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The Backward Design v. The Traditional Model

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by

Sarah Hershberger

on 6 May 2014

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Transcript of The Backward Design v. The Traditional Model

The Backward Design v. The Traditional Model
What is Backward Design Planning?
"This backward moving process is part of the Understanding by Design (UbD) process developed by Wiggins and McTigh (1998; 2005; 2007; 2011). UbD emphasizes the use of learning outcomes as the driver in designing curriculum units, performance assessments, and student learning experiences," (Newman, 2013)
Backward Design Plan in ACTION!
In my college and professional career, I gained an appreciation of the importance of grammar. It is an important skill for 21st Century teachers and students. For this reason, I focused my energy on applying the Backward Design Plan to teaching basic punctuation to young children. "Teacher understanding of the difference between student knowledge and student understanding is critical to implementing a backward design approach," (Childre, Sands, Pope). For this lesson plan, my focus would be on students gaining a basic understanding of when to use a comma.

The lesson would begin with a very brief overview of the importance of a comma. The students then would be separated into groups and would structure and edit sentences that required comma usage. I would observe the students and provide some subtle direction. The activity would be followed by a more thorough teaching. After the group collaboration and my lecture, the students would again practice their punctuation. I would provide them with an assignment, which I would use as a gauge to determine if the lesson needed reteaching or we can move forward to a new lesson.

This would be in accordance with the Common Core State Standard because of the intention to give students a solid understanding of comma, which is a crucial component of grammar. A skill essential to college and career success.
- It focuses on OUTPUT

-The teacher does not need to follow a linear pattern because there is an option to reteach the material or move forward

- It requires or promotes student engagement

- It is Student Centered
- It focuses on INPUT

- It is Teacher Focused

- It is linear because once a lesson is taught, the teacher moves on to the next one


What is the Traditional Model?
"...in the traditional model of designing instruction, once teachers identify the standards that will be covered in a unit or decide on a list of content to be taught, they focus most of their attention on planning the learning activities," (Newman, 2013).
The Backward Design
The Traditional Model
Elements of an Effective Lesson Design
-
Research
: using available resources thoroughly and diligently to aid you in designing lesson plans

-
Learning Objectives
: using Common Core State Standards or the state's standard to develop clear and solid learning objectives

-
Clarity
: clear, complete, and specific directions on how the lesson is mapped out

IMPORTANT INFORMATION!
Learning objectives in effective lesson designs are not descriptions of what the teacher says or does.

For example:

Good: The student will write 10 words that belong to each part of speech in English

Bad: The teacher will distribute grammar worksheets to learn about the parts of speech

(Newman, 2013)
The reason why it is a good example is because it is viable, coherent, and doesn't simply explain an activity the student will perform.
One of the common pitfalls in developing an effective lesson design is confusing a learning activity with a learning objective. It is important to focus on what the student will LEARN in class as opposed to what they will DO
Accidental Learning
: Confusing a student's engagement with understanding of the material. The teacher focuses on activities and feels a false sense of accomplishment because the student is highly involved. Unfortunately, though the student is participating, they may not be learning the lesson.
Other Pitfalls Include...
Breadth of Coverage
: Teacher places too much importance on covering all the material and loses focus on their goals for the lesson. Learning dwindles because students gaining a skill set are set aside to make room for going over the entire text.
Backward Design Planning
starts with focus on the end. It is three stage process that is designed based off what the teacher wants to student to learn at the end of the lesson.
The Traditional Model
focuses on how the information will be presented as opposed to outcome like in the Backward Design Plan.
The Three Steps Involved
The Traditional Model Differs from the Backward Design Model because it:
The Backward Design Model Differs from the Tradition Model because:
The two models come together with their intent and ability to abide by Common Core Standards. Though the classroom structures are different, the goal of perpetuating a environment where students master skills and knowledge by the end of the school year is the same.
References

Newman, R.  (2013).  Teaching and learning in the 21st century: Connecting the dots.  San Diego, CA: Bridgepoint Education, Inc

Chidre, Amy; Sands, Jennifer R.; Pope, Saundra Tanner. (2009) TEACHING Exceptional Children. Backward Design: Targeting Depth of Understanding for All Learners, v41 n5, 6-14

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