TEACHER AS DESIGNER

CHAN LEE BACKWARD DESIGN

There are numerous ways in which learning can be designed. Nonetheless, I
believe design learning is best done with the end goal in mind. Hence, before
considering the learning activities, instructors consider the learning goals of the
course first. (Bowen, 2017) Approaching learning design backwards allows
teachers to be rooted in the purpose of the design i.e. the learning outcomes,
which in turn creates intentionality and motivation to instruct with students in mind.
A designer is defined as, "a person who imagines how something could be made and draws plans for it" (Cambridge, n.d., Definition 1) A
Moreover, learning for design is not exclusive to one designer, but is best
teacher of design is one who imagines how education could be made and drawn into an elaborate master piece for the use of students accomplished with other instructors (co-designing) as feedback, guidance and
to learn and develop. Like a gardener who maps out their garden, planting specific trees and flowers in an allocated space and takes accountability from others results in a more empowering and meaningful design
process. (Christine et al., 2021)
care in season by watering the plants, so a teacher maps out the curriculum according to the students in the class. And just like the
unpredictable weather seasons bring, teachers adjust, adapt, include, and appropriate teaching in consideration of the students' growth
and learning development. Moreover, designing for learning is not strictly exclusive to one designer, but produces the best results when
collaborated with other designers with a clear purpose, communication, and time.
LEARNING ENVIRONMENT
The importance of the enviroment to a learner is a universal fact in the education
world. There are 3 major factors that significantly impact the learning enviroment:
1) Classroom management, 2) classroom cohesion, and 3) peer influences. (Hattie,
2008) All three factors include both the teacher and the students to work together
as a unit. For instance, it is the teacher's responsibility to be aware and mindful of
the students in the classroom, to intervene when necessary, to clarify and direct
students towards the learning goals, and to guide students in a safe and loving
manner. Students also have a responsibility in being a support for each other as
well as creating a friendly, inclusive enviroment for fellow peers. Thus, the
enviroment that the teachers and the students create are essential in determining
the extent of learning development.

Role of the Teacher Role of the Student ASSESSMENT

INCLUSIVITY
"Inclusion is a way of thinking and acting that demonstrates universal
Assessments have often been viewed as a indication of whether students have
acceptance and promotes a sense of belonging for all learners."
met a certain standard, and as a support for learning. However, in designing for
(Alberta.ca., n.d.) Every student is unique in the way they learn as they have
learning, assessments can be effective as a tool for learning not simply as an
various backgrounds, beliefs, and perspectives. Thus, knowledge can be
indicator or a support of learning. (Stiggins & Chappuis, 2006) The process of
"A teacher is one who designed to be shaped and formed to be understood by every student
"Teachers can open the designing assessments for learning requires the teacher to have a clear purpose of
regardless of diversities. Universal Design for Learning is a tool in which
makes himself the use of assessments with clear targets for the students to be able to involve
learning can be designed to meet the needs of all learners through
door, but you must enter it students with their own learning progress. Moreover, an in-depth understanding of
engagement, representation, and expression. (CAST, 2018) Furthermore,
progressively assessment methods, as well as communicating information and results of
Indigenous Ways of Knowing is an important element of learning design to
yourself" assessments clearly to students is pivotal. (Stiggins & Chappuis, 2006) A
unnecessary.’ triangulation of assessment, using conversations, observations, and products, with
acknowledge, understand, reconcile, and strengthen the Indigenous
(Chinese proverb, 2019) communities of Canada. Inclusivity "is an attitude and approach that
(Carruthers, T. ,2022) the involvement of students will provide more opportunities for growth and
embraces diversity and learner differences and promotes equal
development for both teachers and learners. (Bilash, 2009)
opportunities for all learners." (Alberta.ca., n.d.)

The role of the teacher is to both lead and guide students into learning The role of the student is to build upon their curiosity of learning to blossom
considering ethnic, cultural, linguistic diversities. Teachers should have the into an independent learner through active involvement in the design
knowledge and capacity to communicate the program of studies in an process. Students are not merely a recipient of learning design but are key
understanding and appropriate manner to foster curiosity for learning and participants in the learning design process. Students are to be challenged in
critical thinking for all students. The role of the teacher is not to simply their thinking yet take ownership of their learning as they engage, build CULTURALLY RESPONSIVE TEACHING
educate, but also to form relationships; thus, creating an enviroment of confidence, and mature into lifelong learners. LITERACY & NUMERACY
Living in a culturally diverse nation like Canada, culturally responsive
inclusion, safety, comfort and ultimately a sense of home to all learners. Literacy and numeracy within learning design can be viewed as the basic building blocks
teaching is vital for teachers. Culturally responsive teaching refers to
of teaching. As literacy and numeracy are "life-long and active processes that begin at
"mimicking students' cultural learning styles and tools" as opposed to, "using
birth and develop throughout one’s lifetime", they are two fundamental skills that need to
References racial pride as a motivator". (Hammond, 2015) As an immigrant, I can attest
be directly and indirectly incorporated into every facet of learning. Progressive learning of
to the importance of cultural awareness as I have witnessed using "racial
Alberta.ca. (n.d.). Inclusive education. Retrieved March 17, 2023, from https://www.alberta.ca/inclusive-education.aspx both literacy and numeracy is essential. Creating awareness, and knowledge and
Bilash, O. (2009). Triangulation in Assessment. Best of Bilash: Improving Second Language Education. Retrieved March 17, 2023, from pride as a motivator". Thus, cultural awareness and teaching culturally
understanding of literacy and numeracy allows the learners to construct and
https://sites.ualberta.ca/~obilash/Triangulation.html#:~:text=What%20is%20triangulation%3F,conversations%2C%20observations%2C%20and%20products. responsive pedagogy is to acknowledge cultural differences and to harness
Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. communicate with the world around them. I believe that the most important aspect of
Cambridge Dictionary. (n.d.). Designer. Retrieved March 15, 2023, from https://dictionary.cambridge.org/dictionary/english/designer
the differences as a tool to teach the diverse students in manner they are
teaching and incorporating literacy and numeracy in the curriculum design is to build
Carruthers, T. (2022, December 5). 50 of the best quotes about teaching. TeachThought. Retrieved March 15, 2023, from https://www.teachthought.com/pedagogy/great-best-quotes-about-teaching/ familiar with. And I believe the foundational block to culturally responsive
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org confidence of the learners in their skills.
teaching is forming relationships with students, to establish mutual trust and
Chinese proverb. (2019). School of Practical Philosophy Australia. Retrieved March 15, 2023, from https://practicalphilosophy.org.au/teachers-open-the-door-but-you-must-enter-by-yourself-chinese-proverb/
Christine P. Trinter & Hilary E. Hughes (2021) Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle, RMLE Online, 44:3, 1-16, DOI: 10.1080/19404476.2021.1878417 respect where students can feel safe to be themselves.
Hammond, Z. (2015, April 1). 3 tips to make any lesson more culturally responsive. Cult of Pedagogy. Retrieved March 16, 2023, from https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Stiggins, R., & Chappuis, J. (2006). What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps students succeed. Journal of Staff Development, 27(1),