As a second grade teacher, instructional projects for
me are different than what others may think of.
Younger students are the target
audience compared to adults in the training world. Even at the elementary
school level, however, there is a lot of design that takes place for the
students to get the most out of the lessons that are delivered to them.
While reflecting back on some of the units that were
taught, the unit on American Indians last year really sticks out as being an
instructional design project that was a failure overall. The objective for
Virginia with regards to American Indians is:
“The student will compare the lives and
contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the
Eastern Woodlands, the Lakota of the
Plains, and the Pueblo peoples of the Southwest” (Virginia Department of
Education, 2008).
As a teacher,
and looking back through the eyes of a project manager, common mistakes were
made that impacted the instructional design negatively. One mistake that comes to mind is jumping
directly from the conceive phase to the perform phase. This mistake often happens when projects are
on short time schedules. When this is
the case, project managers may at times think that jumping in and starting the
work right away will save time. The
problem with this, however, is that the project manager may not have defined
what activities need to be completed yet.
As a result, the project could potentially take more time in the long
run because work may need to be redone because it was not satisfactory from the
beginning (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). The unit was originally scheduled to take
place over the course of 4 weeks but with days off of school from snow days and
holidays, the unit was forced to be crammed into a span of 3 weeks. As a result, it seemed important to take a
look at what the students needed to know for the test and get started right
away with planning, cramming as much into the 3 weeks as possible. This was a mistake because the objective
requires students to compare the lives and contributions of the different
groups but it seemed that it would work to teach each of the groups in
isolation and then compare them at the end.
This was not the case, however, because students had difficulty making
connections between the groups when bringing them all together.
Whenever planning a lesson or unit, I always plan
with the end in mind. That means, I consider
what students need to know and be able to do by the time they have learned the
material. This reminds me of the concept
of “backing in.” Backing in, is when an
individual starts at the end of a project and working back towards the
beginning, identifying activities and estimating durations that will ultimately
add up to the amount of time that the project has been given (Portny et. al.,
2008). This is interesting to consider
because it goes against the standards based planning process that I have been
taught by the school system that I work for.
To help better ensure success with units now, teachers at my school
create unit plans. These are developed
in advance of a unit being taught as compared to single lessons being created
and then made to fit together for a certain topic. With developing unit plans, time is not as
big of a negative impact now because they are created before the content is
taught at all and then the more detailed lesson plans are created from them.
In closing, reflecting back on this unit was very
eye opening. It can be more clearly
observed why this instructional project was not a success. Although the project was not a success, a lot
was learned from it that has since been used to make stronger lessons and
units. Even if a project may not turn
out the way that we would hope, if we keep our eyes open, I don’t think anything
is a complete failure. As project
managers or instructional designers, we can use the lessons learned from the
failures to then build other stronger projects.
Resources:
Portny, S. E., Mantel, S. J.,
Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project
management: Planning, scheduling, and controlling projects. Hoboken, NJ:
John Wiley & Sons, Inc.
Virginia Department of Education. (2008). History
and Social Science Standards of Learning Grade Two. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml.
Hi, Earl. I'm following you. - April
ReplyDeleteEarl,
ReplyDeleteI am a second grade teacher as well! We must share ideas! :D
You were talking about how the 4 week unit had to be crammed into a 3 week unit. Do you all have flexibility when it comes to reteaching concepts, or is your administration strict? I have found myself reteaching concepts when the concept was misunderstood, however if the planning process was better this wouldn't have happened. This ends up taking more time from other instruction as well. This is a struggle that teachers are faced with on a daily basis. A lot of times we do not have the time or resources to plan effective lesson plans. : / Which is why we spend our money and time at home. Thanks for sharing.
Ebony
Hi Earl,
ReplyDeleteAs a world history teacher I found that cramming lessons into less time happened often. In my old district the curriculum mapping was completed but they did not take into account days off for standardized testing or half days. Therefore, our curriculum maps were difficult from the beginning. It is important to reflect in our teaching practices and learn from our mistakes. However, reflection or doing a post-mortem is difficult while at the same time completing the other requirements of being a teacher.
Keep up the good fight - second grade is such an important year.
Andrea
Hi, Earl
ReplyDeleteGood post-mortem report on this project. I agree with you, that we learn a lot from our failures. Learning what went wrong is just as important as knowing what went right. By conducting a postmortem, we can take steps to avoid repeating “the same mistakes over and over again” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, pg. 404).
I like how you talked about your process for developing a lesson, something you referred to as “backing in.” What you’re talking about is Backward Design, which is something that I’m really interested in and something that I promote to faculty at the college where I work. Backward Design entails exactly what you said in your post... “plan with the end in mind.” Backward Design involves starting with the end in mind; in other words, what do you want students to be able to do by the end of the lesson (learning objectives) (Backward Design 101, n.d.). And then work backward from there, next identifying what evidence you need to know that students met those goals (assessments), and then what do they need to do or learn to be able to perform in those assessments (content). This is backward compared to how teachers usually develop content, which is to start with a textbook, not with the desired outcomes. I’m glad to hear that you’re following my favorite process, too.
References
Backward Design 101. (n.d.). Amherst Regional Public Schools | Amherst Regional Public Schools. Retrieved March 18, 2013, from http://www.arps.org/users/ms/coaches/backward%20design%20101.htm
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Earl,
ReplyDeleteGreat post mortem. The teacher in me kept trying to interject as I read. I think we are all tasked with a nearly impossible task. We are asked to cram 3 years of teaching into a single year. Then we end up losing days due to "unforeseen" circumstances. I think if you had been given adequate time, you could have had students teaching each other what they learned in their individual units. I think it was a great idea that wasn't given enough time. I do ask myself what the purpose of the unit was to begin with. It sounds interesting, but I don't understand its purpose. What part of life is it supposed to help students get ready for? Personally, I don't know anything about the topic (never have, likely never will). I have never needed that knowledge. The underlying skill set is something I have needed and use frequently.
From a teaching perspective, did you use any graphic organizers with your students on this topic? It seems like a perfect topic for T-charts and Venn diagrams.
Thanks,
Marc