Backwards Planning: Chapter 2 Reflection

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The second chapter of Backwards Planning: Building Enduring Understanding Through Instructional Design gave more insight into Project Based Learning (PBL) and the six facets of understanding. In grades seven and eight, I had the opportunity to be a part of the pilot program for “Project i”, an independent learning environment (basically PBL principles, structured into an entire grade level). For two years, I was given standards to meet by certain deadlines and was told to create a way of demonstrating my understanding of that standard. This type of learning was student centered and my teachers bounced between a ‘sage on stage’ and a ‘guide on the side’. It was awesome to experience this type of education first-hand and now have the ability to see both sides (student and teacher prospective).


In regards to the six facets of understanding, the questions available to test a student’s knowledge and retention are limitless. These facets provide a framework for the multitude of ways students can show their work. Instead of asking the questions on a test or hand-out, these could be transformed into projects or open-ended assignments, where students can choose how they would like to display their understanding. To encourage students to deepen their responses and understanding, I would allow creative freedom in expressing their knowledge - this would mean allowing them to meet the criteria in a way that makes sense to them. 

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