The Big Questions

Texts:

• Understanding by Design by Grant Wiggins and Jay McTighe, "Chapter 1: Backward Design"

• "Teaching So It Matters: Where Should We Be Going and How Can We Get There?" by Michael Smith and Jeffrey Wilhelm

• But That's Just Good Teaching! by Gloria Ladson-Billings

Beginning my reflection with Understanding by Design. I had a lot of thoughts about this Backward Design method while I was reading. Although it makes sense to me to decide what the goal of the lesson, or desired outcome of the learning is first, I don't like the idea of limiting students' thinking to a particular goal, idea, expectation, etc. of a particular learning. By deciding what a desired outcome is of a learning first, and then designing a class framework around that learning, it feels like I would be limiting, or even pushing, my students to think a certain way in order to obtain that desired preconceived outcome from the learning.

Instead, I want my students to get out of the lesson what they want to get out of it.

That could mean that in teaching my students about the various poetic styles and elements, my students decide that poetry is a form of freedom of expression and a way to express feelings about current events, social justice issues, and so on, then I would be a very proud teacher. Whatever my students walk away from a lesson feeling is important and resonates with them the most, feels important to me.

Now, I understand that there are certain state learning standards that also need to be met at the same time. For this reason, I can see why the backward design method would be a great one to assure that these standards are being met. However, I still find it quite limiting to the students' learning.

"Making it matter means making what we do compelling in the here and now instead of casting it merely as preparation for the future," (Smith and Wilhelm 56).

Smith and Wilhelm in "Teaching So It Matters" have a different approach in how to design lessons, one that resonates with me much more. Smith and Wilhelm suggest, simply, to begin with asking the big questions, or guiding questions. A big, overarching question that leads to narrowing down the topic, thinking through the content, and finding answers to the questions.

I love this thought. It allows the students to take the questions, and take them in any direction they see fit.

Following the same example I outlined earlier in teaching poetry, the big question could very simply be: What is poetry? This could take the student on so many different paths. They could go a literal route: rhythmic words on a page to make a point or send a message. Or, students could go an entirely different direction by expressing the ways in which poetry is a form of creative expression using language, anyone can use it, it does not discriminate, what is poetry capable of, and so on.

Using the an overarching question for the lesson allows for more flexibility to go along with what the students want to learn, which I like better. It also allows for making sure, as educators, we fit in the state standards as well. We can develop our lesson based off of this overarching question: okay now what activities, learning, texts do we use to help answer this question? What big questions will we develop from reading so and so text?

This resonated with me a lot.

"Asking a big question immediately makes the unit a social project of exploration. I mean, it makes it clear we are doing something important together," (Jeff Wilhelm, 60).

As a teacher, I think my goal is to embark on projects of exploration with whatever texts we might choose as a class, students choose independently, or we are given by administration. We can find meaning in purpose in any text together as a class. Afterall, I am not only there to help them learn, but to learn myself as well.