This week, our readings led me to start thinking about how I can apply the principles of backward design to my teaching after the completion of this course. I'm glad that the authors of our text recognize that teaching style and personalities provide for the reality that there is no perfect template, and that the "ongoing design process unfolds in a predictable way, unique to each designer and each design challenge" (p. 254). It was also beneficial to my own understanding to realize that the design process could potentially start and any Stage, even Stage 3. This helps me as I move forward, "simply recogniz[ing] the reality that it is often natural to begin with an existing unit instead of a blank template" (p. 255).
As I move forward in my instructional design journey, it seems a less daunting task to examine my current units - even if they are activity-based or content-coverage based - and make changes that focus on big ideas and help students meet objectives by designing better assessments and performance tasks. Having a starting place makes the process seem more doable.
As I move forward in my instructional design journey, it seems a less daunting task to examine my current units - even if they are activity-based or content-coverage based - and make changes that focus on big ideas and help students meet objectives by designing better assessments and performance tasks. Having a starting place makes the process seem more doable.