DI/UBD Chapter 3

Abstract:
This chapter focused on the use of the Backwards Planning model as a means to create effective units that cover content standards as required by the state. It reflects on the challenge of content overload and the difficulty this poses in covering material thoroughly instead of just teaching material “a mile wide, inch deep”. Backward Planning is a three step process; first you have to identify the desired results, second you need to find a way to assess or find evidence that those desired results have been achieved, and lastly you plan the learning experiences and instruction. Planning in this way with two or more people helps to create a solid base of knowledge in the content area to further help identify the ideas and essential questions to be included.

Reflection:
Meredith liked that the chapter broke down each step of the backwards planning model into a further, more detailed explanation. Leigh feels very strongly that backwards planning is a good idea, as it allows you to first identify what needs to be taught which makes planning a lesson come more naturally. While John was reading through some of the Maine Learning Results he found that some of the standards were very broad and didn’t really point toward a specific goal so the teacher could teach something very different than another teacher and still meet the standard. Christine felt that with the vast expanse of information teachers are required to convey to their students due to content standards that it makes more sense to begin planning your lessons through identifying what needs to be taught rather than the other way around.