Use backward design: complete the concept column first, mapping prior-knowledge, connecting, and application concepts before planning activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In the Montebello project, teachers used a form of backward design (DiRanna et al., 2008) by beginning lesson designs with the concept column. First they identified the concepts students should possess as prior knowledge; next, the concepts students should explore to connect prior knowledge with the lesson concept; last, the concepts students should apply to demonstrate understanding. Only then did they plan the teacher and student columns.

Design Implications¶

Context¶

Requirements¶

• Teachers map the concepts students should ultimately learn and be able to perform or explain before designing activities or prompts

Constraints¶

Target Learners¶

• elementary science teachers of English learners

Target Learning Goals¶

• science conceptual understanding
• lesson coherence from prior knowledge to application

Affordances¶

• Modified 5E Template Concept Language Columns

Related Strategies¶

• Understanding By Design Unit Template
• Front-load Tier 1 vocabulary before the science lesson and teach embedded scientific vocabulary in the lesson's context
• Assign a language function to each 5E phase (describe, compare and contrast, classify, classify with justification) and align language objectives with science objectives

Examples¶

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Key Sources¶

• DiRanna, K., & Gomez-Zwiep, S. (2013). High-Quality Science Instruction: Building Conceptual Understanding and Language Skills for English Learners. San Francisco: WestEd. https://eric.ed.gov/?id=ED580368