January 28, 2004 (class #2)

Course Outline:

1.)	announcements: reminder that UNM e-mail due in 2 weeks!
2.)	small group activity: Use the reading questions below (one copy per group will be available in class) to summarize both of the assigned chapters. Negotiate your answers, so that you reach a general consensus (total agreement is not necessary). Make sure that everyone contributes to answering these questions. Afterwards, identify one key thing from each chapter that you want to share with the whole group.
3.)	quick write: "What seem to be the most important things that you learned about backward planning? How do you think you might use this when you start teaching?"
4.)	Interactive presentation: backward planning
5.)	minute paper

Overheads (MS Word file):
January 28, 2004
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Reading Questions:
Wiggins & McTighe, chapter 1

1.)	Consider the first paragraph in this chapter. How does this perspective on teaching differ from how  most people think of the act of "teaching"?
2.)	What is backwards design?
3.)	On page 8, the authors state that "backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course." How does this notion differ from how you have thought about assessment in teaching?
4.)	Now that you've read this chapter: ...what seem to be some important concepts in these reading? ...what are some new terms for you? ...what new questions do you have?

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Wiggins & McTighe, chapter 2

1.)	The notion of uncoverage has to do with complex, abstract ideas. What is the relevance of this idea to the education of students with disabilities?
2.)	How do district and state standards and IEP goals and objectives relate to the notion of focusing on priorities? In what ways do you think they could be helpful and in what ways will you need to go beyond them?
3.)	How do you think the notion of generalization (teaching students to apply what the've learned to new situations and contexts) play into the discussion of backward planning?
4.)	What are essential questions? How might they play a role in the development of curriculum for students receiving special education services? What if those students have intellectual disabilities and a resultant need for extensive or pervasive needs for supports?
5.)	Now that you've read this chapter: ...what seem to be some important concepts in these reading? ...what are some new terms for you? ...what new questions do you have?