Using Technology in Backward Lesson Design and Project-Based Learning

My first experience with backward lesson design was actually in high school band.  My band director would outline the rehearsal schedule starting the performance day and work backward to the first rehearsal.  He would set monthly, weekly, and daily goals giving us clear direction of what needed to be learned and when.  The instructors in my teacher education program also emphasized backward design in lesson planning.  Bauer (2014) described backward design as "approach in which the teach begins with the end in mind."  Almost every sequential task requires some preconceived idea of the desired outcome so backward design is a kind of natural process.

Bazan (2016) indicated three basic steps in backward design; identifying essential understandings, develop assessments to check for understanding, and then creating lessons that emphasize the essential understandings.  Backward design requires that teachers prioritize what is taught and focus on enduring understandings (Bazan, 2016).

 

The National Core Arts Standards were developed with enduring understanding and provide established curricular priorities that unify all arts education (NCCAS, 2014). 

If backward design is such a natural occurring process, why does it still need to be discussed in educational forums?  Some reasons may be that classroom materials like method books and literature drive instruction in many classes, teachers have established routines and have taught the same way for years, and backward design takes time (Bazan, 2016).  I think well-designed method books are created with backward design in mind; however, somebody else designed them and they may not align with one's particular needs.  Doing your own backward design gives you ownership of the material that is taught and allows for more differentiated instruction.

Established instructional routines and the time involved in backward design create some resistance to change for many teachers.   Technology is one way to promote changes in lesson planning.  Integrating technology does not necessarily mean that we need to change proven methods, but instead technology can be used to improve what is already occurring in the classroom.  There are many software applications that can help with backward design and make modifying lesson plans relatively easy.  I used to keep a binder of lesson plans and used a planning calendar to track progress, but now all my planning is accessible by a computer, which makes modifying lesson plans faster, freeing up time to focus on aligning my existing coursework with the essential understandings.

Another concept from this week that has been around for a long time is project-based learning (PBL).  I remember doing projects as far back as elementary school.  Technology has created new opportunities to engage in real-world learning activities such as WebQuests (Bauer, 2014).  Since performing ensemble classes are activity centered environments, it seems that PBL is integrated into the normal class activities.  Personally, I am reluctant to add projects to an already busy schedule simply for the sake of doing things differently.  However, backward design and essential understanding provide a pathway for integrating enrichment PBL into the existing curriculum.  Rather than trying to think of new projects, which would be a lesson driven approach, the key is finding a topic that I normally teach using direct instruction and use PBL to assist the students in "constructing their own knowledge" (Bauer, 2014).

A WebQuest is based on constructivist principles, utilizes inquiry and critical thinking as the basis for instruction, and does not have to be technology based (Zunal, 2001).  However, using available resources, including technology, is a part of backward design (Bauer, 2014).  Bauer stresses that PBL activities should also emphasize communication, collaboration and be "grounded in the real world" (p. 164).  Using teacher-curated internet resources, students can explore and discover aspects of music in a manner that is "creative, innovative, [and] experiential" (Bazan, 2016, p. 10).  As a teacher, I encourage my students to listen to and watch exemplary models of performance.  I could use a WebQuest to guide my students to sources and encourage then to listen critically to style and nuance.

References 

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, CA: Oxford University Press.

Bazan, D. (2016). Technology assisted music teaching & professional development [Powerpoint slides]. Retrieved from https://learn.kent.edu/bbcswebdav/pid-5641934-dt-content-rid-52157118_1/courses/14924.201660/Week%205/Lecture/index.html

NCCAS. (2014). Home | National Core Arts Standards. Retrieved August 3, 2016, from http://nationalartsstandards.org/

Zunal. (2001). Welcome to Zunal.Com. Retrieved from http://zunal.com/xhelp.php