It’s the beginning of the school year – and so it’s the best time to think about the end.
As you get to know the new faces in your classrooms, consider this essential question – what should a student be able to do in May or June that the student can’t do in August or September?
what do you want them to be able to do by the time the course is over? The idea of “planning backwards” has been around for quite a while and can be stated simply – we figure out where we want to be at the end, and then design the classroom experience to work towards that end.
Often, curricular goals are still listed as a set of topics to cover. Instead, by thinking about what a student should be able to do by the time the course is over, you can recast the course as a journey towards some ending achievement. The portfolio can represent the steps that students are taking towards that end.
For courses that already focus on performances, such as music or programming or physical education, it’s easy to envision an endpoint: students will perform in the concert or complete the code for the robot or improve their exercise routine. In other courses where content coverage has long ruled, the performances can still be found: maybe you can picture your students having a conversation in Spanish, making connections among historical eras, or completing an investigation.
Before we get too caught up in quarterly and yearly grade averages, it can help your students if you can share that vision of what you believe they can do. This helps students to think about the course as more than a set of grades.
In this age of personalization, it’s important to include your student’s voices in that planning. As you describe your vision of what you believe they can do, the students can also start to picture themselves doing it as well. Undoubtedly, some students will start to generate their own ideas, and with guidance, as you get to know your students, you can help them associate their own goals with this larger exhibition.
So as you start your work on digital badges and portfolios for the year, look to where you want to be at the end – and share what you’re thinking with your class.