Journal Writings or Logs.
 K-W-L.

9. The LEARN Model
Engage / Educate
 Time Frame: 20 - 30 minutes.
 Purpose: to build student
knowledge.
 Format: Largely Teacher-
Centered.
Teacher presents a large group
lesson, explains essential questions
based upon course or objectives
and student assessment
information.

10. The LEARN Model
Engage / Educate
Instructional Strategies:
 Lecture
 Dip-sticking (Madeline Hunter)
 Explaining
 Using exemplars
 Transparencies, Power Point,
or while board notes.
 Use of primary sources, video clips, short
readings, visuals, and/or a guest speaker.
Students «sponge» via note-
taking, listening, questioning, discussing and Q&A with
teacher.

11. The LEARN Model
Activate / Active Learning
 Time Frame: 20 - 30 minutes.
 Purpose: to focus on student’s
application of knowledge and
skills. Students work, undestand
, analyze and apply.
 Format: Largely Student-
Centered.
Students work individually, in
pairs, teams, or small groups while
teacher is facilitator focusing on the
process and progress of student
understanding and «doing.»

12. The LEARN Model
Activate / Active Learning
Sample Activities:
 Authentic activities not limited to
copying or filling in worksheets.
 Teacher provides a variety of
resources to meet the learning
needs of all students.
 Activities need not to be limited
to the classroom.
 Teachers can make use of
computer labs and media
centers.

13. The LEARN Model
Reflect
 Time Frame: 10 - 15 minutes. 5-10 in an-non blocked class.
(Summative assessments will extend this as much as a full
class period)
 Purpose: Teacher provides opportunities, orally or written,
for each student to process what he or she has learned
based on desired outcomes and lesson objectives.
 Format: Largely Student-Centered.
Students reflect, synthesize,
and evaluate.
This is the time to consider the «so-what?» questions
associated with the topic.

14. The LEARN Model
Reflect
Sample Activities:
 Pencil and paper quizzes
 Free responses
 Journal entries
 Projects
 Foldables
 Graphic organizers
 Simulations
 Role-plays
 Student reports and presentations

15. The LEARN Model
Next Steps
 Time Frame: Approximately
5-10 minutes.
 Purpose: Teacher concludes
the class/lesson by making
connections to student’s prior
and/or future learning.
 Format: Didactic/Teacher
directed with some students
responses to questions; in
advanced classes this could
be a rotating responsibility for
one or two students.

16. The LEARN Model
Next Steps
Examples:
Teacher summarizes progress made, essential understandings gained, and previews
the next class:
-Today we began by looking at…
-Amy and Omar shared their experiences similar to that of the famous person we
studied…
-During the class you read letters, saw a movie clip of your hero receiving the
Congressional Medal of Honor…
-Next class we are going to learn about how this national hero… failed to accomplish…
-»… and the resulting consequences were…»
-To better prepare for our consideration of… please make sure you read the articles I
have distributed and think about how you might write an editorial supporting or
criticizing this individual.»
-Ask members of your family who remember this person to share their thoughts and
memories with you. Bonus points for the student with the most intriguing personal
connection to…

17. The LEARN Model
Next Steps
 Time Frame: Teachers should ask
students for what they think should
be studied next or in conjuction
with the unit.
Times are recommendations.
In reality, they will vary each day
and with changes in focus and
objectives.
No one element should
predominate. They are all key parts
of the instructional symphony.

18. The Backwards
Design Model

19. The Backwards Design Model
This model allows
teachers to think
backwards, which is
to see what the
Desired Results are
and how to get
there.

20. The Backwards Design Model
Essential Questions
Make
content
answer to
questions.

21. The Backwards Design Model

22. The Backwards Design Model
Desired Results
Established Goals
 Content standards, course or program objectives,
learning outcomes.
Understandings
 Big ideas / Big concepts not facts.
 Predictable misunderstandings.
Essential Questions
 Provokative questions to foster
inquiry, understanding, and transfer of learning.

23. The Backwards Design Model
Assessment Evidence
Performance Task
 Through what authentic tasks will students
demonstrate the desired understandings?
 By what criteria will performances of understanding
be judged?
Other Evidence
 Quizzes, tests, academic prompts, observations,
homework, homework, journals, etc.
 How will students reflect upon and self-assess their
learning?

24. The Backwards Design Model
Learning Plan
W= What learning expericences will be designed?
W = Where the students are going and where the students coming from?
H = How to Hook all students and Hold their interest?
E = How to equip students, Experience and Explore ideas?
R = How to provide oportunities to Rethink and Revise understandings.
E= How to allow students to Evaluate their work?
T= How to be Tailored (personalized) needs, interests and abilities of learners?
O= How to be Organized to maximize engagement and effective learning?

25. The Backwards Design Model
Essential Questions
 Few key questions
 Assessment tasks linked to questions.
 Make less be more. Prioritize content
 Kid language
 Value
 Exploratory activities
 Post questions in the classroom
 Personalize questions
 Examine sub-questions

26. The Backwards Design Model
Essential Questions
Have students share examples,
personal stories and hunches.
Encourage them to bring in clippings
and artifacts to help make the
questions more alive.
Share your questions with other
faculty to make planning and
teaching for coherence across
subjects more likely.

27. How to determine Acceptale
Evidence
Wiggins & McTighe refer to the six facets of understanding:
1. Explanation: Why is that so?
2. Interpretation: What does it mean?
3. Application: How and where can we use this
knowledge, skill or process?
4. Perspective: From whose point of view?
5. Empathy: How does it seem to you?
6. Self-Knowledge: How does who I am shape my view?

28. How to determine Acceptale
Evidence
In the end, «good assessment
should be like a photo album
with quizzes, tests, performance
tasks (etc) acting like snapshots.»
Jay McTighe, 1998

29. Beginning Planning
 Do students have the
appropriate skills to learn from
the lesson?
 What skills will students need
to perform effectively?
 What activities will equip
students with the needed
knowledge and skills?
 What materials and resources
are needed?
 Is the overall design coherent
and effective?

30. Thanks a lot!
angelicatea.wordpress.com