给语言教育者, backward design provides a road map as a framework for identifying where the learners are, 他们要去哪里?, 以及他们将如何到达那里. 类似于GPS导航系统, 教育工作者 have flexibility in planning with students’ needs and interests in mind by considering multiple pathways for arriving at end goals.
为什么?
Backward design begins with the learner and focuses on the real goals for learning a language: deeper cultural understanding, connections with multiple disciplines and building language proficiency. 通过深思熟虑的计划, 教育工作者 guide learners to use the language to think critically, 解决问题, and interact with one another and with the educator to meet desired unit goals.
不像逆向设计, traditional planning begins with the educator who selects a series of learning tasks and then evaluates the resulting learning. This is problematic because learning may be limited to memorizing vocabulary or grammatical structures with little focus on developing language proficiency or using language to explore engaging content.
如何?
教育工作者利用后向设计的关键概念:
- Set proficiency targets for programs, levels, and instructional units.
- Design assessments for each program, levels and instructional units.
- Use the NCSSFL-ACTFL Can-Do语句 and/or ACTFL Proficiency Guidelines to inform unit outcomes.
- Use the World-Readiness Standards to design and guide instruction.
- Design instructional tasks that move students toward the learning target.
- Embed the three modes of communication (Interpersonal, Interpretive, Presentational)
- Communicate the targets and proficiency outcomes to students, 父母, 管理员, 同事和其他人.
- Guide students to set and self-assess their own learning goals.
