Cognitive Constructivism Social Constructivism

evidences of learning performances called for by the standards and the teaching needed to equip students to perform” p. 8. Backward design principle presents an arrangement in designing curriculum; it consists of three parts: a identify desired results, b determine acceptable evidence, and c plan learning experiences and instructions. a. Identify Desired Results A teacher needs to decide what students should know, understand, and be able to do. Firstly, the teacher needs to consider their goals, standards for materials – including national, state, and district standards – and prospect of the curriculum. Then, the teacher needs to consider materials probably studied in class. Since there are lots of materials to be studied, the following chart will help the teacher to decide suitable materials. Figure 2.1. Establishing Curricular Priorities Wiggins McTighe, 2001 worth being familiar with Important to know and do Enduring understanding The first is to decide what students are worth being familiar with. The teacher needs to consider what heshe wants students to accomplish. Second, it is specified becoming important to know and to do. Something important to know means an important knowledge which can be facts, concepts, and principles. Then, somethings important to do means important skills which included processes, strategies, and methods. Last, the teacher has to make it clearer by enduring understanding. The word ‘enduring’ here means selecting important concepts which students have to internalize and remember. b. Determine Acceptable Evidence To check whether students have accomplished the desired results, the teacher needs to design assessments as evidences of students’ understanding. Wiggins and McTighe 2001 has provided a continuum of assessment method which will help teacher in considering kinds of assessment. As Wiggins and McTighe 2001 stated, This continuum of assessment methods includes checks of understanding such as oral questions, observations, and informal dialogues; traditional quizzes, tests, and open-ended prompts; and performance tasks and projects. They vary in scope from simple to complex, time frame from short-term to long-term, setting from decontextualized to authentic contexts, and structure from highly to nonstructured p. 13.