Ch 3 – What really Matters in Learning? (Content)

Abstract:
A global issue for educators is the problem of too much content and not enough time. This chapter addresses this issue with the idea of backward design in curriculum development. Recent changes have been made towards state and national standards in an attempt to address the “information overload” problem, however in some subject areas the standards may have made the issue worse. Research performed by Marzano/Kendall (1998) found that to give appropriate time (30 minutes) to every content standard would require another 9 years of school to cover them all. The adaptable ‘big ideas’ and essential questions provide a focusing lens to help address specific content standards.
‘The most effective people in various fields are goal oriented and plan with the goal in mind (Seven Habits of Highly Successful People)’. The backward planning design takes this idea and runs with it. Starting with identifying desired results (stage 1) we focus on what we want students to know, understand, and be able to do using essential questions as guides. Next, we determine acceptable evidence (stage 2) or assessments to indicate level of absorption of the new information. Lastly, we plan the learning experiences and instruction (stage 3) keeping the above goals and focus in mind. By using this model, we help to avoid two common mistakes of teaching for participation (but lacking in substance) or teaching for coverage (but lacking in understanding).
To help curriculum designers get into the swing of the backward design model the creators (McTighe & Wiggins) created the planning template that breaks down all the stages into very focusable mayhem to help keep the end goals in mind.
By having the planning template we are not only able to create effective content covering lesson plans, but also add multiple levels to aid in differentiation. Allowing multiple avenues of assessment and benchmarks to show content understanding allows students who have limitations in one area, use another avenue to show they comprehend the topic.

How did I connect with the reading, reflection on my thoughts on the chapter?
I found that this chapter added a great deal of depth to what the backward planning model is and why it is so useful in creating effective curriculum. When I first heard about the backward planning model, I thought that it was a lot of unnecessary work thrust upon new teachers in an attempt to swing away from the one intelligence idea of presenting. By having so many facets in each lesson and unit, it ensures that a teacher is varied in their presentation of the content.
After reading this chapter, I no longer think that it is unnecessary or long winded, rather it is a strong and adaptable tool to help teachers to not fall into old habits that hurt not only the content but the students understanding as well. It is still difficult to imagine the amount of work required to complete just one unit using this model, but I think like any other task, that it becomes more commonplace and easier with practice.