Backward Design Plan and the Importance of Teaching Listening Skills

Backward Design Plan
Student’s Name
Institution
Backward Design Plan
Chapter 2 What Do We Assess in the book Assessment in the Language Classroom emphasizes on important of assessment and described how it is useful in achieving the desired outcomes. The chapter focusses on how to align assessment in and classroom activities with learning goals and outcomes. One way in which to do so is though the backward design plan which is a design process based on the outcomes (Wiggins & McTighe, 2012). The planning process begins by identifying the learning goals for students in a specific class. The knowledge, skills, and dispositions they are expected to learn at the end of a class. The next step is determining the evidence needed to demonstrate the achievement of outcomes. Here an assessing tool is selected that will give evidence needed for the student to demonstrate their mastery or competence in the outcomes areas. The next step in planning is designing the activities that will help the students succeed in these learning outcomes. The final part is a reflection of the approach used, evaluating its effectiveness (Wiggins & McTighe, 2012).
The following is an example of a backward design plan for an English lesson in 9th Grade.
STEP 1: Identifying the required outcomes
The lesson is aimed at developing listening comprehension, particularly listening for specific information. Students will demonstrate their comprehension by listening to a news article in class on football and World Cup and rewriting it in their own words (Earl, 2012).
STEP 2: Determining the assessment tool
In assessing their understanding, the teacher will ask them to share their opinion whether they agree or disagree with the speaker, to identify the difficulties they experience in the first listening, which part they would like to listen to again and write at least one question/doubt the students have. The teacher will assess the student’s comprehension skills based on the way they rewrite the article at the end of the activity.
STEP 3: Planning learning experiences and instructions
The lead-in: the teacher will ask the students to write down the words they associate with football and World Cup. The teacher will then play for the class a recording of a news article about the World Cup for th...