Backward design in instructional planning begins with the end in mind
Backward design in instructional planning begins with the end in mind. That means that the teachers must set the instructional goals first, determine how they will be measured, and then create the activities that will lead to students successfully attaining the content.
Backward design requires an understanding of your students. The beginning of a school year or new semester is a great opportunity for teachers to gather information from their students to better serve them in the classroom. Surveys provide the teacher with information such as students’ self-efficacy of content, level of enjoyment of a content area, prior knowledge, student investment/attitude towards content and school, and students’ interests. Particularly in the humanities content areas of English/language arts, history, geography, and social sciences, this information helps teachers develop lessons that increase student engagement and confidence with content.
Review and analyze the results from the “Sample Student Survey” of a high school Humanities class. You will use this data throughout this course as you create your humanities unit plan.
In 250 words, analyze the data provided, and explain the following:
- What patterns do you see in the data? What conclusions can you draw from the data about the students in this class?
- How will this data inform cross-disciplinary humanities instructional planning?
- Based on the data, brainstorm what instructional strategy (i.e., cooperative learning, conferencing, hands on learning, modeling, Jigsaw, discovery learning) would be most effective for your humanities unit plan? Justify your answer.
- Based on the data, how would you differentiate your instruction to meet the needs of diverse students in your humanities unit plan? Explain.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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