Backward Planning and Instructional Design for Efficient Education

Backward Planning and Instructional Design for Efficient Education

1. What is the reason for the backward design approach to planning?

Backward design is the process teachers use to make learning practices and instruction skills to accomplish specific teaching objectives. The main reason for using the backward design method is for teachers to begin planning and teaching with the end objective instead of beginning with the first class objective systematically conveyed in a course or unit. This helps tutors design and categorize the order of problems, lessons, demonstrations, assessments, and assignments that lead to learners accomplishing the educational objectives of a unit or course, which is virtually learning whatever they are projected and planned to study (Burden, Paul R., and David 70).

2. Why is the preparation of a series of daily lesson plans not sufficient when planning for an entire course?

Burden, Paul, and David affirm that tutors should plan at micro and macro levels. This means an educator has to begin by planning for the course they are to teach, then plan for the semester, then unit planning, and finally, daily lessons plan (p.72). Therefore, if a tutor only plans a series of lesson plans, it is more probable that the lessons are insufficient and might not coherently flow with the teaching objectives and goals, as opposed to planning at the units and course levels.

3. Explain how teachers translate curriculum standards into classroom instruction.

Educators participate in planning for varied durations. They take part in long-term planning for designing annual plans, which they later break into the semester. Secondly, they are involved in intermediate planning at the unit and term levels. Since tutors are to assess a subject-specific course objective, they must break the course down into numerous more particular educational goals at the unit level. While undertaking this, they have to perceive instructional goals and the standards to be achieved, which have to be intentional about the procedures and activities planned to assist learners in meeting the teaching resources, materials, and objectives. After the two steps, the teacher participates in short-range plans, planning for weeks and days and making daily lesson plans. Burden, Paul, and David state that daily written plans assist teachers in clarifying the teaching objectives of specific lessons. They also have to classify the content, decide the teaching undertakings and the particular ways to conduct them and assemble them for the correct assessment of student learning (p.72). Essentially, tutors follow the recommended information from the curriculum that the students should be taught. Teachers must participate in a series of preparations for de-construction, understanding, and planning meaningful events to meet the learning goals and effectively assess students’ learning.

Work Cited

Burden, Paul R., and David M. Byrd. Methods for effective teaching: Meeting the needs of all students. Allyn & Bacon, 2010.

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Backward Planning and Instructional Design for Efficient Education

After reading Chapter 3, respond to the following prompts.

1. What is the reason for the backward design approach to planning?
2. Why is the preparation of a series of daily lesson plans not sufficient when planning for an entire course?
3. How prepared do you feel, personally, concerning planning instruction for students? Explain.