Amanda-
This is what I'm starting to do. I have revamped my entire program this year for all 3 grade levels. I started with state standards and the goals of my grant programs, then assessments, and all of my lessons went from there. I haven't read the book, but have been to various assessment workshops in which this has been discussed. It is more rewarding when you can actually see the connectedness between lessons and the overall goals are much clearer. I'm in the beginning stages with all of this, but I think it's fantastic. Time to order the book from ASCD.
Jancy
Amanda Linn <toasterart@yahoo.com> wrote:
This idea is from Understanding by Design- Grant
Wiggins and Jay McTighe (Mc Tighe's wife is an art
teacher from what I understand). This is my paraphrase
of the information.
When planing your lessons use backwards planning:
First: Identify what is most important for the
students to know...what is the enduring idea...what
about the topic is essential to future learning.
Second: Decide how you will assess what they have
learned and understand. Based on the first step, what
evidence will you need to show you what they have
learned and what you may need to reteach.
Third: Design the learning experience that will
support the previous steps.
Essentially don't plan the activity first. I know many
times I see a great activity that I am sure my
students will love. A project resulting in wonderful
artworks that will stop people in their tracks at our
school art show...but can I justify why and how this
project fits into the bigger picture of what is
important for my students to know and be able to do?
How does this project promote understanding? One of my
professors in my Graduate work went as far as to say-
if you can't justify the activity using steps one and
two then you should throw out the activity.
I think this might be an interesting filter to use for
lessons like the Pollack ideas that have been
mentioned lately.
I tell people that Understanding by Design and Downy
Wrinkle Releaser changed my life. I have restructured
all my teaching to reflect backwards planning and
other concepts of UbD. It has been one the most
difficult things I have ever done. It has been (and
continues to be) a challenge, but I have never looked
at my teaching so thoughtfully. If I survive without
my brain exploding I know I will be a better teacher.
I read a quote last week that essentially said until
you are confused about what you know you will never
have knowledge that is bigger, wider or deeper...
Well, I'll let you know if that statement is true :)
Amanda
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