Planning to Serve: Using Backwards Planning to Design Service-Learning Lesson Plans in the Preservice Curriculum
Abstract
The author describes how the Understanding by Design (backwards planning) lesson plan format was used by his preservice K-12 students to develop service-learning lesson plans. Preser- vice teachers in a multicultural education course were given an assignment to develop service-learning lesson plans using the Understanding by Design planning process. The students were urged to develop lesson plans emphasizing content application, collaboration, reflection, and impact. Student products illustrated themes of culture, diversity, and general service initiatives. A rubric was used to evaluate seven performance categories within three levels of impact indicators. Outcomes suggest that the use of overarching understandings and essential questions (Wiggins & McTighe, 1998) contribute to the development of lessons that connect content to community.
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