Think About Itpreparein The Spirit Of Metacognition Select One Of The
Reflect “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” –Stephen Covey, The Seven Habits of Highly Effective People (2004, p.98).
“A teacher’s primary job is to uncover the important ideas in subjects, not cover a textbook” –Unknown (Wiggins & McTighe, 2004, p.253).
Write (Post an initial response by Day 3.) In the subject line of your response, identify Quote 1, Quote 2, or Another Quote. Explain why you like the quote, agree with it, or why it otherwise resonates with you. Give an example that illustrates your point of view. How does the quote relate with what you are learning about Understanding by Design (UbD) or backward design?
Paper For Above instruction
Metacognition, or thinking about one's own thinking, plays a vital role in effective teaching and learning. The quotes selected for reflection encapsulate core principles that resonate with educators' understanding of instructional design, particularly through the framework of Understanding by Design (UbD) or backward design. This paper explores the significance of these quotes, illustrating how they align with the principles of UbD and grounding these ideas through real-world educational practice.
The first quote by Stephen Covey emphasizes the importance of having a clear destination before one begins a journey. "To begin with the end in mind" underscores the necessity of setting explicit goals to guide actions and decisions effectively. In the context of instructional design, this aligns directly with the backward design approach advocated by Wiggins and McTighe. Backward design involves the educator first identifying desired learning outcomes, then planning assessments, and finally determining instructional activities (Wiggins & McTighe, 2005). This ensures that every step in the teaching process is purposefully directed toward achieving these end goals, thereby enhancing the efficacy of instruction and student understanding.
The second quote highlights the role of teachers in uncovering the "important ideas" rather than merely covering content. This resonates with the concept of focusing instruction on essential questions and enduring understandings—central concepts that foster deep comprehension—core elements in UbD's
framework. Rather than emphasizing breadth, effective teachers prioritize depth, helping students connect ideas and develop critical thinking skills (Wiggins & McTighe, 2005). This emphasis on understanding over coverage aligns with the belief that meaningful learning necessitates engagement with core principles rather than superficial memorization.
An illustrative example of these principles in practice can be seen in a high school science class implementing backward design. The teacher begins by identifying the critical understanding students need about scientific inquiry—such as understanding the scientific method's role in developing evidence-based conclusions. Next, the teacher designs assessments that require students to apply the scientific method to novel problems, demonstrating mastery of the core concept. Instructional activities then focus on hands-on experiments and inquiry-based learning, promoting deeper engagement with key ideas. Throughout this process, the teacher maintains clarity of purpose, ensuring every activity aligns with the end goals, embodying Covey's principle and Wiggins & McTighe's focus on uncovering important ideas.
From a metacognitive perspective, these quotes encourage both educators and students to reflect on their ultimate objectives and the significance of guiding questions and essential concepts in learning. They advocate for intentional planning and purposeful teaching—elements central to effective instructional design and personal learning strategies. When teachers adopt this mindset, they become more conscious of their decision-making processes, enabling them to facilitate deeper understanding and meaningful learning experiences.
In conclusion, these quotes exemplify foundational principles of effective teaching and learning that can be operationalized through the backward design model. They remind educators to start with clear goals, focus on essential ideas, and structure instruction around meaningful understanding rather than content coverage. Embracing these principles fosters metacognitive awareness, helping both teachers and students navigate the learning journey with purpose and clarity.
References
Covey, S. R. (2004). The 7 habits of highly effective people. Free Press. Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
McTighe, J., & Wiggins, G. (2012). essential questions: Opening doors to student understanding. ASCD.
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Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
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Resnick, L. B. (1987). Education and learning to think. National Academy of Education.
