For educators at ICHS it is crucial we have the ability to perceive where it is we are going with our core curriculum and content. In the contemporary world where information is coming from a plethora of different mediums at what seems to be light speed it is important to take the time to really focus on what goals we want to reach in educating our students. The philosophy of Grant Wiggins and Jay McTighe, "Backwards by Design," offers an important strategical, conceptual foundation from which to begin the process. In their approach to planning units and lessons for core subject Wiggins and McTighe believe is is necessary that teachers have a vision about the desired results of their teaching. At ICHS we encourage all teachers to slow the process of educating down. In the rapid interactive and information based world we live it is very easy to become overwhelmed by the rate at which we receive different knowledge. Backwards by Designas it is implemented at ICHS is a tool for our teachers to take control over the 21st century content and focus in on what skills it is we want our students to master in any given unit or lesson.
Teachers first decide what goals and objectives they wish to reach as they begin the course. It is important to have a strong understanding of what the desired outcomes are before launching into a unit. This way the instructor can have more objective vision of where the lesson is going and what the overall picture looks like. Teachers come up with concept based questions or lines of inquiry which in turn become "essential questions" for students to think about as the unit unfolds.
At ICHS it is also important that we have meaningful assessment. Backwards by Design allows for teachers to engage students and the curriculum in a way that makes the assessment authentic. By focusing on the desired outcomes before the unit is presented the teacher then has the flexibility to work with students and guide them in the process of creating rubrics and self-assessing as unit progress. Through quizes, tests, written assignments, dialogue with students, and observational evaluation teachers can assess student learning while keeping the "backwards design" of the unit or lesson intact.
At ICHS we believe that planning time for teachers is a crucial element in running a school in line with Backwards by Design so we guarantee that all teachers have at least 2 hours of planning time per day where they can meet with team members or department heads to focus in on what is important for the students. Teacher planning time not only relieves stress from teachers but also establishes a great collegial working atmosphere. Teachers must be given the adequate time to plan their curriculum in order to really harness the power of Backward by Design.
Backward by Design and ICHS
For educators at ICHS it is crucial we have the ability to perceive where it is we are going with our core curriculum and content. In the contemporary world where information is coming from a plethora of different mediums at what seems to be light speed it is important to take the time to really focus on what goals we want to reach in educating our students. The philosophy of Grant Wiggins and Jay McTighe, "Backwards by Design," offers an important strategical, conceptual foundation from which to begin the process. In their approach to planning units and lessons for core subject Wiggins and McTighe believe is is necessary that teachers have a vision about the desired results of their teaching. At ICHS we encourage all teachers to slow the process of educating down. In the rapid interactive and information based world we live it is very easy to become overwhelmed by the rate at which we receive different knowledge. Backwards by Designas it is implemented at ICHS is a tool for our teachers to take control over the 21st century content and focus in on what skills it is we want our students to master in any given unit or lesson.
Teachers first decide what goals and objectives they wish to reach as they begin the course. It is important to have a strong understanding of what the desired outcomes are before launching into a unit. This way the instructor can have more objective vision of where the lesson is going and what the overall picture looks like. Teachers come up with concept based questions or lines of inquiry which in turn become "essential questions" for students to think about as the unit unfolds.
At ICHS it is also important that we have meaningful assessment. Backwards by Design allows for teachers to engage students and the curriculum in a way that makes the assessment authentic. By focusing on the desired outcomes before the unit is presented the teacher then has the flexibility to work with students and guide them in the process of creating rubrics and self-assessing as unit progress. Through quizes, tests, written assignments, dialogue with students, and observational evaluation teachers can assess student learning while keeping the "backwards design" of the unit or lesson intact.
At ICHS we believe that planning time for teachers is a crucial element in running a school in line with Backwards by Design so we guarantee that all teachers have at least 2 hours of planning time per day where they can meet with team members or department heads to focus in on what is important for the students. Teacher planning time not only relieves stress from teachers but also establishes a great collegial working atmosphere. Teachers must be given the adequate time to plan their curriculum in order to really harness the power of Backward by Design.