"Backmapping", Inquiry Projects, and Struggling Readers

Chapter 10 of Subjects Matter begins with an example of “backmapping.” The term means that an educator creates an inquiry project first and then decides what goals and standards the project will check off second. This sounds like a process that is opposite of the UBD model. Backmapping sounds like it focuses on an activity or project that an educator really wants to incorporate and then considers the standards later. A few things can go wrong here. First, lets say an educator gets very excited about an inquiry project for their students. They spend lots of time and energy planning the project. Then it is time to look at the standards and the project does not relate to any of the standards. What will the educator do? Most will create a new project, some will adjust the existing project so it fits a standard, and few might make it fit a standard that it does not relate to. It sounds like educators will waste a lot of time using this method of “backmapping.” Also, the focus is on the project, not the standards that we are responsible for teaching.

The pros are understandable. Students will be engaged in an exciting, interesting, and real-world learning experience. The take-away will be huge! But I do not think standards are a bad place to start when planning an inquiry project. Standards do not measure or consider every aspect of learning. Surprise – they are not perfect. We are still responsible for making sure our students reach the state standards and part of that responsibility is being creative. Make meeting a standard just as interesting and authentic as your favorite activity. I do not think it is impossible to create an inquiry project that meets a standard even if you did not start it with a standard in mind. As teachers, we will spend most of our time planning and this model seems like it could potentially waste a lot of the little time we do have. That is my opinion on backmapping.

On the other hand, inquiry projects sound awesome. A project that engages students in an investigation has immense potential. It produces a deeper learning experience, takes a longer time to process, and does not result in a simple “yes or no” answer. There are many moving parts so teachers in other content areas can collaborate with you on the project. They can lead and assess specific areas of the project, too. Some challenges include time management and project progress.

Chapter 11 offers tips on supporting students who struggle with reading. I think the most important tip is to model reading for your students. By showing them your thought process, your personal techniques, and application of reading skills, you will encourage students to utilize new ways to read more actively. Continuous reassurance is also a great way to show a student you care about their reading skills.

A Balanced Diet of Reading

I love nonfiction, which is something not many English teachers proclaim. They presumably admire Shakespeare, cherish traditional novels, and value plays. I enjoy reading most literature, no matter its form or age, but I don’t favor “the classics.” I prefer nonfiction but I can respect the fact that a balance between the two is necessary. It may not come as a surprise that I was torn between History and English when I was choosing my content area for my major. Since I declared English, people assume I have a favorite author or that I admire Shakespeare. I don’t and I don’t. When I imagine myself teaching high school English to seniors, I imagine preparing them to understand real-world literature. Literature like lease agreements, news stories, reviews, or manuals. I want them to be prepared for college books, a job, and/or independent living. I don’t think textbooks prepare them for the literature that they will encounter outside of high school.

Therefore I appreciate that Daniels and Zemelman advocate for more nonfiction texts in classrooms. The amount of information is growing so fast that it would truly hinder a student if they only learned how to read from a textbook or novel. Real world information is not solely presented in textbook or novel form. I believe it is very important to introduce students to some of the other formats they will encounter as adults.  It will make them become more independent as readers instead of feeling like they need an interpreter to understand English.

One thing I had a hard time agreeing with is that Daniels and Zemelman state, “kids don’t always have to read the whole thing. Dipping in for a chapter or two works just fine . . . ” but I disagree. Maybe the word is not “disagree” because it is not clear what they mean. For example, if they mean it’s ok to use just one chapter from a book to excite students about an upcoming unit then I understand and agree. But if they are referring to a student who picks up a book, reads a chapter, then gives up and that’s ok because something is better than nothing, then I don’t agree. It’s hard for me to permit a student to give up on a text. If it’s a challenge for them, I would like to help them work through it instead.

Personally, I didn’t get to read that many nonfiction texts in high school. We had a library in the school and computers in our classrooms but we never used them to search for nonfiction texts.  I did not encounter a review, manual, or contract until I had already graduated from high school and was in the “real-world.” It took time to understand the language in these texts, recognize the format, and decipher its purpose. I hope to prepare my students better for such encounters.

Learning How to Assign Meaningful Writing Assignments

In the beginning of Chapter 6, Strong illustrates a scenario narrated by Darth Vadar. The teachers are called “instructional managers,” which implies that the administrative tasks that teachers are responsible for make up the majority of their identity. It is true that they must manage attendance records, core standards, work trackers, homework, a grade book, assignments, and much more, but Strong suggests that this has become our general image of teachers. Writing assignments have become meaningless and bland. Students are not encouraged to think critically or creatively. Although this is not always the case, I can understand how easier it could be to assign a writing topic or administer a multiple-choice test that is quicker to grade.

I think what makes a good writing assignment for students to write also makes a good one for teachers to read. For example, by letting students choose their topic, allowing drawings to support their writing, or having them write for an audience beyond their teacher, the assignments will be fun and interesting to read. The writing would be more colorful. A mixture of the 10 design principles would certainly elicit critical thinking as well as critical enjoyment.

The Table of Raft Assignments on page 100-101 are so inventive. They actually sound like assignments I would enjoy as a student. If I’m being honest though, it is daunting to think about making every assignment that creative. Of course that is the kind of teacher I want to be, like every other teacher (candidate), and with the resources out there, I should be able to. So why do we end up with teachers who assign disappointing work? I’m sure they did not strive to become that kind of teacher on purpose.

Thinking About Curriculums

“This doesn’t sound radical” and “It’s actually logical” were my initial thoughts on backwards design. Understanding by Design (UbD) is not a new concept and it reflects research. So what’s new here? A step-by-step process and supplementary tools provided by Wiggins and McTighe are new. When teachers sit down to arrange and plan their curriculum, helpful steps and visual organizers now exist.

Before I read chapter one, I imagined that I was a first year teacher who was ready to start planning a curriculum. Where would I start? I would begin by looking at the Common Core State Standards (CCSS) and write a list of the standards I was responsible for teaching. Next, I would spend lots of time researching and writing down ideas. I would have lots of questions for my new colleagues and mentors about their opinions or experience. I would spread myself so thin asking so many questions and overthinking every step. By using the UbD framework, my time spent planning would be more productive. I’d also be more confident about my curriculum because I would be focusing on learning goals, not the activities a colleague suggested or a book I want to incorporate by any means.

One of my favorite processes that Wiggins and McTighe suggest is using full sentences when planning, specifically when formulating an essential question. A detailed, well thought out plan is the goal so quick notes jotted down will not suffice.  This will help me create a solid curriculum as a new teacher.

A general question that came to mind after reading all about UbD is, how often should teachers plan a curriculum? I’m not talking about making updates each year to an old curriculum; I’m referring to major changes like learning goals. Should a teacher make changes to a curriculum if the CCSS and essential question doesn’t change? If not, the same curriculum can last 5-8 years or longer, right? Is that effective?

A Scavenger Hunt in Central Falls

What’s the name of the oldest health care provider in Central Falls?

Notre Dame Hospital. It was opened in 1925 and is located at 1000 Broad Street. (Picture of the entrance of Notre Dame Hospital.)

How many schools are in the city? Colleges and Universities?

There are 9 schools in the city. Only online colleges/universities serve the area. (Picture of Saint Ann - The only private school in CF.)

Is there a post office in town?

Yes! It is located at 575 Dexter Street.

Is there a movie theatre in town?

Unfortunately, no.

What are the public recreation facilities? Are there organized community sports teams?

Higginson Ave/Francis Corrigan Sports Complex, Macomber Stadium, Saul T./High St. Ball Field, and 4 playgrounds.

Yes. There are Football teams, Youth Soccer teams, Little League, Adult Basketball teams, Basketball Camp, Special Olympics Softball event, and Track & Field teams and events.

Are there public parks?

Yes! There is Lewis & Hunt Park, Pierce Park, River Island Park, and Jenk’s Park.

Name the 3 professional baseball players from Central Falls:

Max Surkont, Jim Siwy, and Charley Bassett.

She became wealthy during the Gold Rush of 1849, remembered her hometown, and donated $50,000 to build the most recognizable feature in the city. Who is she?

Caroline Cogswell!

She was a champion of the underdog and with the help of her husband she helped slaves escaping to Canada. Later she worked for the rights of woman. Who is she?

Elizabeth Buffum Chace

What else did you find?
There was a Pawtucket-Central Falls stop on the MBTA line until 1981. (Picture of the old train station on Barton st. in CF.)

The Reality of Teaching Reading

I am happy to know that a school like Best Practice High School exists. It was exciting to read about the fast-food project because the students responded strongly and that’s what I desire as a teacher. The Common Core State Standards seem intimidating, almost like they are demanding too much, but the way this project executed multiple requirements is impressive. It took creativity and an interdisciplinary team of senior teachers to make such a great learning experience that also checked off core standards. An important detail that helped me realize that the CCSS should be less intimidating is that they are goals, not a starting point. Still, I appreciated Daniels and Zemelman’s critique of the standards. The standards are helpful but lack consideration and revision.


Another great thing about BPHS is that they value deep reading in all content areas. The example of Mr. Cosgrove’s biology class was a sad but realistic instance of how other teachers often teach reading because it’s the way they were taught. In Teaching Adolescent Writers, Kelly Gallagher agrees that teaching reading and writing skills are usually seen as an English teacher’s job. In reality, literacy in all content areas is essential in student success. Students need to be taught how to read different material according to the content, such as Scientific Journals versus Poetry for example. Personally, as an English content major, Math would be a scary subject to teach because I am terrible at it. I wonder if Science, Math or other content majors feel the same way about teaching reading skills in their classrooms.

The Theory of Learning

-Teaching should be based on science.

-Teaching is a specialized profession and as teachers, we need to have expert skills.
-Teacher candidates need to articulate a theory of learning.

These are a few introductory points that caught and held my attention from the first chapter of Strategic Reading by Wilhelm, Baker, and Dube. They are facts to think deeply about. At this point in our college careers we have learned about multiple theories that we must now consider adopting or rejecting. We are in the process of shifting from students to perspective teachers and that means we need to establish our own theory of learning.

Wide awake teaching and learning-centered instruction are two theories I accept. Being “wide awake” in our profession means to frequently examine our methods, theories, values, and purpose regarding our teaching. This is a practice that can help teachers avoid using lessons, material, or activities that do not work. By critiquing our teaching, we can correct mistakes and remain aware of what works best for our students. Similarly, the theory of learning-centered instruction is progressive because knowledge is constructed. Otherwise, students rehearse teacher lectures without ever absorbing the information to apply it elsewhere.

It is our responsibility to review and assess literature like this. If we are to base our teaching on science, we have to conduct research as part of our process. Experiments are also part of our obligation. If something is not working in our classrooms, we must adjust it in order to best serve the students. There is a lot more of information to consider as a teacher candidate. I am just beginning to shape my views regarding my theory of learning.   

Boxing Literacy Profile

I am literate in Boxing. This was not always the case and my journey began in high school. During my junior year, my best friend and I wanted to get physically fit. Our school only offered yoga, hiking and weight training classes, because we were too small to have any sports teams. We were a pair of enthusiastic, thrill-seeking individuals anyway. Boxing was appealing because of the intensity, potential skill and tough reputation. Local gyms offered boxing classes but we were not looking for a forty-five minute cardio lesson. We were looking for the real deal! A gym with a boxing ring, punching bags, and authentic equipment. Jaime “The Hurricane” Clampitt, a female boxing champion, was leading sessions at a gym in Warwick so that is where we got started.

I bought a mouth guard and wraps as soon as I joined. Jaime taught me to smother my knuckles in petroleum jelly before wrapping my hands because the friction from punching will leave burns and cuts if you don’t. This didn’t prevent bruising, though, and I got plenty of bruises all over my hands. Punching a bag is not all we did while training with Jaime. We began class by jumping rope non-stop for three minutes, the length of a round in a boxing match, with a thirty second break in between. There was a bike path outside the gym so we would do sprints back and forth too. This was supposed to build our endurance and pace our breathing.

We also did jumping jacks, push ups, and sit ups to warm up. Training included shadow boxing (holding weights while you throw air punches), punching bags, hitting the speed bag, and sparring. Sparring is boxing while wearing protective equipment. At the end of class, we would stay longer for the chance to spar in the ring. I sparred with my best friend, a few men, older women, more experienced members, and newbies. Training without sparring is like all practice with no test. You don’t know if you are literate in boxing until you fight.

Two years later, I left high school and boxing to attend the University of New Haven. While I was away, I joined a kickboxing gym. Kickboxing is more of a complete body workout. I needed a solid punch and strong, controlled legs for kicking. Duck walking back and forth, jumping squats, high knees, and toe taps are some exercises that help build stronger legs and thighs. I also got hit in lots of new places (with a leg!): On the inside and outside of my thighs, my calves, my ribs, and hips. I went through conditioning to get used to the new hits. A partner would kick me over and over in the same spots each class to toughen my reaction to kicks. As a new member of this kickboxing gym, I received my first pair of gloves. I was given a pink pair since not many women joined so the gym had to get rid of them when they could. I still carry this pair of gloves today.

After I left UNH, I did not join another gym right away. Instead, I bought a punching bag and practiced a lot on my own. Personally, it’s hard to avoid getting bored when you practice a contact sport all alone. In the summer of 2013, my sister was attending a kickboxing gym in Johnston regularly. Christina Rondeau, another female boxing champion, owned multiple all-women boxing gyms around RI and this was one of them. I decided to join the same gym in Johnston with my sister. The classes I attended were all about practice and no test, no sparring. That was a separate class that I didn’t have time to attend.

Eventually when my schedule allowed it, I would occasionally attend the sparring sessions. At this point, it had been eight years since I sparred. It felt like conditioning all over again because I was getting hit over and over and my response to getting hit was weak. This only made me angry and I would waste lots of energy trying to avoid kicks and punches instead of tactfully fighting back. It took some time to get used to fighting again because I was used to hitting an unresponsive punching bag. I also didn’t have a mouth guard anymore so when I got hit in the face, my mouth would swell up pretty bad. Having the right equipment to spar is really important!

Over the years I learned how to wrap my hands properly, protect my face, block hits, lead with my left and right, throw uppercuts, jabs and roundhouse kicks, take a hit, and so much more. Telling strangers that I box is always an interesting icebreaker. They usually imagine me in a forty-five minute cardio boxing class.

Learning how to box has taught me that learning takes time, the right tools/equipment, frustration, practice and assessment. "Practice makes perfect," but you won't know until you test yourself. As a teacher, I also want to encourage growth because learning does not end. I still learn new techniques and vocabulary everyday, which extends my boxing literacy. I did not stop practicing after my first year of boxing, I still practice. Similarly, reading and writing are literacies I continue to practice. I hope to teach my students that there is no cap on learning. Boxing has also helped me connect with young girls who want to try something outside of their comfort zone, break social barriers, or disregard gender expectations.

Observation #4 (SED 406)

1) What do you think the objective is?

To decide if the Death with Dignity law is right or wrong.

2) What level of Bloom’s Taxonomy is that?

Evaluate.

3) How will you assess it in 10 minutes or less?

Quiz:

1. What do you agree and disagree with regarding the Death with Dignity law?

2. Why should Rhode Island adopt/not adopt this law?

3. What upsets people about this law?