However, never did Jay and I intend for our template to be a mandatory act of pointless drudgery, a required piece of busywork required by thoughtless supervisors. Over the years, countless people have thanked us for helping them become more thoughtful and disciplined in their planning. The book is in its 2 nd edition, over a million copies have been sold and used in countries all over the world, and over 150 schools of education use the book to train teachers in unit writing. It was for all these reasons and more that Jay McTighe and I wrote Understanding by Design 14 years ago. And most teachers still do not plan mindful of key student transfer deficits, misconceptions, and predictable rough spots related to student diversity. Typical plans focus too much on fragmented day-to-day lessons and activities on discrete topics instead of deriving coherent plans ‘backward’ from long-term performance, leading to excessive ‘coverage’ many plans focus far too much on what the teacher and students will be doing instead of mapping out a plan for causing specific results a surprising number of plans do not make student engagement a central design consideration many plans have no Plan B ready when Plan A doesn’t work. We also have developed a Survey on Planning – let me know if you want to participate in the online version.) (A reader tipped me off to this instructive post on the topic by a math teacher. left up to the individual teacher? (Leaders may wish to begin a staff meeting with these questions.) These are surprisingly difficult questions to answer, once you spend years looking at how people do (and don’t) plan, as we have via Understanding by Design. How do you plan? How often is the textbook the source of the plan? How often is district curriculum referenced? How detailed are your plans? Do you design units and then lessons or just a string of lessons? How should you plan for optimal preparation and good results? What’s the role of templates and checklists in such planning? How much of the planning process should be mandated or at least recommended vs. As General Eisenhower said, “In preparing for battle I have always found that plans are useless, but planning is indispensable.” Marzano reports that a “guaranteed and viable curriculum” is the key factor in academic achievement in schools, regardless of how flexible plans have to be. Winging it is sometimes fun, but it’s a bad way to run a family, a business, or a classroom.
There are few studies of it, yet it is clearly one of the most vital elements of the enterprise. How teachers plan – I think this is one of the more interesting ‘black boxes’ in education. Essential Questions To Guide Your Curriculum Mapping And Lesson Design
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