TASK 3: Backwards planning

By estercintas

  • THE TOPIC

    THE TOPIC
    As the teachers in the video explain, the first step would be to define a topic linked to the reality of the students that motivates them to learn and allow them to develop the cognitive and competence objectives of the course. In this case, they are going to study the laws of force through a first-person study.

  • GUIDING QUESTION

    GUIDING QUESTION
    Then, it is important to think of a guiding question that not only awakens the student's motivation but also maintains it throughout the project. In this sense, the guiding question in the video is posed in a “solving problem” format.

  • FINAL PRODUCT

    FINAL PRODUCT
    Students must build an airplane wing that can endure "x" force, as a final product of their project.

  • LEARNING OBJECTIVES

    LEARNING OBJECTIVES
    Next, teachers talk about defining the learning objectives of the students, taking into account what they already know, what they need to be taught, and what they will discover for themselves.

  • SUBJECT NEEDS

    SUBJECT NEEDS
    After defining the learning objectives, and taking into account the final product that they must obtain, it is necessary to define the skills that are going to be required, either at a physical or linguistic level. In this project the students will have to justify, measure, estimate, make graphs, communicate, and work in teams. These skills can be also called subject needs.

  • LANGUAGE NEEDS

    LANGUAGE NEEDS
    Among the skills that students will need, obviously, communication skills will also have to be taken into account. So then, we must also include language needs here

  • ASSESSMENT CRITERIA

    ASSESSMENT CRITERIA
    And last but not least, the assessment criteria need to be also designed. These assessment criteria will allow teachers evaluating where the students should be at the end of the project. As we have seen in the video, at the end of the project students must understand the concepts “equilibrium of forces” and “failure modes”.

  • TASKS AND LESSONS

    TASKS AND LESSONS
    The different tasks and lessons that we will propose to de students must be in accordance with the assessment criteria. These activities should allow us to apply the assessment criteria that we have raised previously.