Astronomy Unit Redesign

When designing a learning experience, my preference is for a backward design approach with an experiential learning lens. As a scientist, the methodological nature of backward design fits well with my systematic way of thinking. Identify the desired results (hypothesis), determine how you will know those results have been achieved (standard of evidence), and then make a plan for getting from A to B (plan the experiment). In redesigning this astronomy unit for 8th grade preparatory students, I began with the Next Generation Science Standards, anchoring all decisions on topics to those standards. 

Layered on top are those skills necessary for self-directed learning. If we want our students to be lifelong learners, then self-directed learning must be part of the goals in each unit. Self-directed learners are able to identify their goals, what resources and support they need to achieve those goals, and how to handle roadblocks or diversions along the way. These steps require building skills in metacognition and self-reflection, so instructional design embeds prompts to stop, reflect, and plan ahead. This also embeds problem-solving and decision-making into the lessons. While important for every learner, these skills are even more important for pre-teens and teens, whose decision-making abilities are still developing.