As I read Understanding by Design, by Grant Wiggins and Jay McTighe I cant help but think how beneficial this type of curriculum building could be to a new teacher. A way to tell new teachers that a classroom does not have to run off of a scripted program. You can take chances in your teaching and try new things. The problem is not the curriculum, its the comfort level of new teachers. New teachers have to consider so much when they begin teaching that oftentimes curriculum or "style of teaching" take a back seat to classroom management. This is where, as a field, we are missing a big opportunity. Teachers must be comfortable with their instruction before they are willing to veer form a prescribed program, which is unfortunate. Once teachers get comfortable with something like backward design they have been teaching for a couple of years already, and so they don't want to "change."
To me, finding "evidence of understanding" is where most teachers struggle. How do I know that they know if I don't have a test or grade to prove it? Understanding by Design states that understanding can be assessed throughout the entire learning process and tweaked as it goes. This brings much value to every day activities and formative assessments. We cant rely on cramming or memorizing any more. Understanding is not memorizing. Understanding is a students "ability to "extract" understandings and apply them in situated problem."
In my opinion, a teachers comfort with this style does not come from professional development. It comes from proof that understanding can be and look different, however, it will always benefit your learners.
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