Practical Research Planning And Design Twelfth Edition

[Clint Callas]

Butnot really. Asking a person to develop a model is a much higher-order task than asking them to copy a model. Describing systems and patterns is way more challenging than selecting the correct description.

Like I did, you probably also have some favorite lessons and activities. Some of these might turn out to be not just fun to teach, but also solid in terms of equipping students with knowledge and skills that will last.

Totally agree, I came to the comments to say exactly that same thing! An addendum or follow-up post, imagining what the new assessment for The Outsiders would be and a specific sequence of activities to build up to it, would be super!

Thank you so much for this post. I struggle with what my end goal should be when planning based on a topic and I think that this way of thinking will make my life a heck of a lot easier go forward. I plan on trying it out with my juniors next year!

Knowing the phases of the moon may not be of any obvious use to some students, so some scaffolding about how it ties into the real world is important. For example, for me this knowledge has been important in planning stargazing (prefer no moon) or night hikes (prefer full moon). Other fields could be brought in, such as reading literature that mentions the phases of the moon and thinking about why. Or how nocturnal animals hunt or avoid predation. In my experience, students are MUCH more motivated and engaged when they can easily see the relevance of a lesson to things they care about in the real world.

USE the current model of the Earth-sun-moon system to describe yada yada yada would be a fine standard, and a great goal to accomplish for a 7th grader. Heck, it would be a fine goal for anyone to remember 25 years after middle school when they have to explain it to their kids.

I really appreciate this post about backwards planning. It is so essential that learning be intentional and I think it can be easy for teachers to slowly ebb away from that, especially when we have been teaching for a long period of time and have habits of mind. By starting with assessment it ensures that our students will acquire lasting value in their learning, and application practice. It does take time and thought in the beginning of the planning process but so worth it to help facilitate durable and purposeful learning. Thank you so much for this post!

I really appreciate this post about backwards planning. It is so essential that learning be intentional and I think it can be easy for teachers to slowly ebb away from that, it ensures that our students will acquire lasting value in their learning, and application practice.

Hi Jennifer,

Thanks for your detailed overview of backwards design here. There are many benefits to planning this way. Backwards design allows for the teacher to have clear learning goals that are shared with the students (and better yet, developed with the students). When students have a clear understanding of what the learning goals are, we can increase student agency and choice in the pathways taken to achieve those learning goals. This in turn affords us to teach through the Universal Design for Learning (UDL) framework. UDL is an opportunity to remove barriers for all learners to fully engage in their learning and become self-regulated learners. When students have agency and choice, they can access their strengths to support learning. This learner-centered design is consistent with Self-Actualization conceptions of curriculum. Self-Actualization asserts that the instructional goals are to promote the growth of the individual learner through creativity, problem-solving, and innovation.

Clearly established learning goals also affords teachers opportunities to conduct assessment for learning throughout the learning process. Students can be redirected to learning goals throughout the duration of their learning activities to reflect on their work and alignment with the learning goals.

Thank you for your insightful ideas. Working backwards from what we want students to know and planning the unit to achieve this makes our teaching more intentional. Knowing at the planning stage enables us to make the learning relevant. Small steps as you suggested to build our less assigned lessons is a great idea. Time is so important for Teachers. Working backwards seems to support better student engagement

So clearly and beautifully described. I loved it so much. I wonder if you can also give an example on how you adapted your lesson with the novel Outsiders. As I can imagine with scientific topics in more practical ways than with literature and language. Please help me get inspired.

The Federal Highway Administration's (FHWA) Office of Operations and National Highway Institute (NHI) collaborated to create a variety of courses dealing with freight, intelligent transportation systems (ITS), and work zone safety.

The efficient movement of goods is dependent, in large part, on the people who build, maintain, and operate the freight transportation system. Educating and training a skilled and knowledgeable workforce is crucial to improving freight transportation productivity, safety, and security. Consequently, FHWA's Office of Freight Management and Operations and the Office of Planning within the Office of Planning, Environment, and Realty are offering the following freight and transportation logistics courses through NHI.

Integrating Freight in the Transportation Planning Process (#139001A). This course provides public sector transportation planners with an improved understanding of freight transportation, the stakeholders, and the issues to help them incorporate freight into their transportation planning processes and programs.

Multimodal Freight Forecasting in Transportation Planning (#139002A). This course provides participants with improved methods for forecasting freight traffic at metropolitan and State levels, a basic understanding of freight transportation practices, knowledge of parameters influencing growth and distribution of freight traffic, and available tools and data to forecast future freight traffic.

Sixty-minute versions of both courses are available for transportation decisionmakers through the Planning Team, one of several technical service teams at FHWA's Resource Center. For more information on these seminars, visit www.fhwa.dot.gov/resourcecenter.

To ensure that transportation practitioners are operating their systems efficiently, certain knowledge, skills, and abilities are required. The following courses are provided through NHI to improve the knowledge base for practitioners who do not have the essentials needed to implement effective management operations and strategies in the areas of freeway management, arterial management and signal systems, access management, and traffic analysis.

Traffic Control Signalization and Software (#133028A). This course helps public sector engineers and technicians involved with traffic control to apply the Manual on Uniform Traffic Control Devices to intersection displays, signal timing, computerized traffic signal systems, control strategies, integrated systems, traffic control simulation and optimization software.

Access Management, Location and Design (#133078A). This course provides planners and engineers involved in accessing existing or new sites with an examination of the general benefits, as well as the social, economic, political, and legal implications of access control. Management practices and policies from several States and jurisdictions are used in the course as examples of various program types and levels of effectiveness. In addition, instructors discuss access management techniques, warrants for their use, and guidelines for their design and application. The course also presents several "before" and "after" case studies to show the impacts of retrofit programs on local businesses.

Managing Traffic Incidents and Roadway Emergencies (#133048). This course addresses institutional and technical aspects of safely and efficiently resolving traffic incidents and other roadway emergencies, focusing on practices to obtain understanding and cooperation among transportation agencies and disciplines. During the course, transportation managers who direct the resources of their agencies during traffic incidents can attend workshops that include guidelines for agencies in law enforcement, fire and rescue, emergency communications, and transportation.

Since the early 1990s, FHWA has advocated the use of ITS technologies as a means of achieving greater operational efficiency within the Nation's transportation system. Accordingly, FHWA's Office of Operations has developed several training courses and workshops to support the implementation and integration of ITS projects at State and local transportation agencies.

ITS Awareness Seminar (#137001A). This seminar helps transportation planners and traffic engineers at all levels to gain an understanding of ITS and ITS infrastructure. The course illustrates various ITS components by showcasing multimodal systems that are deployed around the country.

ITS Public/Private Partnerships (#137003A). The focus in this course is on various types of cooperative, public/private partnerships available to transportation program managers involved in ITS planning, implementation, operations, or maintenance. Specifically, the coursework focuses on public/private partnership models for cost sharing, shared deployment, and franchising, along with institutional barriers and case studies.

ITS Telecommunications Overview (#137005A). This course provides transportation professionals involved in ITS transportation planning and deployment with a broad introduction to telecommunications technologies, issues associated with those technologies, and practical lessons learned from previous and existing applications.

Rural ITS Toolbox (#137007A). This course describes ITS-related practices and techniques that have been applied successfully to rural transportation problems. As a result, the course can benefit a wide range of participants, including county, municipal, and town executives; traffic engineers; State, Federal, and local transportation planners; transit and highway operators at metropolitan planning organizations (MPOs); public safety responders; transportation management center operators; motor carrier managers; environmental groups; information technology personnel; college and university faculty and students; and consultants and contractors.

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