Farrel's Background Planning Model

Adopting Farrell's Backwards Planning Model

Backwards planning, also known as backward design, is a strategy where teachers start with the end goals in mind and plan lessons to achieve those outcomes. This model can be highly effective for aligning the written curriculum, taught curriculum, and assessment.

Why as a teacher, I would want to adopt or practice Farrell's model:

It provides a clear learning goals. I can focus directly on a desired outcome. Starting with the desired outcomes ensures that all instructional activities are purposefully designed to achieve specific learning goals. Another reason would be for the purpose of alignment. It would ensures an alignment between what is written in the curriculum, what is taught in the classroom, and what is assessed.

Next would be the importance of structured planning. Anyone who teachers, knows how important structure is, in order to get the most out of the time set aside for certain lessons. Structure helps in creating a coherent sequence of lessons that build towards the learning goals. It also allows for the teacher to target specific activities that would engage and benefit the students the most. 

Effective assessments allow for the creation of tools that accurately measure whether students have met the learning objectives, providing opportunities for formative assessments that inform instruction and support student progress. This process ensures consistency and accountability by aligning teaching with standards such as the Common Core or Oklahoma Academic Standards, making the instructional process transparent to students, parents, and administrators.

Potential Drawbacks

1. Flexibility Constraints: 

•     Rigidity: This model could be seen as too rigid if not implemented flexibly, potentially causing stifling spontaneous teaching moments throughout the lessons.
•     Time-Consuming: Initial planning can be time-consuming as it requires careful thought and detailed preparation. A seasoned teacher may find this model to be a little more doable. 

2. Overemphasis on End Goals: 

• Process vs. Product: Risk of focusing too much on end results rather than the learning process and student engagement. When this happens you typically have to go back to the beginning to make sure students really grasp the learning concepts being taught and trying to figure out where the students are getting lost.

Indicators that matter most to me as a fourth grade teacher

1. Student Engagement and Participation: 

• Active Learning: The use of interactive activities that engage students and encourage participation is imperative for the student buy in for the lessons.
• Student Feedback: I feel it is important and helpful to regularly gathering student feedback on their learning experiences.

2. Mastery of Learning Objectives:

• Formative Assessments: Ongoing assessments to gauge understanding and inform instruction matter so the teacher can reteach concepts that are getting overlooked or missed during a lesson.

3. Classroom Behavior and Management:

• Behavioral Expectations: Clear expectations and consistent enforcement of classroom rules is crucial for smooth lessons and learning moments to occur.
• Positive Reinforcement: This one is not as important to me, but when the use of rewards and recognition are implemented to promote positive behavior some students may begin working harder, but it could also have the opposite effect for some students.

4. Differentiation and Inclusion:

• Varied Instructional Strategies: The use of diverse teaching methods to meet different learning styles and needs are very important to understand as a teacher. Not all students have the same experiences in life and they all learn differently and at different speeds, therefore knowing your students and how they all learn would be necessary before planning a lesson or activity with my class. 

Evaluating Classroom Culture and Teaching Effectiveness in the Future

1. Student Achievement Data:

• Performance Tracking: I will collect regular analysis of test scores, assignment grades, and overall academic performance.
• Growth Metrics: I will take initial scores and scored obtained throughout the year to measuring individual student growth over time.

2. Student and Parent Feedback:

• Surveys: I find that conducting surveys to gather feedback from students and parents about the learning experience have been beneficial in the past, so I plan to continue these in the future.
• Conferences: We hold parent-teacher conferences once a semester to discuss student progress and gather insights to better serve the student at home and school.

3. Classroom Observations:

• Peer Observations: It is important to continue to engage in peer observations and feedback sessions to improve teaching practices.
• Self-Reflection: As a teacher there is always room for improvement and change for lessons and activities. Regular self-assessment and reflection on teaching methods and classroom management will give me the opportunity to grow as an educator.

4. Professional Development:

• Continued Learning: Participating in professional development opportunities to stay current with educational best practices.
• Collaborative Planning: Working with colleagues to plan lessons and share successful strategies.