When considering my design principles for this assignment, I approached it from my context as a grade 6/7 classroom teacher. I must consider all my learners, their abilities, and their challenges. Using a backwards design model allows me to ensure my students are given multiple opportunities to learn and build the skills required to complete the final product successfully. If I know something will be difficult to understand or complete, I often build in additional time to review and practice to give students ample time to develop their skills. Having multiple options for a final product also allows students an appropriate access point to represent their learning; this could be done at the beginning of the planning process, providing students with choices or being changed as the teacher adapts if necessary. Having multiple points to check in and provide feedback or guidance is helpful to ensure student understanding and skill development. This helps to clarify any issues that students are having and helps to emphasize if additional time, instruction, or practice is needed. Since beginning teaching 11 years ago, I have found it incredibly helpful to be clear and transparent about how they will be assessed and what details they need to share or include. Doing this allows students to check their work to ensure they have all the necessary components, and it also gives them the chance to double-check why they were given a particular mark based on the requirements. Giving students the ability to advocate for themselves and their learning helps them develop a stronger sense of ownership of their knowledge and skills.
Focusing on my learners when designing courses, units, lessons, activities, projects, and assessments allows me to create in a way that supports their learning. This also gives them a higher likelihood of success as I consider what skills or knowledge they already have and work with them to further their understanding of specific skills or topics. As I am transparent with students about how I design, it shows them that I want them to be successful, which often results in students putting in additional effort as they enjoy the work and are excited to share their ideas. This has allowed me to create work for my students that will enable them to feel successful and create a safe and supportive classroom environment that allows them to feel comfortable taking chances and risks, knowing they will have help and guidance if needed.
References
Bowen, S., & Graham, I. D. (2015). Backwards design or looking sideways? knowledge translation in the real world. International Journal of Health Policy and Management, 4(8), 545–547. https://doi.org/10.15171/ijhpm.2015.71
El-Jardali, F., & Fadlallah, R. (2015). A call for a backward design to knowledge translation. International Journal of Health Policy and Management, 4(1), 1–5. https://doi.org/10.15171/ijhpm.2015.10
Gomez, D. R., Swann, W., Willms Wohlwend, M., & Spong, S. (2022). Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-022-09330-5
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42(1), 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
Popa, A. B. (2009). Form Follows Function: A Backward Design To Develop Leadership Ethics Curriculum. Journal of Leadership Education, 8(1), 59-71. https://doi.org/10.12806/V8/I1/AB1
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd edition). ASCD.
11 January 2025 at 11:37 am
Excellent design principles, Lauren; it’s clear that you’re an exceptional teacher and are passionate about providing your students with every opportunity to succeed. Your focus on transparency, agency, and adaptability resonated with me. The backward design approach and your ability to recognize a student’s perspective and help adapt the learning to them fosters a constructivist environment where students thrive.
One thing that stood out to me was your multiple comments about time. I feel this is an essential element forgotten in modern school resourcing models. Achieving transformational learning outcomes takes time: time to understand the learners and their perspectives, time to adapt the lesson to diverse worldviews and experiences, and time to be transparent about expectations. I worry about the future of education as resources dwindle, class sizes increase, and students struggle with greater complexity. AI tutoring has been proposed as a possible solution, but I’m particularly skeptical about this claim. What do you think?
12 January 2025 at 3:20 am
This is brilliant Lauren,
This piece demonstrates a deep commitment to creating a learner-centered and inclusive classroom environment. Your use of backward design ensures that students have multiple opportunities to develop the skills needed for success, and your emphasis on flexibility, such as providing varied final product options, reflects an understanding of diverse learner needs. The focus on clear communication about assessment criteria is especially commendable, as it helps students take ownership of their learning and fosters a sense of accountability. These strategies not only support student success but also create a safe and supportive environment that encourages risk-taking and active participation.
Have you considered strategies for addressing challenges, such as when students are hesitant to take risks despite a supportive environment? Let me know your thoughts.