Backward Planning the Alternative Professional Learning
Three Column Tables v. the Backward Design Template
Both Fink’s (2003)Three Column Table and the Understanding by Design (Wiggins & McTighe, 2005) Backward Design Template were extremely supportive as I designed meaningful learning environments for my professional learning course. Both are comprehensive planning tools used to demonstrate and apply backward design principles. However, the Three Column Table created a more general plan. It helped create a single course goal called the Big Hairy Audacious Goal (BHAG) and more focused goals to support it (Fink, 2003). These goals included foundational goals, application goals, integration goals, human dimensions, and metacognition (Fink, 2003). On the other hand, the Backward Design Template was a lot more specific. For example, it guided me to break down the standards I wanted to use to create understandings, questions, and knowledge and skills before I detailed performance tasks (Wiggins & McTighe, 2005). Adding the “WHERETO” helped me design a detailed, organized course.
Begin with the end in mind.
Both the Three Column Table and the Backward Design Template focused on the concept “begin with the end in mind.” They were also both goal-directed. However, Fink’s (2003) end focus was assessment, where Understanding by Design (Wiggins & McTighe, 2005) focused on content standards.
Getting aligned.
Both backward planning documents also stressed alignment. They used a Why-What-How approach to planning. First, why are students learning this? Then what are students learning? Finally, how are students going to learn this? This focus ended with planning the activities last in each approach. However, the Three Column Table used the terms learning goals, learning activities, and assessment activities (Fink, 2003). The approach started with learning goals, then assessments, and finally learning activities. On the other hand, the Backward Design Template Alignment used the terms curriculum, assessment, and instruction (Wiggins & McTighe, 2005). It guided me to start with learning standards, then knowledge and skills, and finally performance tasks.
Focus on active learning.
Most importantly, both the Three Column Table and Backward Design Template focused on creating active, student-centered learning environments. However, the Three Column Table guided me to analyze the context of my students, called the situational factors (Fink, 2003). Meanwhile, the focus of the Backward Design Template was to be intentional. Wiggins (2005) stressed avoiding what he calls the twin sins of design. Our planning should be standards-based. That is to say, it should not be activity-focused (meaningless or contextless activities) or coverage-focused (meaningless or contextless information).
“If our learners are not fully aware of where they are going and are not engaged in recognizing the stages or landmarks along the way, are they simply relying on step by step instruction to satisfy the assignment requirements without having to really think about the process then are they learning?” (Harapnuik, 2016).
Metacognition: Following the ADL map to create our own map.
Like with everything we do in ADL, the order of these assignments seemed very intentional. The Three Column Table first guided me to create a general outline and goal for my Professional Learning course. This is more useful when planning overall course goals. It is also great to communicate with students at the beginning of a course. The Backward Design Template then guided me to create a specific, standards-based outline of my course. This is great to communicate with leaders and peers at the beginning of a course. It is also great to use to design modules. However, each section must be broken down into meaningful chunks for students.
Getting specific with my plan.
As I plan my Professional Learning to support my Innovation Proposal, the information in Fink’s (2003) design led me to develop goals and activities. One example includes creating the overarching BHAG that I will use with my professional learning. Another example is the intentional incorporation of the human environment. I decided to focus on applying [link] growth mindset thinking skills throughout my course design. Finally, I specifically focused on the context of who my learners are. On the other hand, the Backward Design Template helped me design a more specific outline or timeline of activities. One example includes which ISTE standards I chose and dismantled that supported my course goal. Another example is how the “WHERETO” helped me order the activities I designed to create a full course outline.
All of the planning reminded me that my focus as the instructional designer and teacher is to be intentional about the role I play in the learning environment. That is, my role is designer, facilitator, coach, and model. After all, “we are coaches of their ability to play the game of performing with understanding, not tellers of our understanding to them on the sidelines” (Wiggins & McTighe, 2005, p. 17).
References
Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Dee Fink and Associates. Retrieved April 30, 2022, from https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Harapnuik, D. (2016, June 16). Mapping Your Learner’s Journey. It’s About Learning. Retrieved April 30, 2022, from https://www.harapnuik.org/?p=6420
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development.