Summary on Unpacking the Standards and Backwards mapping

Summary on Unpacking Standards and Backwards Mapping Relating to High School Geometry

“Understanding and Applying Standards “is the current course I am studying in my online course program Teach-Now to become a qualified and certified secondary mathematics teacher.  In this unit I studied methods of planning a lesson based on a common core standard I selected based on subject specific area.  I chose Geometry and picked two standards that relate to each other: CCSS.Math.Content.HSG.SRT.C.7 - Explain and use the relationship between the sine and cosine of complementary angles and CCSS.Math.Content.HSG.SRT.C.8 - Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.  I learned what it means to unpack a standard, identify the big idea and essential questions, and backwards mapping as it relates to how a teacher designs a lesson based on a specific standard.

 

Unpacking the Standard

Providing students with clear and concise learning objectives is what I learned the main goal of unpacking the standard.  Standard based instruction, like the Common Core State Standard Initiative, helps the teacher in planning for specific key content in a lesson, implementing the key content each student is required to master and assessing each students understanding and application of key concepts of the standard.  To gain full knowledge of the two standards I chose I used the unpacking method on the standard “Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.”  First I identified the verb(s) used in the standard to know what the students need to be able to do to meet the key concepts of the material.  Next I identified the noun(s) used in the standard to for the concepts or what students will know by the end of the unit.  I also noted the context that related the noun and the verb in the standard.  The unpacking phase ends with rewriting the standard in a broken down method that addresses all the requirements and key concepts.  I can now recognize and fully understand the learning goals students need to successfully achieve the standard.  Unpacking a standard gives clarity, continuity, alignment and integration of the desired concepts to be taught.   

 

The Big Idea

Once a standard is unpacked, the Big Idea, or main learning goals will emerge.  Some standards have multiple Big Idea’s which is why unpacking is key in identifying all key concepts students need to master from the standard.  It is important not to add any requirements and to highlight the expectations your desire from the unpacked standard.  Once the Big Idea emerges the teacher can design projects and learning strategies based on each goal.  Big Ideas lead to big learning!

Backward Design Process

Backward design process for a standard begins with identifying the end result or what you want your students to know and apply before you design a lesson plan.  Once the end goal(s) are identified the teacher determines the best assessment for the goal(s).  Now the lesson plan and teaching activities are designed.  A list of concepts, skills and knowledge is needed called learning objectives that students need to demonstrate by the end of the unit or standard.  The assessment plan the teacher chooses evaluate and measure how much each student has learned and if the student can apply the learning objectives successfully.  The teacher can make a formative assessment of the lesson plan in which changes to the lesson can be made to better accommodate the learning needs of the class.  The Backward design process is an effective tool in planning standard based lessons for successful learning.