As teachers we have to think and prepare our classes to facilitate students’ performances and understandings. Design is a complex task in the educational process which means a big challenge when teachers have to analyze and apply concepts in the classroom. For that reason, designers have to manage techniques to create better procedures in the process.
Design means to understand students’ needs to face those opportunities. At the beginning of the process designers have to determine goals to achieve as clear purposes in the learning, “in other words, all the methods and materials we use are shaped by a clear conception of the vision of desired results” (Wiggins & Mc Tighe) Expected outcomes are the objectives that help us to clarify and determine what contents and how those contents should be learnt effectively by students.
Three points are necessary to carry out backward design. First; identify desired problems, which is the step to develop clarity in the design. Determine acceptable evidence means that we need to know if students have achieved the objectives that we proposed to achieve using evidence to analyze them. Finally, with plan learning experiences and instruction, designers have to think in the best instructional activities to connect their objectives with students’ needs according to the results and the evidence that has been observed.
Before planning a course we have to make our thoughts, ideas and goals as clear as possible to design units connected to real understanding for students. Moreover, designers have to manage these tools to develop better plans and classes in the classroom to reduce mistakes, in order to improve the educational process.
Design means to understand students’ needs to face those opportunities. At the beginning of the process designers have to determine goals to achieve as clear purposes in the learning, “in other words, all the methods and materials we use are shaped by a clear conception of the vision of desired results” (Wiggins & Mc Tighe) Expected outcomes are the objectives that help us to clarify and determine what contents and how those contents should be learnt effectively by students.
Three points are necessary to carry out backward design. First; identify desired problems, which is the step to develop clarity in the design. Determine acceptable evidence means that we need to know if students have achieved the objectives that we proposed to achieve using evidence to analyze them. Finally, with plan learning experiences and instruction, designers have to think in the best instructional activities to connect their objectives with students’ needs according to the results and the evidence that has been observed.
Before planning a course we have to make our thoughts, ideas and goals as clear as possible to design units connected to real understanding for students. Moreover, designers have to manage these tools to develop better plans and classes in the classroom to reduce mistakes, in order to improve the educational process.
I agree with you on the first point of your last paragraph because I can get the main idea, but I still have a question, how can you design units connected with real understanding for students? I think that real understanding is something that you may get from students if those thoughts, ideas and goals are thought are involved in how succesful the planning is going to be, so that you can have understanding.
ReplyDeleteI really see the importance of backward design in the comments you wrote. And also the three main point are the key to have a good design of our lessons which are important for the students learning process. And teachers should never forget that setting the purpose and having good expectations are important for a succesful planning.
ReplyDeleteYes, it is true design is a complex process but when you already have the design made you will notice that it really helps! Teachers need to know that design is helful for teachers and for sutdents´performance
ReplyDeleteI totally agree with you in the first paragraph. I think that if teachers would have the opportunity to handle new techniques for teaching, the education wiould be more meaningful, thus students will be able to learn more and participate in every lesson.
ReplyDeleteI think you explained very well what teachers have to have in mind a designers. The only thing I would change is that the desired results or expected outcomes are skills not just contents.
ReplyDeleteI like the way you explained the three points to develop the backward design because it was difficult for me to understand them and then explain. Thanks for your clear information.
ReplyDeleteIt's good to know that in your comments, we find the following...designers have to manage techniques to create better procedures, because it shows what you want to be and improve while teaching.
ReplyDeleteJorge lo que dices acá sobre la evidencia aceptable de aprendizaje estudiantil definitivamente es importante en el proceso de evaluación. Después de definir bien las ideas principales, nuestro rol es encontrar la evidencia a través de las actividades, proyectos y tareas que nos van a mostrar que los estudiantes están aprendiendo. No podemos planificar cualquier actividad, porque no necesariamente resultaría en una buena muestra de esta evidencia. Tenemos que pensarlo bien.
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