Skip to main content

Farrel's "Backwards Model"

Farrel's "Backwards Model"

 

Farrel's Backwards Planning Model is a framework I have partially incorporated into my lesson planning. While I don’t always start with clearly defined end goals in mind, I do structure my lessons around guided notes taken from the textbook, which include key information students need to understand for the assessment. During instruction, I reinforce learning by reviewing and correcting these notes with the class. This is assessment focused lesson planning, but not completely aligned with Farrel's model.

Farrel’s Backwards Model supports alignment between the written curriculum, taught curriculum, and assessment by delivering content to students through multiple formats—pre-reading, guided notes, and lecture—before being assessed. The assessment questions align with the guided notes, which reflect the core concepts from the curriculum. This model reinforces consistency between what is planned (written curriculum), what is delivered (taught curriculum), and what is measured (assessment).

I plan to evaluate classroom culture and teaching effectiveness by closely monitoring student comprehension and consistent performance. This includes reviewing the completion and accuracy of guided notes as a check for understanding, observing student participation and engagement during class discussions, and analyzing assessment results to ensure they reflect mastery of the content taught.

Comments

Post a Comment

Popular posts from this blog

U.S.A. vs. Finland: An Education Battle

    U.S.A. vs. Finland: An Education Battle    It is not uncommon knowledge that Finland's students out-perform American students. The United States focuses on strict curriculum and standardized tests, while Finland does not do standardized tests (Colagrossi, 2018). Teachers in Finland have more freedom to teach without the pressure of covering specific test content.  many American students are taught to quickly memorize information just to pass a test—only to forget it soon after—rather than developing a deep, lasting understanding of the material.       Teacher qualifications are also more rigorous in Finland, where educators are required to hold a master’s degree (Colagrossi, 2018).  If the USA were to follow these standards, it could potentially reduce teacher turnover, and there would fewer people going into education just to coach and have summer's off (no offense to coaches! I am one!). This approach ...
Post a Comment
Read more

UDL- Week 5

       The article "Professional Development with Universal Design for Learning: Supporting Teachers as Learners to Increase the Implementation of UDL" by Stephanie L. Craig, Sean J. Smith, and Bruce B. Frey (2022) discusses the results of how professional development, focused on the implementation of UDL, has a positive effect on the teacher and the teacher’s students. UDL is an educational framework aimed at improving teaching and implementing accommodations for the learning process of all students. The article discusses how there are increasing numbers of ESL students and SPED students (or IEP students) resulting in teachers having to teach many different “types” of students in one class. Having professional development available to teach different ways to accommodate these students, or adapt their lesson plans to fit specific needs increases the teacher’s ability to reach each student. “ The consensus among researchers offers that seven critical elements need to...
Post a Comment
Read more

Naturalistic or Technological Approach

 N aturalistic or Technological Approach?   I identify more with a naturalistic approach when it comes to teaching and building my lesson plans. I value having flexibility built into my plans because, as any teacher knows, things rarely go exactly as expected. As a middle school teacher, I often have to adjust my day-to-day plans based on the unique needs and energy of each class. The naturalistic approach aligns with how teachers actually plan: balancing objectives and standards with the ability to pivot when necessary. While my lesson-plans are focused on objectives and standards, I believe the content I teach would be dull and forgettable without space for engaging activities, supplementary objectives, and hands-on experiences that help students truly connect with the material. As a middle school social studies teacher, I don’t really see myself adopting a dual approach in curriculum design and instructional delivery. I find that the naturalistic approach fits best with...
Post a Comment
Read more