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Beginning At the End: Backwards Planning
No comments · Posted by readers1 in Planning and Rigor
By Sara Finegan
One of the cornerstones of demanding classrooms is that planning is done backwards. When we begin our thinking by focusing on what we want the kids to be able to do at the end, we are already setting high expectations, and high expectations are key.
In a way, backwards planning is easier than the traditional way we think of developing instruction. Doing it the old-fashioned way is discouraging: if we start by focusing on what the kids can’t do, and see the destination as an uphill journey, we’re exhausted before we take our first step. It’s no way to teach, and for a child, it’s no way to be taught.
What do I want them to be able to do?
Begin, therefore, with a list of what you want your students to be able to do at the end of a given unit of study. For example,
- I might want my students to be able to write a reading response that includes a summary, a description of the problem or a character, and a paragraph or two describing the child’s connection to the story.
- Or I might want my students to be able to add negative numbers fluently and with a minimum score of 80% on a given assessment.
- Perhaps I want my students to be able to describe the plot features of a text.
- Maybe I want my students to be active participants in a literature circle.
- Perhaps what I want is for my students to successfully complete a science notebook write-up that describes the purpose of an experiment, observations, methodology, materials, hypothesis and conclusions according to a standard rubric.
Aim high.
Aim for the existing standards for any student at grade level.
Once you know where you’re going, it’s time to take a look at what skills are required in order to get there.
- What does one need to be able to do in order to write a reading response?
- What does a child need to be able to do in order to add and subtract negative numbers?
- What does my class need to know in order to give me an accurate description of the plot features of a given story?
- What skills does writing a grade-level science assignment entail?
Make a list.
Check it twice. And then break it down some more. By this I mean, piece apart all of the different sub-skills that are needed in order to achieve the items on your list.
In order to write a summary paragraph, a student needs to be able to: write complete sentences; learn to use his or her own words to describe what happens in a passage; organize facts in sequential order; keep track of who did what in a story; understand the main idea.
In order to talk about a story in a literature circle, students need to: know how to develop ideas as they read; jot down thoughts while they read; know how to raise topics in discussion; take turns; add on to someone else’s ideas; listen reflectively; listen responsively.
Don’t worry too much about getting everything broken down to the smallest degree. There will be plenty of time for tweaking your skills list later, as you make discoveries with your students. I’ve never been able to predict every single skill that is needed in order for my kids to accomplish something; I always end up adding a concept and then finding ways to teach it mid-stream. That’s part of the excitement of teaching.
What can thhey already do?
Once you’ve dissected the skills and concepts, it’s time to focus on your students. Take a look at them with an objective eye: What are they already able to do? What are they close to mastering, just needing another push?
Obviously, our students aren’t a homogeneous lot, and some students have more skills than others for any given lesson. Pay attention to that, and make a mental note about the ones who are further ahead – you will want to use them as peer mentors as you go. Your students are some of the best tutors, and most inspirational teachers in your classroom.
At this point, you will need to start planning your instruction in detail. Take one small piece of the puzzle at a time, and think about how you can bring your students to competency: what strategies can you use to provide them with appropriate opportunities to learn? Notice that I am using the plural: strategies. You will want to teach the same skills in a variety of ways to accommodate different learning styles, learning needs, and to reenforce the concepts repeatedly.
As I tell my student teachers: go forth and think.
backwards planning · demanding classroom · high expectations · learning disabled · lesson planning · rigor · rigorous instruction · Sara Finegan · special education · standards · teaching strategies
