strong>Do we usually forget about the objetive we persue, and what it is worse, do we inform our students of these aims?
Undoubtedly, many teachers commit this serious crime regardless of the level they teach: primary, secondary or higher education. The emphasis is put on content rather than on the desired results. From my point of view, this habit cannot be easily changed.
As Wiggins say, "we remain focused on textbooks and favored lessons ..." instead of derived these resources from desired objectives. This malpractice may be catastrophic for our students. Wiggins describes very clearly this situation when he claims that some teachers "throw some content and activities against the wall and hope some of it sticks.". In other words, only hope or a mere academic accident helps students achieve understanding. In most cases, the lack of purposes inevitably leads to confusion or frustration in students. Even teachers may face confusion or dilemmas. Naturally, we ask ourselves later: why do my students do not learn anything? Why do they forget about everything?
Quite simply, the absence of planned results and the failure to inform students of these results are responsible for the misunderstanding in our students.
By adhering to Backward Design, we can sort out this curriculum malpractice. In fact , I have put into practice this backward design in my Cultural studies lessons . Clearly, students seem more oriented towards results. More importantly, they have a more positive outlook on the course.
Therefore, if you ask me, it is worth taking a chance on backward design.
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Again dear, I repeat myself when thinking of how important information and fluid communication in teaching is. Teachers are very fond of taking things for granted, and these are the mistakes we make that make our teaching fail in many dimensions. Of course this deeply rooted bad habit is not a thing to change in a minute, but it requires a change of the way we think about teaching and learning. Our ancient malpractices, as you say, are, say, primarily not of a bad nature, but of misinterpretation and lack of communication and information. Teachers are not clear about that in order to innovate in teaching, depite all the obstacles we are to face, it is strictly necessary trying our bests putting into practice all of our theoretical knowledge. It is not that we just change the activities, but the focus, and the way we believe things can be better planned and carried out in situ, i.e. our classroom and what is beyond and behind them. And this of course require to be informed, and to inform not only students about what to do, how to do, why doing so, when doing it and where doing it, but the whole community we teach in.
ResponderEliminarI absolutely think any effort to try the new is worth, but the challenge is ours.