Why does curriculum design matter?
Without curriculum design students can be lost in the loads of information teachers give them. Curriculum design allows us to use standards to come up with essential questions and enduring understandings, which gives students something to focus on. Essential questions and enduring understandings are designed to deepen students understanding across multiple disciplines by having them “uncover” and “doing” (Wiggins 129) the subject. Until I started taking education courses at Metro, I don’t ever remember working in groups to guide my and discover my own learning, instead facts were spoon-fed to me for tests. The tests did not measure my understandings of subjects, instead they tested my ability to remember verbatim what the definition of words and processes related to the subjects.
Without curriculum design students can be lost in the loads of information teachers give them. Curriculum design allows us to use standards to come up with essential questions and enduring understandings, which gives students something to focus on. Essential questions and enduring understandings are designed to deepen students understanding across multiple disciplines by having them “uncover” and “doing” (Wiggins 129) the subject. Until I started taking education courses at Metro, I don’t ever remember working in groups to guide my and discover my own learning, instead facts were spoon-fed to me for tests. The tests did not measure my understandings of subjects, instead they tested my ability to remember verbatim what the definition of words and processes related to the subjects.
Why does classroom assessment matter?
Classroom assessment, if done correctly, can not only measure student understanding but also helps students to learn how assess their own work and to improve their own thought processes and analysis. If done incorrectly it can hinder learning and lower the self-esteem of students (Stiggins 5 & 9). In our schooling we have all had bad experiences with assessment. Seeing a bad grade written on the top of a test in red marker makes us feel like we tried for nothing, we don’t understand and can’t understand the material, so why even try? Good teachers allow students have a say in the assessment process so they can guide their own learning, have fun with learning, understand expectations and the point of why they are learning what they are learning. Formative assessments can also help teachers know what they need to explain deeper or cover in a different way to ensure student understanding (Boraie 2012). Formative assessments check for student understanding during the learning process. Grades are not given for these assessments, as they serve as a resource for the teacher.
Classroom assessment, if done correctly, can not only measure student understanding but also helps students to learn how assess their own work and to improve their own thought processes and analysis. If done incorrectly it can hinder learning and lower the self-esteem of students (Stiggins 5 & 9). In our schooling we have all had bad experiences with assessment. Seeing a bad grade written on the top of a test in red marker makes us feel like we tried for nothing, we don’t understand and can’t understand the material, so why even try? Good teachers allow students have a say in the assessment process so they can guide their own learning, have fun with learning, understand expectations and the point of why they are learning what they are learning. Formative assessments can also help teachers know what they need to explain deeper or cover in a different way to ensure student understanding (Boraie 2012). Formative assessments check for student understanding during the learning process. Grades are not given for these assessments, as they serve as a resource for the teacher.
Thoughts on Understand By Design curriculum planning?
To me, Understanding By Design and backwards planning makes a lot of sense. Starting with the goals we want our students to reach and the essential questions we want them to understand, we can plan our lesson, resources, assessments and activities around the central ideas. The old, less effective way, involves thinking of fun activities and resources and trying to make them fit within the lesson. The old specific ‘goal’ was a good grade on the test, not gaining greater knowledge and transferable skills. Backward planning not only helps teachers to stay organized and focused, but also helps students build real world skills and knowledge that transfers across disciplines.
Sources Cited
Boraie, Deena. "Formative vs. Summative Assessment: Does It Matter?"TESOL Connections - September 2012. TESOL Connections, n.d. Web. 07 Sept. 2014. <http://newsmanager.commpartners.com/tesolc/issues/2012-09-01/3.html>.
Stiggins, Richard J., Judith A. Arter, Jan Chappuis, and Stephen Chappuis.Classroom Assessment for Student Learning: Doing It Right -- Using It Well. Portland: Educational Testing Service, 2006. Print.
Wiggins, Grant P., and Jay McTighe. "Crafting Understandings."Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. 126-46. Print.
To me, Understanding By Design and backwards planning makes a lot of sense. Starting with the goals we want our students to reach and the essential questions we want them to understand, we can plan our lesson, resources, assessments and activities around the central ideas. The old, less effective way, involves thinking of fun activities and resources and trying to make them fit within the lesson. The old specific ‘goal’ was a good grade on the test, not gaining greater knowledge and transferable skills. Backward planning not only helps teachers to stay organized and focused, but also helps students build real world skills and knowledge that transfers across disciplines.
Sources Cited
Boraie, Deena. "Formative vs. Summative Assessment: Does It Matter?"TESOL Connections - September 2012. TESOL Connections, n.d. Web. 07 Sept. 2014. <http://newsmanager.commpartners.com/tesolc/issues/2012-09-01/3.html>.
Stiggins, Richard J., Judith A. Arter, Jan Chappuis, and Stephen Chappuis.Classroom Assessment for Student Learning: Doing It Right -- Using It Well. Portland: Educational Testing Service, 2006. Print.
Wiggins, Grant P., and Jay McTighe. "Crafting Understandings."Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. 126-46. Print.