Exploring New Territory: The Backwards Design Process

I love trying new things and getting out of my comfort zone! However, trying new things has always been somewhat overwhelming for me. I have always been a perfectionist so when I am presented with something new I want to understand the concepts immediately. I try to read deeper and ask myself a lot of questions to reflect. In the past two weeks I have learned many new concepts that I am excited to explore as I begin to deal with curriculum documents in the upcoming weeks.

The Backward Design Process.

What is it? 

Two Pre-steps: Know your Curriculum and Know Your Students
Stage 1: Identify the KDB of the Unit
Stage 2: Create the RPAT (Rich Assessment Performance Task) and Assessment Tools
Stage 3: Create Daily Instruction and Assessment Tasks

How will it look in my classroom? 

As I began to grasp these stages and concepts through readings and lecture, I began to wonder if I have used some of these stages in my past volunteer and teaching experiences in both Canada and abroad. Since the Backward Design Process is new to me, I have discovered that I have incorporated some of these elements when teaching, but unknowingly. The following is an example of my attempts at creating a rich and accountable lesson in my placement experience.  (Note: not all elements of the Backward Design Process may be present, I am merely reflecting on my past experiences to create a better understanding for myself as I continue learning).

1. Grade 6 Class Placement through Brock University

Setting: I created a reading program in my grade 6 placement that allowed students to pick their own novel; and then read, analyze, and reflect on it in a variety of ways. I was in the classroom once a week.

Know Your Students: The students in this class were all generally white, middle class students and many had a background in French. I needed to become aware of the different reading capabilities of students as well as discover what their interests were, in case they wanted me to suggest a novel for them.

KNOW...

• Big Idea: Perception 

• Enduring Understanding: Reading improves vocabulary and leads to more highly-developed language skills

DO...  Literature Analysis 

• Read and gather information from a novel of interest  
• Organize information about the novel 
• Critically reflect on characters, plot, and setting 
• Form predictions based on what has been read using imagination 
• Create, draw or write about a specific chapter 
• Communicate ideas to others regarding the content in the novel 

BE... Critical and Innovative Citizens in the 21st Century 

RPAT (Rich Performance Assessment Task) and Assessment Tools...

• Students were encouraged to create organized webs to sort the content of the novel they were reading as well as their own personal thoughts, feelings, or questions about the material

• Students had the choice to write in a diary, act as a book critic through writing, or create a comic strip that reflected the chapter in the novel they were reading (weekly occurrence)

• I did not personally assess the students (in terms of grades) but documented and tracked their progress through their weekly webs/tasks in a personal portfolio 

Assessment Tasks...

• After orally reading and explaining their webs/book critiques and/or comic strips to myself, students were encouraged to get into small groups and explain their novels to others
• Other students in the group were able to ask critical questions about the book or make suggestions about what a sequel would look like using their creativity and imagination 

The following are examples of the weekly task students completed. They had several options as to how they wanted to present a particular chapter in the novel.  (Permission to use image, No student names on the work). 

The students seemed to really enjoy the reading program since they were not only able to choose the novel, but they were also able to choose how they wanted to record and present their information/ideas. I genuinely tried to emphasize to not worry about marks, or being wrong, but to think in different ways. There is not just one right answer (divergent thinking). I was very fortunate to have a teacher that was open to my ideas and encouraged my drive to create engaging lessons/programming in the class. 

The following is a RSA Animated Video. The speaker of the video is Sir Ken Robinson who explores the changing education paradigms. Much of what he talks about is very relevant to the EDUC 4P19 course and I encourage anyone who is interested in 21st century education, to take a look. He interestingly comments on divergent thinking (ability to see lots of possible answers to a question, and ways of getting to an answer, multiple answers).

“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.” 
― Ken Robinson


Concepts regarding education and curriculum referenced from Chapter 3: 

Drake, S.M. & Reid, J.L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21 Century Learner. Toronto, ON: Oxford University Press.