Backward Design:
This is my first introduction of the idea of backward design, and I must say at first I didn't quite understand how it was any different than typical teaching. Obviously, as a teacher in NYS, we are all focused on getting our students to pass certain assessment tests given by the state, that ranks them in a national setting. In order to conduct a proper lesson, we must focus on these learning standards, and content objectives so that the students are prepared for what it is they are going to be asked at the end of the course. So to me, I thought at first, that this was the way most effective teachers taught.
Thennn....I got to the second video, and he really opened my eyes as to what it was meant by Backward Design. In this template we as educators focus on the goals first, working backward to assessment and finally content. We need to not focus our goals for our students on content goals, but rather effective performance goals for the students. Being a math teacher, the math example literally gave me excitement! And to be excited about a lesson on mean, median and mode is quite an accomplishment! That was such a clever way to look at such a mundane topic in mathematics! And I loved how the one person commented, that it was differentiated in allowing those students who tend to tune out math because they're not strong in the content or they have no interest, become interested and find out a way to really describe fairness in a mathematical way. ALSO the best part was getting those smart, talented "math students" to be stumped and have to explain or back up their understanding! Its absolutely brilliant!
This concept of Backward Design makes the educator focus not on the required content goals, but rather use these content goals to further their students' expertise in a greater goal, such as fairness, or why the constitution is important or what it allowed to develop later in our generations (as depicted in the videos). It allows students to think more critically about what they are being taught. And how to apply it to their overall knowledge of not just the content within the course, but how it effects their lives. And to most students this is a very important concept. If they can see the importance for themselves personally, then its that much easier to have a classroom of engaged young minds to expand and teach!
I also loved the Math example he mentioned in the video. Especially when he mentions that the students who are strong in Math were stumbling all of a sudden because they had to "explain" their answers. I think its a good way for the students to also assess themselves to see if they really understand a topic versus just knowing how to solve it. It really gets them to think critically and that's the ultimate goal.
ReplyDeleteI also loved the Math example he mentioned in the video. Especially when he mentions that the students who are strong in Math were stumbling all of a sudden because they had to "explain" their answers. I think its a good way for the students to also assess themselves to see if they really understand a topic versus just knowing how to solve it. It really gets them to think critically and that's the ultimate goal.
ReplyDeleteBy beginning with the end in mind, teachers are able to avoid the common pitfall of planning forward from activity to activity, only to find that some students are prepared for the final assessment while others are not.
ReplyDeleteBackward design begins with the end in mind: What enduring understandings do I want my students to develop? How will my students demonstrate their understanding when the unit is completed? How will I ensure that students have the skills and understand the concepts required on the summative assessment?