Running Head: PROFESSIONAL SUMMARY 1

Professional Summary

Joanna Aviles-Jawhari

OTL 539 – Theory and Practice in Backward Design

Colorado State University – Global Campus

Dr. Steven Flanders

June 9, 2019
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Professional Summary

According to Wiggins & McTighe, “Teachers are designers” (Understanding by Design,

2005, pg.13). Educators work hard to design a creative and a purposeful daily lesson plan with

the intent to engage and intrigue the mind of the student. With every lesson plan created and

class taught, one of the many objectives is to prioritize the learning needs and to shape and mold

the mind of each student. Also, keeping in mind how the student will implement and relate to the

newly gained knowledge in their lives.

Understanding by Design (UbD) daily lesson planning consists of 3 Stages of planning,

created by Grant Wiggins and Jay McTighe, supports teachers with the tool to create purposeful

and insightful lessons with having the “end in mind”.

Before any planning is done, the teacher’s first idea is with the ultimate goal in mind:

What do I want my student to understand by the end of the lesson? By having the end in mind, it

aids the teacher to prioritize the learning needs of each student. By having a set goal, the teacher

then begins to plan the crucial and necessary parts (CCS, Big Idea, Essential Questions,

assessments, class activities, feedback strategies, etc.) of the lesson. Moreover, it includes

particular lesson plan designing prompts such as GRASPS (Goal, Role, Audience, Situation,

Performance, Standards) to aid in assessments and WHERETO (W- why, what, where; H –

hook; H – held; E – explore; E – equipped; R – reflect , rethink; E – express; E- evaluate), to

provide student direction from the beginning to the end of each lesson.

Previously, a basic lesson plan template was used in planning a lesson, not knowing the

existence of the Backwards Design lesson plan. At the conclusion of creating an UbD lesson plan

and completing each of the 3 stages and implementing the State of North Carolina Common
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Core Standards, an appreciation of the UbD lesson plan template had developed. At first, the

many constituents were overwhelming and confusing. The most tasking portions of the lesson

plan was creating the Essential Questions and Big Ideas. The completion and overview of the

completed lesson plan, and in spite the different elements involved, at the end, it was obvious

that the contents and assessments of the lesson would have better deliverance, increase student

engagement, and improvement in student results. Therefore, would result in students taking reign

of their learning experience and create a student-lead classroom. Whilst, ensuring that students’

gain transferable skills, to support and improve in facilitating the learning needs of each student.
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References

Wiggins, G.P., McTighe, J. (2005). Understanding by design. Alexandria, VA: Association

For Supervision and Curriculum Development.