It seems obvious. First, we should consider what we want students to learn and then we should figure out how we might teach it.
It is a model that is hard-wired into many lesson plan templates that ask teachers to first declare their learning objectives. My school is teaching a new physics course next year and our first step was to sit down and look at a list of the objectives across the year. Do they make sense? Are they coherent? Do they progress in a logical way? Are key concepts revisited? If we were to put it in psychological terms then we might ask: Does this sequence of objectives promote optimum schema building?
The idea of starting with the objectives is one that draws support from across the otherwise polarised educational landscape. Traditional approaches have always emphasised a sequenced set of objectives and Grant Wiggins and Jay McTighe developed…
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