Backwards Design

Over the course of the last week I’ve been introduced to some noteworthy instructional methods that I plan to use in my classroom. Now that I’ve become comfortable with Inquiry Based Learning, it’s time to look deeper at the process of planning a lesson or unit of study. Here’s where backward planning comes in. Focusing on what the students should know or be able to complete is crucial. Then, you can plan the activities that will help them reach this goal. Here’s a synopsis on Backwards Design.

1) Decide on the learning outcomes

Students should be able to…

2) Identify means to assess learners

What evidence do I have to show student learning?

3) Plan instruction and learning opportunities

What materials will they need?

What learning activities will they participate in?

What technology will they use?

http://en.wikipedia.org/wiki/File:Backward_Design_Model.gif

Next, it’s time to look at the BSCS 5E Model since it played a major role in developing my unit of study. Using this model I was able to work backwards and plan activities with an end in mind. This was somewhat of a change of perspective from how I envision and plan lessons in my classroom currently. However, this alleviated an issue that happens from time to time; assessment. Given I teach Kindergarten assessments look different than with older students. We rely a great deal on informal observations and small group activities because whole group tests involving writing or multiple choice are out of the question. This weeks content has helped me to think of assessments from various angles. It forced me to focus on what evidence I will have to show students learning. In order to most effectively plan and guide future instruction you need data and the BSCS 5E Model is a great tool to use.

Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.

I look forward to learning more about rubrics in the final section of this course and how I can use them to support student learning outcomes. My hope is to create rubrics that evaluate 21st century learning skills while students create content they can easily share with our class and others. Rubrics can be an effective way for students to reflect on the process for learning.