![]() When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.Īs previously stated, backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. ![]() Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes. The incorporation of backward design also lends itself to transparent and explicit instruction. ![]() If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. ![]() Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. ![]()
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