In planning for instruction and the learning goals of each student, the teacher must apply a thorough understanding of instructional strategies and content area mastery and must have the ability to integrate multiple disciplines to provide appropriate and challenging lessons.
The teacher’s instructional planning combines not only specific knowledge of what to teach and how to teach it, but knowledge of the needs and abilities of each student in the classroom. When the teacher uses assessment data combined with an understanding of learner differences and development, lessons can be planned to accommodate the strengths and capabilities of the students. The more information that goes into instructional planning, the more effective and successful the learning can be for the students. I understand the importance of reflection combined with careful attention paid to assessment data so that I can be responsive to the needs of my students and be able to quickly adapt or adjust the lessons as student understanding warrants. I also believe that beginning with the end in mind will yield the most effective lessons for achieving objectives.
Backward Design
Backward design is a critical component of planning for instruction. By beginning with the end goals in mind, assessments can be created that incorporate those goals. Instruction can then be designed to make sure the students will have the knowledge they need to complete the assessment activities. For my technology class, I designed a lesson that focused on the Eighth Grade English SOLs and incorporated Green Screen technology. I began with the chosen SOL, defined the specific areas of content that a student would need to know, and decided on a final project that would demonstrate the student’s mastery of those areas while using the chosen technology. Once I took the critical content areas and began developing the lesson plan, it became apparent where my chosen technology could be used to transform a part of the lesson that would become an important point in the final assessment. If I began with the technology I wanted to use, I could have developed a fun and interesting lesson around it, but it may have had no relevance to the end goals.
Planning Based on Assessment Data
Backward design relies on assessments and the review of the collected data at all stages of planning. The teacher begins planning according to the goal and the chosen assessment and may then use previous assessment data to identify the content areas that need to be taught and those that don’t. Within the lesson, assessments are planned to intentionally collect data to monitor student understanding.
Differentiation to Achieve Learning Goals
In the MAUS novel study, students were able to choose their final project from a selection that included a “design your own” option. After attending an IEP meeting for a student, I conferenced with the SPED teacher and, with the student, was able to design a project that incorporated the specific learning goals established for the student. The learning goals for English included identifying three examples of figurative language. Since the final project required a response to each chapter of the novel, we decided that an appropriate project for the student would be to identify three examples of figurative language found in each chapter. The student needed additional support, so I designed worksheets for her to use as an example. In order to identify the figurative language, the student had to be able to interpret the illustrations and the text of the graphic novel. The project helped her achieve her learning goals while still demonstrating an understanding of the text.