Instead of having a cutesy little introduction, I decided to
start with a quote from my new TCE classroom’s assigned textbook. (I’ll get to
the cutesy stuff later!) In honor of the topic I’ll be conversing, I’m doing my
normal routine backwards!
I want to talk about something new (like I tend to do) that
I recently learned about. I think it’s pretty interesting. It’s called “Backward
Design.” I wrote a personal definition based off of the statements presented in
Grant Wiggins’ book Understanding by
Design. It is, “an approach to teaching that narrows in on the end result
and is focused on the learning, not the teaching aspect of being an educator.”
I think that hits the nail right on the head (and I’m not just saying that
because I wrote it and I’m biased about my opinions, because most often times I
try to eradicate bias). The idea of “Backward Design” within the classroom is
essentially the title. Literally. Most teachers start creating their curriculum
based on the activities that they want to do, what the textbook has to say, and
the work from previous lessons (RECIPE TEACHERS). Backward Design starts at
what the end goal is. What do I want my
students to take away from this lesson? What standards will I be meeting when
creating this lesson? How does my curriculum prepare the students for further
success in my classroom and society?
This is a no-nonsense system. If learning isn't a possible result,
it’s cut from the game plan. These teachers that apply this design to their
curriculum and classroom setting are successful. They are not recipe teachers
that teach to the textbook and keep the same schedule year after year. These
teachers have lesson plans that MEAN something,
they are differentiating their classrooms, and they accomplish pre-set goals. LEARNING HAPPENS! The information that is not
important is cast aside, the included is not pointless and there is no filler.
EVERY aspect of the formation of classroom direction has a reason or a purpose
as to why it is included. Clear goals are set in the beginning before the
lessons and activities are decided, THEN (in accordance to the set goals) the
lessons are formed. A breakdown of how this works goes into three steps and
they are as follows:
1. Identify desired results:
·
Examine established content standards and review
curriculum expectations. (This is the step in which the magic begins, and it is
THE most important).
2 . Determine acceptable evidence:
·
Think about a unit or course in terms of the
collected assessment evidence needed to document and validate that the desired
learning has been achieved.
3. Plan learning experiences and instruction
·
Fully think through the most appropriate instructional
strategies.
Most teachers want to start with step three because it is
the most exciting and fun part, but in doing this there is no set concrete goal
that is at the end of the tunnel. In the beginning of the textbook Wiggins quoted,
“If you don’t know exactly where you are headed, any road can take you there.”
This is true for teaching too. In order for successful and purposeful learning
to occur, we need to know exactly where we’re going.
We as teachers are going to want to jump ahead to the fun
part but it just can’t happen right away. We would be doing our students a
disservice, and many teachers are already like that. We have to REALLY think
through our activities and lessons that we want to teach and decide what
activity is a perfect fit that meets the student’s needs, the individual’s
readiness level, and appeals to the standards already in place. (Hint, Hint:
Referencing Differentiated Learning!) Stick to the order of the steps. You can
still make activities fun and exciting AND they can pertain to the required
curriculum or standard. What a wonder! I never knew it was possible (sarcasm)
since all of the teachers never take the time to do it! Granted, this is a lot
of work. But it’s worth it. I can’t stress that enough. For more info look up
Understanding by Design.
So now that I've switched it up and talked about the
important junk first, I’ll get to my (earlier mentioned as cutesy) introduction
that I always do! The new term has started, hooray! I've been busy trucking
away with my assignments because I am very eager to do will this term. I mean, don’t
get me wrong, I’m intending to do well EVERY term. However this spring feels
different. I was prepared when the first day rolled around for each of my
classes, (already unlike last term, I didn't get my books until week three) the
weather is starting to get nice so I can do my reading and lay in the sun, and I
just like challenges. This term will definitely be that too! I’m enrolled in
all four hundred level courses for the first time since attending Oregon State.
I told my friend Josh today that it’s like when you’re playing Guitar Hero for
the first time; the one hundred, two hundred and three hundred level courses
resemble the first four keys that get you up to medium. The four hundred level
courses are learning to use the orange key and getting used to shifting your
hand. I feel like the first set of classes were pretty easy and I was able to
pay attention on a moderate level, go to class and study slightly for tests and
I could easily crank an A- out of them. Now it’s week one and I’m already
feeling the heat. BUT! It’s exciting! Finally I have a challenge! So that’s
about it.
I got a job offer for over the summer, that’s new! As of
today actually. If my job at Garland doesn't last through the summer (since it’s
seasonal) then I have a back-up! What else….. Hmmm… Oh I’m writing a book. Didn't know if I had announced that publicly yet or not. Well, now the cat’s out of
the bag… Yeh, I’m writing a book. And I’m finding it difficult to work on
because my life keeps getting in the way. That’s a characteristic of life though,
right? Happy Wednesday!
Saludos,
Carly Mae
P.S I apologize for all of the photos, I was enjoying myself this post!
