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.

It Takes More Than One: Learning From Each Other

During elementary school, I quietly sat there in my desk, copied notes from an overhead projector or chalkboard and always respected the teacher. I understood "the game." During high school, I became involved in various school councils/committees and constantly interacted with teachers. I also always did my homework and would write argumentative essays that I knew sided with the teacher's ideas on the topic. I understood "the game." I didn't disrespect, lie, cheat, yell, complain, arrive late, or skip class. I understood "the game."

What is "the game" you may ask... The game that I am referring to is being a respectful, involved academic student. I was essentially a master at the traditional model of education, the "Old Story." The traditional approach to education involves sitting quietly in separate rows of desks, the teacher lecturing at the front, and students work involves memorization.

However, we are in the twenty-first century and not all students benefit from this model of education! Many students did not benefit from the traditional model years ago, and with increasing globalization and technology, why would that model benefit the majority of students today?

I (as an educator and learner) have an infinite amount to learn from the environment that I am surrounded by and through human interaction. Learning and interactive engagement are indispensable to each other. Essentially, we learn from each other! I believe many students in the 21st century would benefit from project-based learning [grounded in constructivist learning, critical thinking, and learning while doing the project] AND/OR a holistic curriculum approach [considers teaching the whole child and interacting with the environment].

Through the readings (particularly in chapter 2), I have come to further understand what twenty-first century skills encompass, including: communication, creativity, cultural and ethical citizenship, character, and collaboration. I think these twenty-first century skills are essential to integrate in the classroom not simply to meet curriculum outcomes, but to help students learn and become democratic citizens.

In May of 2014, I went on a mission trip to Ecuador. Before I departed many friends and family said, "You will change the lives of many people!"... While other friends and family said, "The students and people you meet will change your life forever." Nobody really understood that this was a MUTUAL exchange involving friendship, spirituality, trust and learning (not merely one way). I understood this though even before I left. I wanted to become immersed in their Latin American culture as much as I wanted to teach the Ecuador students about Canada. I wanted to learn together!

I created a lesson plan before I left for the trip. I came in contact with my former elementary school and completed a project-based lesson in a grade six classroom. I asked the students what they knew about Latin America and presented some information about Ecuador. We then had a discussion about what "culture" meant and created a list of various symbols in Canadian culture. Students then created a Canadian culture collage using magazine and newspaper clippings. I then took their projects to the school in Ecuador to give the students visuals on how Canada looks. The Ecuador students then completed the same task, but for their culture. It was an amazing cultural exchange! In addition, I created this cultural session for the sake of LEARNING! I feel that students should not constantly be concerned about "getting the highest mark" as it forms an environment of competition. I grew up in this type of environment, and although I did well in it, what did we all truly learn? Let's try learning for the sake of learning...

This is Page 2 of the newspaper article (Page 1 included names of students in the grade 6 class).

Personal Picture, Permission to Use. Guayaquil, Ecuador.

I was astounded by the students' abilities to work both individually and collectively, to creatively construct a collage that represents their country. The lesson truly utilized twenty-first century skills. The cultural exchange of lessons was an experience that I will never forget. The students from both countries had many questions about the lifestyles and students in the other country. The lesson I constructed was new and exciting because it marked uncharted territory for me (I never previously had the responsibility of creating lesson plans and had never truly experienced project-based learning). I think it is essential for present teachers to embed twenty-first century skills into the curriculum and lesson plans, because they are teaching to twenty-first century learners!

Let's take a look at what 21st century Education looks like...




"Tell me and I forget. Teach me and I remember. Involve me and I learn." -Benjamin Franklin


Concepts regarding education and curriculum referenced from Chapter 1 & 2:

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

Tweet, Post, Record: Education Goes Modern

We are "PLUGGED IN!" When I say the phrase "Plugged In" I am referring to the fact that many people leave their workplace or classroom and log in or tune into some sort of social media daily. There have been many extensive changes in the 21st century in terms of communication, technology, and social media. People of all ages are interested in staying connected to the world online. Many people (including myself) download apps on their iPad for typing university notes, refer to Pinterest to look for dinner recipes, and will record videos or FaceTime friends who live far away. However, we are not limited to this, there are endless networking possibilities and social media outlets including: Twitter, Facebook, Weebly, Snapchat, LinkedIn, etc.

If students and adults are constantly using various forms of social media or technology in general, why isn't technology being utilized in classrooms?

In 2010, I attended a Vision 20/20 Conference held by the Niagara Catholic District School Board. At the conference, students and teachers discussed how Catholic education would look in the year 2020. Many students believed there would be iPads for the majority of students in the classroom and that various forms of social media would be integrated for projects or classroom use. It is important to recognize that not only is various forms of ICT (Information Communication Technology) needed in classrooms, teachers (and future teachers) must be educated on how to

properly use ICT  to optimize learning outcomes. It is almost 2015, and although I do not see this happening extensively yet, I am optimistic.

Take a look at Fieldcrest Elementary School in Bradford, Ontario:

http://www.youtube.com/watch?v=__02oH-tGoo


Many schools in Canada still function under "Old Story" education practices, which involves standardization, deeming the student as a passive, isolated learner and believing that knowledge is linear. We have all seen this before, students merely sitting in rows and copying down the teacher's notes from a projector.

From a constructivist perspective, I believe students (and teachers too) should be learning through experience. I am constantly wondering: How can teachers engage students in learning through experience or the use of technology?

In my personal experience as a head camp counselor through the YMCA summer day camp, I wanted the campers to be constantly engaged and stimulated, whether it was through play or down time after lunch. I allowed my campers to create their own carnival day. I encouraged them to form their own groups and became fully open to their ideas. In their own groups, campers made colourful, imaginative posters, created unique carnival games, and used their various skills to create an engaging carnival station. For example, one group had a creative poster taped to gym mats (set up like a table), where they performed card tricks that got all of the campers and myself involved. I was amazed! I was amazed by their creativity as well as their ability to work together and lead others. 

In another instance after lunch one day during down time, I showed campers pictures on my iPad from a mission trip I attended in Ecuador. I allowed campers to help me use the device to share the images with everyone. They instantly became excited when they were able to see the visuals and we had a unique discussion afterwards about the trip that was appropriate to their age level. I was amazed! I was amazed by their ability to listen attentively and capacity to ask thought provoking questions. 

Teachers can function under "New Story" education practices by trying to integrate a more project based learning environment that connects students to real life, having technologically embedded classrooms, and creating a democratic classroom. 

I do not mean to say that the "New Story" trumps the "Old Story" education model completely. I believe it is vital for students to learn reading, writing and arithmetic without technology as well (let's exercise our brains in different ways). I also do not mean to say that transitioning from the "Old Story" to "New Story" is easy by any means. I am wondering if the lack of technology and hands-on experiences in the classrooms are due to: A) Lack of funding, B) Lack of professional development opportunities regarding technology, C) Lack of time because teachers have other educational goals/commitments to attend to. It may be a combination of these reasons as well. 

Can ICT improve learning? I believe it can, and it will. There are so many opportunities for teachers to integrate technology in the classroom: Edmodo, Weebly, Twitter, Webinars, YouTube, Ustream, etc. If students feel comfortable with technology, let's harness these skills! 

THE FUTURE STARTS NOW! 

http://www.youtube.com/watch?v=NfN5SSiRoPs

John Dewey once said, "If we teach today as we taught yesterday, we rob our children of tomorrow."