著者

西岡 加名恵

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

no.14, pp.15-29, 2005-03-31

被引用文献数

2

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This paper aims to describe in detail the theory of "backward design" advocated by Grant Wiggins and Jay McTighe. They maintain that the process of curriculum development should follow these three stages: (1) to "identify desired results", (2) to "determine acceptable evidence" that shows whether those desired results are achieved, and (3) to "plan learning experiences and instruction". This paper examines the significant points and remaining issues to be discussed in the theory. Stage 1 is to clarify desired results, taking into consideration content standards, regional topic opportunities and teacher expertise and interest. At this stage, the object is to establish curricular priorities. There are three levels of importance: (1) "enduring" understanding, which should remain for the rest of the student's life, (2) important to know and do, and (3) worth being familiar with. For Wiggins and McTighe, "To understand a topic or subject is to use knowledge and skill in sophisticated, flexible ways". They identify six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. In order to establish curricular priorities, four filters are to be used: enduring (i.e. representing "big ideas"), at the heart of the discipline, needing uncoverage (i.e. students tend to have misconceptions), and potentially engaging. They also put importance on "essential" questions as the "doorways to understanding". There are two kinds of "essential" questions: overarching "essential" questions; and "essential" and "unit" questions. Stage 2 is to determine acceptable evidence that shows the desired results are being achieved. Wiggins and McTighe argue that it is necessary to use performance tasks and projects in order to assess and promote "enduring" understanding. They make much of assessment methods in which students demonstrate the six facets of understanding. They also say that recurring tasks and longitudinal rubrics should be used in order to assess students' understanding of "big ideas". Stage 3 is to plan learning experiences and instruction, where also the six facets of understanding should be embedded. In order to design good learning experiences and instruction, Wiggins and McTighe suggest design guidelines and self-assessment criteria summarized in the acronym WHERETO. The acronym WHERETO stands for where we are going, hook student interest, equip the student, give opportunities to rethink, self-evaluation, tailor learning to various needs, organize and sequence the learning. Those three stages are to be used at both micro and macro levels of curriculum development. They believe that a focus on units (micro design) is helpful to build more robust and high-quality curricula. But the process of "backward design" also has elements which promote consistency between units and a curriculum as a whole (macro design). Such elements include a nesting structure of essential questions, recurring tasks and longitudinal rubrics. The theory of "backward design" represents a sophisticated version of Tyler Rationale, and it is significant in that it integrates various good ideas on curriculum theory. It makes use of new ideas from research on assessment, such as performance tasks and rubrics. By clarifying the relationship between objectives and various assessment methods, the depth of understanding which should be achieved is clearly defined. The six facets of understanding are useful in designing a curriculum that promotes "enduring" understanding. To build a curriculum around "essential questions" is the key strategy to bring "big ideas" into focus. Elements such as a nesting structure of essential questions, recurring tasks and longitudinal rubrics are particularly helpful to coordinate the macro and micro design of a curriculum. Lastly, the remaining issues to be discussed are examining the applicability of the six facets of understanding, specifying "big ideas", developing tasks and rubrics, and reestablishing the standards on the basis of school-based curriculum development.