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Does Backward Planning improve the effectiveness of integrated studies

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Does Backward Planning improve the effectiveness of integrated studies

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Yes it does
Here is why:
If educators can identify their learning goals for students and align them with the Australian Curriculum, either within a single subject or across different subject areas at the outset. Then they will be able to implement targeted assessment methods and specific learning activities to achieve the required learning to address the achievement standards of a given year level from the Australian Curriculum. As educators progress through the twenty-first century it is important that twenty-first century methods are undertaken in an education setting. Backward planning is an effective method to target learning goals in the modern integrated primary classroom.

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This Padlet is in response to the following question on the Discussion Board from Natasha Payne: Does integrated studies work more successfully when educators backwards plan?

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This Padlet is in response to the following question on the Discussion Board from Natasha Payne: Does integrated studies work more successfully when educators backwards plan?

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Backward Planning in Practice: Dominic College Hobart

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Backward Planning in Practice: Dominic College Hobart

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The following short video is an example of 'Backward Planning' be utilised in an education setting
- https://youtu.be/wd-gZ7RLZ-s

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To begin with your end goal in mind, means educators can start planning with a clear understanding of what the desired learning outcomes for students are (Wiggins & McTighe, 2005). Focussing on desired learning outcomes allows educators to be specific in their assessment strategies and design targeted learning experiences to achieve the planned outcomes (wiggins & McTighe, 2005). To simplify the process:
1 - Identify desired learning goals for students.
2 - Choose assessment strategies to show what has been learned.
3 - Select learning experiences/activities that will guide student learning toward achieving the learning goals.

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Integrated Learning is supported by Bronfenbrenner's Ecological Systems Theory.

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Integrated Learning is supported by Bronfenbrenner's Ecological Systems Theory.

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Urie Bronfenbrenner (1971-2005) developed Ecological Systems Theory, in which there are five 'systems' that a child interacts with that impact learning and development. The 'Micro-system' is the most immediate layer who interact with the child: Parent, siblings and the school environment. With the school environment having a significant impact on learning and development, this provides educators with a supportive platform to integrate learning across multiple subject disciplines because educators are situated firmly within the Micro-system layer (Bronfenbrenner, 1994). Educators who combine the perspectives of theorists such as Bronfenbrenner and Fogarty's Integration model will give their students the best possible chance of achieving positive learning outcomes during their education.

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An Integrated Curriculum allows children to pursue their learning in a holistic way. This holistic learning allows educators to navigate any restrictions that may encountered via subject boundaries and incorporate critical thinking, exploration in student learning (Integrated Curriculum in the Primary Program, 2015). Integrated studies allows educators to address Australian Curriculum standards across different subject areas, within a single lesson or unit.

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Applying Fogarty's Integration Model to Backward Planning

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Applying Fogarty's Integration Model to Backward Planning

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Robin Fogarty (1991) developed an integration model to provide a framework for curriculum integration in primary school. Fogarty's connected model for example (1991) allows educators to keep subject disciplines seperate, but to connect a days learning to a week-long focus and then connect that week-long focus to a complete term's work. By backward planning, educators can identify students learning goals for the term and put assessment strategies and learning activities in place to give students the best possible chance of achieving the desired learning outcomes. It is worth noting that the Fogarty model can be utilised in different ways and that more than one type of model may be applicable within an education setting (Fogarty, 1991). Educators should pick the model that best suits their students' needs.