Grant Wiggins: Three Lessons for Teachers

This week’s article summary is Three Lessons for Teachers from Grant Wiggins.

As most of you know Grant Wiggins was a proponent of ‘backwards’ curriculum design: start with the end first (what you want the students to learn, know, and to be able to apply) and then design lessons, activities, assignments, and assessments (both formative and summative). 

The article below provides three quick and succinct reminders for all teachers, not only about curriculum development but also about the importance of specific--not generic--feedback and of never forgetting what it’s like to be a student who is not following what’s going on in the classroom.

Especially as we have just returned from Holiday Break, his reminders below are great checks for us as we and our students rev up for the the second semester!

Joe

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Always keep the end in mind: When teachers plan curriculum, assessments, and learning experiences “backwards,” their goals will be more clearly defined, their assessments more appropriate, their lessons more tightly aligned, and their teaching more purposeful. This goes well beyond coverage. Rote learning of discrete facts and skills will simply not equip students to apply their learning to novel situations. The idea is to plan backwards from worthy goals – the transferable concepts, principles, processes, and questions that enable students to apply their learning in meaningful and authentic ways. Framing Big Ideas and Essential Questions will lead students to understand the content at a deep level.

Feedback is key to successful learning and performance: Grades and exhortations (“Try harder!”) aren’t very helpful. Truly effective feedback: is timely; describes specific strengths and weaknesses; uses student-friendly language; gives students opportunities for self-adjustment. The outcome: students know exactly what’s on target and what needs to be fixed. Teachers should constantly seek feedback on their work – from students (exit tickets and questionnaires); from colleagues (reviewing unit plans and assessments); from formative assessments (“tasting the soup” as it’s made); and by analyzing student work (like coaches viewing game films) and adjusting classroom strategies.

Remember what it’s like to be a learner: Experts frequently find it difficult to have empathy for the novice, even when they try. That’s why teaching is hard, especially for the expert in the field who is a novice teacher. Expressed positively, we must strive unendingly to be empathetic to the learner’s conceptual struggles if we are to succeed. Teaching isn’t telling; understandings must be constructed – earned – in the mind of the learner.  One of the most powerful ways to gain empathy for students is to shadow a class for a day and reflect on the experience.