Lynch , Smith , Howarth
‘ teaching and learning programs ’ to describe what teachers do , is as silly as a GP stating they practise ‘ medicine and healing ’. This is a clear case of provider capture by a particular ideological approach to curriculum and teaching that has become pervasive in the Australian education industry at all levels . If we are correct in this conclusion , it illustrates the fact that pedagogical practice is absent from what is thought to be and generally accepted as “ curriculum planning ”( 12 ). But not all is lost as subsequent chapters illustrate .
Backward Design
An influential book on curriculum development is Wiggins and McTighe ’ s Understanding by Design , where the concept of “ backward design ” is developed ( 13 ). Drawing on Tyler ’ s 1949 work for the logic of their model , Wiggins and McTighe first start with the end results , and then work backwards to definite outcomes and appropriate evidence of learning . The stages in their backward design process are :
1- Identify desired results 2- Determine acceptable evidence 3- Plan learning experiences and instruction
In Stage 1 , consideration is given to what students should know , understand , and be able to do . Making use of Bruner ’ s ( 1960 ) work , they argue for essential concepts and principles as the basis of a unit of study , a full course , or a major field of study .
Wiggins and McTighe ( 1998 ) suggest criteria for identifying such content , namely :
( i ) |
that which is worth being familiar with |
( ii ) |
that which is important to know and do |
( iii ) |
that which represents an “ enduring ” understanding . This level of knowledge means high level |
principles of disciplinary and interdisciplinary fields ( Wiggins and McTighe , 1998 , pp . 10-11 ). |
Stage 2 advocates a wide range of evidence and assessment methods ranging from informal checks for understanding to complex performance tasks and projects before teaching commences .
Stage 3 is where instructional strategies are planned , based around the acceptable evidence that has already been considered in Stage 2 . Teaching then takes on an intentional urgency , as a means to an end and not an end in itself . Wiggins and McTighe ’ s ( 1998 ) questions illustrate the point :
� What enabling knowledge and skills will students need to perform effectively and achieve desired results ?
� What activities will equip students with the needed knowledge and skills ?
� What will need to be taught and coached , and how should it best be taught , in light of performance goals ?
� What materials and resources are best suited to accomplish these goals ? Is the overall design and effective ( Wiggins and McTighe , 1998 , p . 13 )?
( 12 ) Dimension 2 in Dimensions of Learning is an example of how the curriculum planning process embeds informed pedagogical practice rather than leaving it till later . ( 7 ) see Wiggins & McTighe ( 1998 )
39