Alexandra Finnie

Curriculum Development
Professor: Dr. Avery

This class has helped alter my view of designing curricula and assessments. I was reintroduced

to the concept of backwards design. I had heard of this idea before, but had never gone into a lot of

depth in studying it, so I did not have a strong understanding of backwards design. After reading about

the backwards design approach, discussing the benefits of this type of approach, and learning the

importance of taking context into consideration when planning a curriculum, I have come to a much

better understanding of backwards design. Although backwards design begins by determining the

overall learning goals, doing so helps to inform teachers how to plan in a way that will place greater

emphasis on the process of learning (Dweck) rather than on earning a certain grade on a test or final

assignment (Skinner, Thorndike). Backwards design provides opportunities for constructivist

learning activities, and helps teachers develop comprehensive lessons that are organized based on

Bruners concept of spiral curriculum (returning to concepts several times in order to promote a deeper

and longer-lasting understanding). In the framework of creating a curriculum using the backwards

design approach, I learned about the importance of enduring understandings and essential questions.

Additionally, I discovered many considerations for creating thoughtful and meaningful

assessments that are implemented as part of the learning process rather than meaningless

assessments meant only to measure a students knowledge. We discussed and read about Gardners

Theory of Multiple Intelligences, P21, and critical thinking & creative thinking questions. We also

discussed the importance of taking all of these theories and ideas into consideration when designing

assessments. In order to gain a better understanding of these concepts, this class was built around a

central project in which I created my own curriculum for my 4th grade band students (Dewey). I am

excited to be able to apply this knowledge and the curriculum that I have created to my own teaching

situation next year, and to my process of designing more curriculums in the future.