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Since February 5,
2003,
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Nathan's
Annotated Bibliography - Journal Articles |
| 1.
McTighe, J. & Thomas, R. S. (2003). Backward design for forward
action. Educational Leadership, 60(5), 52-55.
McTighe and Thomas (2003) argue that curriculum and school improvement
efforts must start with the identification of key concepts or
"big ideas" and "essential questions" which
underlie content standards. The authors observe that these key
concepts facilitate the identification of desired learning goals.
According to them, this approach would provide students with a
"conceptual lens" for studying the content standards
and consequently result in meaningful learning.
They paraphrase Wiggins & McTighe’s (1998) Understanding
by Design in their article. The authors of this book recommend
a three-stage framework (Table below) for curriculum design and
school improvement.
Table: Backward design process
Stage |
Work
Plan |
| |
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1. Identify desired results (student learning of key facts,
concepts, and skills) |
–
frame essential questions that would help students/instructors
explore the desired results |
| 2. Work
backwards |
–
develop meaningful assessments and learning plans that use
an array of techniques to measure student learning |
3. Determine appropriate action plan |
–
devise learning experiences which would help students achieve
desired results |
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