When creating lessons based on an overall curriculum, I have found my best work is created through the practice of Backward Design, a concept I learned about in the text “Understanding by Design” by Wiggens and McTighe. This strategy begins with creating essential questions for a unit, or the larger questions the students should be able to answer at the unit’s completion. Next, supporting texts are chosen, which are normally used with a main text that corresponds with the unit. Finally, daily lessons are created. These break down the essential questions to help scaffold curriculum content. This method is helpful in disciplining teachers to stick to their main topics throughout a unit. By planning several units in advance, the highest potential of material can be covered and a deeper level of thinking by students can be better ensured.
Balance is a major necessity when considering curricular vision. Teachers must bridge learning through different activities to achieve main goals. For example, I strive to have balanced instances of individual, partner, small group, and whole class discussion and assignments. In addition, most of my projects include creative elements in addition to writing. For example, students may build a structure to represent a setting, draw a “self-portrait” of a character, or write a poem from a character’s point of view. I try to encourage creativity and engagement as much as possible, while also leading students to take responsibility for their own educations.
Organization is another key that I prioritize in my planning. I write my lessons first with general overviews, and then detail them weekly as I record the pace our class is at. I also stay organized in terms of grading, keeping separate files for each class and each assignment. Modeling this for students has led them to learn their own organizational skills, which benefits the class as a whole to enhance the curriculum.
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Bridging the Gaps 