STANDARDS AND BACKWARD MAPPING
Standard and Backward
Mapping
Every teacher has a
target while choosing from what source to teach his/her students. In my school,
at the beginning of the school year, teachers are giving standards that they
are expected to teach and there are emphasizes on topics and units that should be
cover before the end of the school year.
Backward Design
Backward design as stated by education reform, is a process that is used by educators to design learning experiences and instructional techniques to achieve specific learning goal, by planning or mapping backwards. Backward design begins with the objectives of a unit or course—what students are expected to learn and be able to do—and then proceeds “backward” to create lessons that achieve those desired goals. These goals are often determined by the curriculum standards that the school observes.
Using backward design, it helps teachers to create their lessons on the learning goal rather than the teaching process. With this, students are able to achieve the purpose of the lesson and are involved and engaged with activities that can boost their learning outcomes.
I work as a third-grade teaching assistant in my school, and for this activity the subject I will teach is math and the grade will be third grade. The standard I will be using is from Common Core, basically because it is what my school uses and it has lots of benefit for teachers and as well as impact a great deal in the learning of students. The standard I will be teaching is …
Standard 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithm based on place value, properties of operation and/or the relationship between addition and subtraction (the unit is Money).
I choose this standard basically because it is applicable to real world problems.
My goal is to make students to be able to know the importance and uses of money and how adding and subtract money could help them in making responsible financial decision. I felt that teaching addition and subtraction using money, students will have the sense of spending money, giving money, saving money and earning money and this is what happens around the world with the resource that we acquire. One of the best ways to bring students' focus in this subject is to make connections between math and real-world problem, and to provide meaningful learning which reflects student's choice and voice.
Standard 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithm based on place value, properties of operation and/or the relationship between addition and subtraction (the unit is Money).
Why I choose this standard
I choose this standard basically because it is applicable to real world problems. My goal is to make students to be able to know the importance and uses of money and how adding and subtract money could help them in making responsible financial decision. I felt that teaching addition and subtraction using money, students will have the sense of spending money, giving money, saving money and earning money and this is what happens around the world with the resource that we acquire. One of the best ways to bring students' focus in this subject is to make connections between math and real-world problem, and to provide meaningful learning which reflects student's choice and voice.
Students will be able to understand simple adding and subtraction using money, some of the activities in this unit are game based and students can actually feel and touch the fancy paper notes and coins that is used to represent money. Discussing the importance of appropriate calculations for addition and subtraction of money, students will be able to add and subtract money in different ways with or without regrouping.
Students will be able to discuss addition and subtraction of dollars from dollars and cents, change dollar and cent to cent then subtract. It gives student the chance to take ownership of learning because the lesson is practical, the lesson will also get students engaged in so many activities that will increase their knowledge on the unit.
At the end of teaching this standard, here are some proficiencies students should be able to achieve:
• Demonstrate understanding of the uses and importance of money
• Be able to make good choices while spending, giving, earning and saving money
• Be able to add and subtract money with and without regrouping.
• Discuss how to solve word problem involving money
• Work as a class to solving word problem focusing on addition and subtraction of money.
• Know the value of money
• Point out key word in the lesson.
Assessment
• To show their understanding of the uses and importance of money, students will draw and color items you can buy, and label each item with a price tag.
• Work in groups of 4 to think of what goods and services they can offer to get money. At the end of the project they will check what they have spent while creating items and what profit they have made from sales (using sense of addition and subtraction).
• Students will generate at least 3 questions using some statement involving addition and/or subtraction of money.
• Students will be assessed on their active participation, involvement during the class discussion, and ability to apply what they have learnt in real word problem.
In Order to help students achieve the stated standard, many learning activities are performed:
• Teacher demonstrations: As a warm up, teacher will show a short video on kids that went shopping, what amount they had with them and how much they have left after shopping.
Rationale: By using the video the teacher gets the students involved and the teacher is setting the students to get engaged in the topic and start to imagine that they are the ones shopping.
• Discussion with students: Teacher discusses with students and also ask students to turn and share their ideas and understanding of money and how you could add or subtract money.
Rationale: By discussing the lesson with students, the teacher gets students involved in the lesson and allows them to share their own understanding about the topic, students feel excited about the whole thing and are happy to share their ideas.
• Asking provocative questions: Teacher will use questions that will warrant students to think.
Rationale: Allows students to be critical thinkers and this increases their sense of reasoning.
• Project based learning: Students will work in groups to brainstorm on goods and services they could produce to generate money, and at the end of the project calculate their profit and loss, there by using their addition and subtraction skills
Rationale: By using project based learning it encourages teamwork and collaboration among students, students will brainstorm and will be creative thinkers.
• Individual presentation: Students will create individual questions statement, present it to the class and have other students give answers to their questions as regards to addition and subtraction of money.
Rationale: This activity gives place for personal reflection on the lesson. Students will be involved in creating questions that will help understand the lesson better.
• Game based learning: Have students design and create their own family money, they can cut colored paper and draw their family members or their pet on each of the paper and write the amount on each card. At the end of the activity students can add up their money to know what they have.
Rationale: Using this fun game activity, students will be able to design their own money and can use them for practice at home.
In conclusion; This standard is focused on getting the students to learn what the goal of the lesson is, It will involve and engage students and encourage team work, collaboration, self reflection and it's students based.
References
Common Core State Standard Initiative
Grant Wiggins., “Understanding by Design- overview of UBD and the design Template.”
Jay MCTighe., “Design Tools
The Glossary of Education Reform., Dec 13, 2013. “Backward Design.”
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