What Is Heavy Forward But Not Backward Worksheet Answers Pdf
Margaret Sieverding
This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.
As previously stated, backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes.
The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.
As the quote below highlights, teaching is not just about engaging students in content. It is also about ensuring students have the resources necessary to understand. Student learning and understanding can be gauged more accurately through a backward design approach since it leverages what students will need to know and understand during the design process in order to progress.
In the first stage, the instructor must consider the learning goals of the lesson, unit, or course. Wiggins and McTighe provide a useful process for establishing curricular priorities. They suggest that the instructor ask themselves the following three questions as they progressively focus in on the most valuable content:
The figure above illustrates the three ideas. The first question listed above has instructors consider the knowledge that is worth being familiar with which is the largest circle, meaning it entails the most information. The second question above allows the instructor to focus on more important knowledge, the knowledge and skills that are important to know and do. Finally, with the third question, instructors begin to detail the enduring understandings, overarching learning goals, and big ideas that students should retain. By answering the three questions presented at this stage, instructors will be able to determine the best content for the course. Furthermore, the answers to question #3 regarding enduring understandings can be adapted to form concrete, specific learning goals for the students; thus, identifying the desired results that instructors want their students to achieve.
The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning. In the previous stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. Consider the following two questions at this stage:
At this stage it is important to consider a wide range of assessment methods in order to ensure that students are being assess over the goals the instructor wants students to attain. Sometimes, the assessments do not match the learning goals, and it becomes a frustrating experience for students and instructors. Use the list below to help brainstorm assessment methods for the learning goals of the course.
The final stage of backward design is when instructors begin to consider how they will teach. This is when instructional strategies and learning activities should be created. With the learning goals and assessment methods established, the instructor will have a clearer vision of which strategies would work best to provide students with the resources and information necessary to attain the goals of the course. Consider the questions below:
A link to the blank backward design template is provided here ( ), and it is referred to as UbD Template 2.0. The older version (version 1.0) can also be downloaded at that site as well as other resources relevant to Understanding by Design. The template walks individuals through the stages of backward design. However, if you are need of the template with descriptions of each section, please see the table below. There is also a link to the document containing the template with descriptions provided below and can be downloaded for free.
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Certain workplace conditions, for example, the layout of the workstation, the speed of work (especially in conveyor-driven jobs), and the weight of the objects being handled influence these factors. In other situations, the psychosocial factors at the workplace may contribute to WMSDs. It is recommended that both physical and psychosocial factors be addressed.
Any body position can cause discomfort and fatigue if it is maintained for long periods of time. Standing, for example, is a natural body posture, and by itself poses no particular health hazards. However, working for long periods in a standing position can cause sore feet, general muscular fatigue, and low back pain. In addition, improper layout of work areas, and certain tasks can make workers use unnatural standing positions.
Two aspects of body position can contribute to injuries. The first relates to body position. When parts of the body are near the extremes of their range of movements, stretching and compression of tendons and nerves occur. The longer a fixed or awkward body position is used, the more likely we are to develop WMSDs. For example, working with the torso bent forward (Figure 1), backward or twisted can place too much stress on the low back. Other examples of stressful body positions include reaching above shoulder level (Figure 2), reaching behind the body (Figure 3), rotating the arms (Figure 4), bending the wrist forward, backward, or side to side (Figure 5), and reaching forward too far out in front of the body (Figure 6).
The second aspect that contributes to WMSDs is holding the neck and the shoulders in a fixed position. To perform any controlled movement with the arm, muscles in the shoulder and the neck contract and stay contracted for as long as the task requires.
However, this is where the blood is needed the most because of the intense muscular effort. Two things happen as a result. The neck/shoulder muscles become overtired even though there is little or no movement. At the same time, the reduced blood supply to the rest of the arm accelerates fatigue in the muscles that are moving, making them more prone to injury.
Repetitive movements are especially hazardous when they involve the same joints and muscle groups over and over and when we do the same motion too often, too quickly and for too long. Tasks requiring repetitive movements always involve other risk factors for WMSD such as fixed body position and force; the worker, in order to perform the task, has to maintain the shoulder and neck in a fixed position to exert some force.
If a worker grasps four bottles each time, the same cycle would have to be repeated six times to fill a box. Assuming that one cycle lasts two seconds, it would take twelve seconds to pack a box with twenty-four bottles.
There are no rules to judge movements as either high or low in repetition. Some researchers classify a job as "high repetitive" if the time to complete such a job was less than 30 seconds or "low repetitive" if the time to complete the job was more than 30 seconds. Although no one really knows at what point WMSDs may develop, workers performing repetitive tasks are at risk for WMSDs
Work involving movement repeated over and over is very tiring because the worker cannot fully recover in the short periods of time between movements. Eventually, it takes more effort to perform the same repetitive movements. When the work activity continues in spite of the fatigue, injuries can occur.
Pace of work determines the amount of time available for rest and recovery of the body between cycles of a particular task. The faster the pace, the less time is available and the higher the risk for WMSD.
When the worker has no control over timing and speed of work because of external factors like assembly line speed or quota systems then stress level increases. With higher stress level comes muscle tension causing fatigue and again increased risk for WMSD. Controlling the pace of work externally denies the worker the flexibility to determine their own work speed. It is a human characteristic to work at varying rates at different times of the day.
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