Preservice teachers' planning and preparation practices: A comparison of lesson and unit plans developed using the backward design model and a traditional model

This study compared lesson and unit plans designed by elementary preservice teachers who developed their plans using the backward design model, with plans developed by elementary preservice teachers who developed their plans using a traditional model of curriculum design. The plans were evaluated using Danielson's Framework for Professional Practice by means of six components: (1) demonstrating knowledge of content and pedagogy, (2) demonstrating knowledge of students, (3) selecting suitable instructional goals, (4) demonstrating knowledge of resources, (5) designing coherent instruction, and (6) assessing student learning. The subjects who designed the plans were elementary preservice teachers enrolled in Educational Planning and Management (EDEL 401) either Spring Semester 2002 or Fall Semester 2002. To compare the two curricular designs among all six components of planning and preparation the researcher utilized multivariate analysis of variance. To compare the two curricular designs within each specific component the researcher chose analysis of variances.; Results from the study included evidence that elementary preservice teachers who were taught curriculum design using the backward design model outperformed elementary preservice teachers who were taught curriculum design using a traditional model when developing lesson and unit plans. Similarly, preservice teachers who were taught curriculum design using the backward design model outperformed preservice teachers who were taught curriculum design using a traditional model on all six components of the framework for professional practice.; The researcher concluded that the teacher education program at Montana State University: (1) incorporate the backward design model when teaching curriculum design; (2) provide inservice on backward design for all preservice teacher educators who teach or require lesson or unit planning in their courses; (3) utilize Danielson's Framework for Professional Practice in courses for preservice teachers; and (4) use both the backward design model and the framework to help teacher educators improve upon the areas in which research has shown weaknesses in preservice teacher preparation practices.