Chapter 1 deals with how to design a lesson, unit, course, etc. We learn that the best method to design a course is a backwards method. That is, we should first consider the desired results before planning anything else. It seems that we most often in EFL teaching choose a book that we want to cover and plan our lessons and activities from there. Wiggins explains that using that method may not be the most effective. He states, "too many teachers focus on the teaching and not the learning" (15). We tend to lose sight of the results we are aiming to achieve in our students and focus more on our own teaching. If the results are what we're aiming towards, using the backwards design will keep us more concerned with students' learning, which in the end is what really matters.
This method is very similar to how some Chicago Public Schools create their lesson plans. Each school has a different format, but from what I've seen, many lesson plans begin first with "What will students understand from this lesson?" which corresponds to what Wiggins describes in Chapter 1. This can be very time consuming, but now I understand why most schools use this format. The author also makes a good point in Chapter 1 when explaining the error of activity-oriented design being “hands-on without being minds-on” (16). I can admit that I have felt satisfied with a lesson if the students enjoyed it. Now I am thinking about whether or not that lesson, although fun, really did a good job in achieving the intellectual purpose of the lesson.
I really like this method of designing a course. I believe it really makes us as teachers focus on our students' learning and make sure they're actually taking something away from our classes. I think it will take some practice at first, to really get the hang of it, but will be worthwhile in the long run.
Your reflexion is very interesting... But the problem we have as teachers is that many of us are asked to concentrate just in teaching and not in learning, since many schools or institutions are oriented to results "in numbers" (Results in SIMCE or quantity of students who approve a certain subject) So that, many of us have to cover certain contents in a certain period of time, otherwise you are not an "effective teacher". Sadly, our system doesn't allow us to concentrate in the real needs of learning or in what students understand, need or want...
ReplyDeleteMost of us agree on the importance of learning and not to rely too much on the book. Another important issue is the fact that most teachers think that learning can only happen if the activities are fun. In my opinion, all kinds of activities may well promote meaningful learning experiences.
ReplyDeleteI experienced the same feeling that you had after reading Backward Design,I remember to have seen my students enjoying an activity a lot and I remember to have gone home with the idea of a succesful lesson,but now I wonder if that lesson was really meaningful or just enjoyment.
ReplyDeleteMost of the time we become into a test trainer and we tend to forget the real objectives of teching english. Even, there are some teachers who focus their classes on grammar exercises instead of promoting the four skills and teach what the students really need. We need to make a mixture in order to include all types of learners in our classes. Sometimes we don't have to pay too much attention to the marks that students get, but we have to see if they really understand and if what they learnt was meaningful for them. Marks don't necessarily say o represent "understanding"...most of the time students get stressed and fail in tests.
ReplyDeleteMy grandmother used to say: To get what I want, I must do many things I don't. Students and parents don't seem to understand it! We are not here to make everybody laugh! Some activities are just funnier than others and some days are better than others. I do not expect a doctor to be funny, but I want him or her to be a good professional instead. Is that too much?
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