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The coaches and teachers at my school do a very good job at backward design while working in their collaborative groups. We can continue to enhance this by including conversations about the different elements that will help the students achieve mastery of the content.

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Really emphasizing the backward design. Having the CRM, it's easy to use that as a guide but then planning backwards helps the collaborative team with staying on track as well as and really dive into the importance of the lessons and what the end goal truly is.  

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Really emphasizing the backward design. Having the CRM, it's easy to use that as a guide but then planning backwards helps the collaborative team with staying on track as well as and really dive into the importance of the lessons and what the end goal truly is.  

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Our teams loosely utilize the backward design process during collaborative planning. I could capitalize on this by bring in the streamlined instructional framework learning map for intentional planning of targeted elements that will help students access the content.

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-Some PLCs who have daily CRMs available to them, struggle with deepening their backwards design and sequencing instructional design based on their students needs

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Our school focuses on monitoring the majority, so the sections regarding what student learning looks like and sounds like would extend the conversation within collaborative teams.

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The amount of information for each section may be challenging or overwhelming, so focusing on specifics would be important. I believe we would focus on “Organizing Students to Interact with New Content” first because we are focused on monitoring the majority.

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It could be useful, especially when using backwards design during planning. Getting everyone on board with looking with the end in sight could help us to all stay focused on the end result.

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It could be useful, especially when using backwards design during planning. Getting everyone on board with looking with the end in sight could help us to all stay focused on the end result.

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Since we are a gifted magnet, most of our courses are honors or accelerated. We need to ensure our students demonstrate proficiency in the benchmark before moving forward to practicing and deepening knowledge. This would minimize learning gaps especially as we have transitioned to BEST.

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I think just ensuring that the collaborative team using the resources with fidelity. They are wonderful but using them to their full potential is where you'll see the best results so showing how this can happen instead of just making it "something else to do". It may need modeled schoolwide and then implemented in the collaborative teams to show the benefit of using the design template. 

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I think just ensuring that the collaborative team using the resources with fidelity. They are wonderful but using them to their full potential is where you'll see the best results so showing how this can happen instead of just making it "something else to do". It may need modeled schoolwide and then implemented in the collaborative teams to show the benefit of using the design template. 

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I think I can emphasize on backward design with my team. During our PLCs, we always discuss the test and how we can best prepare our students to master the standard. We navigate through resources together and figure what will best support our students. We can also emphasize on helping students demonstrate their proficiency of new knowledge. Students constantly learn new knowledge especially in Math and Science throughout the school year. I think our team does a great job of helping learners master their new knowledge.

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Helping students demonstrate Proficiency.  Often it is easy to determine the end goal and what needs to be proved, but we do not look at the many different methods that could get the potential best results.

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Helping students demonstrate Proficiency.  Often it is easy to determine the end goal and what needs to be proved, but we do not look at the many different methods that could get the potential best results.

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This framework has been embedded in our teaching practice for many years.  Everyone is very familiar with the elements in the framework and have had time to practice with them.  It would be easy to play to this strength with your teachers!

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This framework has been embedded in our teaching practice for many years.  Everyone is very familiar with the elements in the framework and have had time to practice with them.  It would be easy to play to this strength with your teachers!

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Because PLCs at my school are already using backward design, this is something I emphasize with each collaborative team.  They are discussing what students should be able to do, but there could be more of a focus on vocabulary needed throughout the unit.

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Because PLCs at my school are already using backward design, this is something I emphasize with each collaborative team.  They are discussing what students should be able to do, but there could be more of a focus on vocabulary needed throughout the unit.

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I am seeing many teams use backwards planning. They pull up the district assessment and have conversations regarding each question. 

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I am seeing many teams use backwards planning. They pull up the district assessment and have conversations regarding each question. 

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Our PLCs plan and provide opportunities for differentiated instruction and monitoring

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Some teachers will teach to the test/ assessment instead of teaching the standard. And some teachers will strictly use the TE / CRM instead of thinking outside the box to find resources or strategies meet the academic need of their students

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I think where a lot of collaborative groups get stuck at (I know I personally have in mine) is the area of "Helping Students Demonstrate Knowledge" when it comes to having to reteach and reassess. I think our teams do such a great job planning out lessons in this format, but when it comes to having to go off schedule it becomes challenging. Perhaps adding in a addition segments when you plan backwards, to accommodate the time or plan to reteach if necessary. 

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I think where a lot of collaborative groups get stuck at (I know I personally have in mine) is the area of "Helping Students Demonstrate Knowledge" when it comes to having to reteach and reassess. I think our teams do such a great job planning out lessons in this format, but when it comes to having to go off schedule it becomes challenging. Perhaps adding in a addition segments when you plan backwards, to accommodate the time or plan to reteach if necessary. 

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A vast majority of our grade level teams begin a unit by focusing on the end goal.  I think by using this Backward Design Template will only add to their understanding of what we should see in a lesson.  I think the question, "What does this look and sound like from the teacher and student lens?" really lends itself well as we consider what we need to do in order to get our students to mastery.

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I know we don't like this answer but time!  This takes intentional planning and time.  I think it is easily overlooked because teachers have the CRMs already laid out for them.

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I know we don't like this answer but time!  This takes intentional planning and time.  I think it is easily overlooked because teachers have the CRMs already laid out for them.

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Backward design planning has been a strategies that many teachers already use. If there are teachers that are new, once the strategy is explained explicitly, the teachers will see the benefit of using them.

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It might be challenging to those who teach multiple subjects. Time management might be an issue at first.

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A focus on the mid-point of learning is a challenge.  CRM units are short and teachers are pressed for time. By the time they meet again after the initial backward design planning, they are already assessing.  Ideally it would be good to discuss in the initial planning state, but time seems to be limited.

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A focus on the mid-point of learning is a challenge.  CRM units are short and teachers are pressed for time. By the time they meet again after the initial backward design planning, they are already assessing.  Ideally it would be good to discuss in the initial planning state, but time seems to be limited.

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I don't believe teachers use the framework when planning their daily lessons. I have never seen it referred to during the planning meetings at our school. It might be challenging to get them to think about the marzano elements during their planning meetings. I would love to see more conversations about how we can intentionally add different elements into their daily lessons.

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With the backward design, the PLC has the goal in mind; therefore, they plan together to reach the goals and what students need to learn. 

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With the backward design, the PLC has the goal in mind; therefore, they plan together to reach the goals and what students need to learn. 

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I find it may be challenging for teachers to support students to examine similarities and differences throughout content. I notice students may practice examining similarities and differences more in Reading Instruction than in Math Instruction.

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Backward design is familiar. We try to build collaborative team meetings around the four questions of a PLC. The first question is what should students know or be able to do. This matches the starting point of backwards design.

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Helping students practice and deepen knowledge is a challenge. We have students with significant learning gaps so teachers want to allocate instructional time to reviewing PY standards. This impacts the pacing of units and limits time for students to engage in the analytical thinking required of practicing and deepening knowledge.