Understanding by design is very important as far as learning is concerned. This is because the teacher will get a chance of organizing his materials such that the student will follow the sequence of instructions from the introduction to the conclusion (Echevarria, Vogt & Short, 2009). Teachers who organize their content as such are very effective, and they ensure that their students will get the best from the instructions and the goals set. Therefore, teachers and other instructors are advised to follow the pattern of understanding by design so as to instill the instructions to their students.
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Backward designing involves the teacher’s ability to link the instruction materials to the lesson. The teacher begins by introducing the textbooks that he will use to the learners. For instance, the teacher will ask the learners to focus on a certain aspect of the content presented in the textbook. The diagrams offer a very good basis to lay the foundation, and the teacher can use this to stimulate the minds of the learners. (Echevarria, Vogt & Short, 2009). The learners begin by giving their own take of the material presented in the textbook, and this will make them understand the clarifications provided by the teacher. This is because the teacher will know the sentiments of the students; he will know the background knowledge of the students, and he will use this basis to give the lesson instructions.
In this design, the teacher has in mind the things that the student is expected to know. The result of the student’s knowledge per lesson is predetermined, and this will assist the teacher to follow a clear path in the instructions to the students; the content is already laid down in the curriculum and the syllabus, and the teacher’s role is to guide the student through the understanding and proper grasping of the contents provided. Therefore, the teacher knows the things that a student should know by the end of an instruction process, and the main goal is to guide the student through this process.
The next stage gives evidence of the learning process that the student should show. In this stage, the teacher can organize for some actions that a student will perform in order to gauge the progress of the student’s understanding. In this case, the student who manages to create an aluminum foil boat displays a good understanding of the concept under study. The teacher can also ask students to do some calculations in the course of the lesson, and this shows whether the student can understand or not. In case the students fail to understand, the instructor or the teacher can use more reinforcements to see to it that all students get the concepts.
The last stage involves the test for the actual objectives and goals of the lesson. In this stage, the teacher sets to determine the student’s overall take on the lesson. Here, the student should show the effectiveness in dealing with the things taught in the lesson. The student should know and understand the concepts of the lesson; he should work out all the problems presented in the lesson, and he should offer credible explanations to the things presented in the lesson. This will show that the student has grasped all the concepts of the lesson.
The teacher should also incorporate some good classroom interaction techniques so as to deliver his content effectively. Classroom communication is very important, and both the student and the teacher should communicate to achieve the instruction goals; it should be a process of mutual agreement and cooperation. Classroom interaction is enhanced by several factors. First, the teacher can use gestures to ensure that the concepts are delivered in a clear manner (Vogt & Shearer, 2007). For instance, the teacher can use facial expressions, mimicry and other related aspects of communication to drive his points forward. This will ensure that students develop an effective way of getting the concepts in the lesson.
The teacher should also encourage students to answer questions and participate in in-class activities. This will ensure that the student becomes confident in carrying out the various activities that are incorporated in the classroom (Vogt & Shearer, 2007). The student participates in these activities, and he gets the confidence to tackle some tasks that are more challenging. Therefore, the student understands the instructions provided.
In conclusion, the student understands the concepts provided through a variety of processes involving the student-teacher relationship. The teacher reinforces the classroom environment to cover the requirements and demands of the instructions, and this enables the student to understand. The students and the teacher are central to this process; they should embrace a good relationship to ensure that the goals set are met effectively.
Echevarria, J., Vogt, M. & Short, J. (2009). Making Content Comprehensible for Elementary English Learners: The SIOP Model. New York: Allyn & Bacon, Incorporated.
Vogt, M. & Shearer, A. (2007). Reading specialists and literacy coaches in the real world. Virginia: Pearson/Allyn & Bacon.