Backwards Planning - EPI's Launch Your Classroom!
Summary
TLDRThe video script discusses the common issue of high school students struggling with temporal orientation and planning skills, often leading to procrastination. It suggests a creative approach to improve students' engagement and task completion by using a 'movie director' method. This involves starting with the end goal and working backwards to break down tasks into manageable steps. An example is given where students are assigned to read speeches and write an essay, with each day dedicated to a specific task leading up to the final submission. This method helps students to plan and stay on track, ultimately earning their grades based on their efforts rather than the teacher's perception.
Takeaways
- 📚 High school students often struggle with temporal orientation and planning skills, tending to procrastinate on assignments.
- 🎬 The concept of 'pretending to be a movie director' can help students visualize tasks from end to start, improving engagement and planning.
- 📅 A practical example is given where an essay comparing speeches by Frederick Douglass and Abraham Lincoln is due on Friday, and students are guided to break down the task over the week.
- 📝 Students are encouraged to think step-by-step, from writing the final draft to creating an outline, which helps in managing the workload.
- 🗓️ The script suggests a methodical approach to planning: editing the rough draft on Thursday, writing it on Wednesday, and creating an outline on Tuesday.
- 📑 The importance of creating an outline or graphic organizer before writing is highlighted as a crucial step in the planning process.
- 📚 Reading the assigned speeches is identified as the first step, which should ideally be done on Monday.
- 🤔 The script emphasizes the need for students to reflect on their planning versus their actual actions to improve metacognition and self-awareness.
- 🧠 It is suggested that tracking what students planned to do versus what they actually did can help them understand the correlation between effort and grades.
- 🏆 The transcript concludes by reinforcing the idea that grades are earned through work and planning, not based on teacher's preferences.
- 💡 The method described helps students to avoid last-minute stress and perform better by breaking down tasks and planning ahead.
Q & A
Why do high school students often struggle with thinking ahead according to the transcript?
-High school students struggle with thinking ahead because they lack temporal orientation and solid planning skills, often leaving assignments until the last minute.
What technique is suggested in the transcript to help students with planning and staying engaged in their tasks?
-The technique suggested is to have students pretend they are movie directors and start with the end in mind, then 'film strip' backwards to break down the task.
How does the 'movie director' technique help students move away from apathy?
-The 'movie director' technique helps students move away from apathy by increasing their ability to engage with the task and plan out the steps needed to complete it, thus avoiding the feeling of being overwhelmed or uninterested.
What is an example of a middle school assignment mentioned in the transcript?
-The example assignment is to read speeches by Frederick Douglass and Abraham Lincoln, compare and contrast the two, and write an essay due on Friday.
What is the first step a student should take on Monday according to the transcript's suggested planning method?
-The first step on Monday is to read the two speeches by Frederick Douglass and Abraham Lincoln.
What should a student do on Tuesday to prepare for the essay due on Friday?
-On Tuesday, the student should create an outline, diagram, or graphic organizer to organize their thoughts and writing.
What task is assigned to Wednesday in the transcript's suggested planning breakdown?
-On Wednesday, the student should write the rough draft of the essay.
What activity should a student engage in on Thursday before submitting the final essay draft on Friday?
-On Thursday, the student should edit their rough draft to create the final draft of the essay.
How does the transcript suggest students track their progress and metacognitive understanding?
-The transcript suggests students track their progress by writing down what they planned to do and what they actually did, allowing them to reflect on their actions and the resulting grades.
What is the purpose of having students write down both their plans and what they actually did according to the transcript?
-The purpose is to help students realize that their grades are earned based on their work and not on whether the teacher likes them, promoting a sense of responsibility and self-awareness.
How does the transcript's approach to planning help students develop better temporal orientation?
-By starting with the end goal in mind and working backwards, students develop a clearer understanding of the steps needed to complete a task, thus improving their temporal orientation and planning skills.
Outlines
📚 Enhancing Student Planning and Engagement
The speaker discusses the common issue of students, particularly high school students, struggling with temporal orientation and planning skills. They tend to procrastinate and often complete assignments at the last minute, such as on the bus to school on the due date. To address this, the speaker suggests a method of 'backward planning' by pretending to be a movie director and starting with the end goal in mind. This approach is exemplified with a middle school assignment to read speeches by Frederick Douglass and Abraham Lincoln, compare and contrast them, and write an essay due on Friday. The breakdown includes writing a rough draft on Wednesday, creating an outline on Tuesday, and reading the speeches on Monday. This method helps students to stay engaged, plan their tasks effectively, and move away from apathy. Additionally, the speaker mentions incorporating a metacognitive element where students write down what they actually did compared to their initial plan, which helps them understand the correlation between effort and grades.
Mindmap
Keywords
💡Temporal Orientation
💡Planning Skills
💡Movie Directors
💡Apathy
💡Breaking Down Tasks
💡Rough Draft
💡Graphic Organizer
💡Metacognition
💡Bloom's Taxonomy
💡Neurotransmitters
Highlights
High school students often struggle with planning and temporal orientation.
Students tend to procrastinate and do assignments at the last minute.
Lack of planning skills can be mistaken for apathy among students.
Using a 'movie director' approach can improve students' engagement and planning.
Starting with the end in mind and working backwards helps with task completion.
The example of a five-day assignment involving reading speeches and writing an essay is introduced.
Breaking down tasks into smaller steps helps students plan and avoid procrastination.
Students should create an outline or graphic organizer before writing a rough draft.
Writing a rough draft is a necessary step before editing and creating a final draft.
Reading the assigned material should be done at the beginning of the assignment period.
Encouraging students to reflect on their planning and actual actions can improve metacognition.
Recording what students planned to do and what they actually did can enhance self-awareness.
Students can better understand that grades are earned through effort and planning.
The importance of not attributing grades to teacher preferences but to personal effort is emphasized.
Students benefit from recognizing the correlation between their work and their grades.
Writing down actions and comparing them to plans helps students understand the impact of their choices.
Transcripts
what we know about students even high
school students they for some reason
have a hard time thinking ahead you know
you give an assignment on Monday it's
due Friday they when do they do the work
you know Friday on the bus going to
school because to think ahead what do I
need to do today to accomplish that goal
on Friday there's lots of students who
don't have real solid that's called
temporal orientation that's the edge you
speak word for it but they don't have
good planning skills what I find is when
we pretend we're movie directors and we
start with the end in mind and then we
film strip backwards that that increases
the ability for a student to stay
engaged in that task get it done and you
know move away from the apathy that we
always accuse our students of being
sometimes it's not apathetic they don't
have the skillset of how do I break this
task down so here's one of my favorites
let's say it's a five day the assignment
is Monday and it's due on Friday
favorite middle school task is read the
speech by Frederick Douglass read the
speech by Abraham Lincoln compare and
contrast to two and I want an essay on
Friday of what how are they alike how
are they different in their thinking in
their philosophies stew on Friday so you
ask the kids all right it's when you
can't it's due on Friday what what are
you going to do on Thursday and the kids
will do I don't know
read no no not at all so this is the way
you break it down you're handing an
essay in on Friday what do you do right
before you hand in a final draft right
before you write a final draft you write
your rough draft right and you're
editing your rough draft so that means
that's what I'm doing Thursday night I'm
editing my rough draft to can to create
my final drift what do you do right
before you edit a rough draft you write
the rough draft so I'm on Wednesday I'm
writing the rough track
what do you do right before you write a
rough draft I create my outline my
diagram my graphic organizer whatever
language you use in your school and that
your students know oh so that means on
Tuesday I'm writing on creating that
outline that that graphic organizer if
you're organizing your writing on
Tuesday what does that mean you did
Monday well I must have read the two
speeches so now if you ask a kid from
Monday to look out to Friday most of
them can't jump that activity like that
but if you start with the end what do
you do right before that what do you do
right before that what do you do right
before that students can save it so
that's how they plan their task now if
you want to bring in those
neurotransmitters what you can do is so
on this part of the paper is the plan
now here they write what they actually
did so on Monday night did I read or not
on Tuesday did I make my graphic
organizer Wednesday I did my and then
you compare now you can go metacognitive
with the students right top of Bloom's
taxonomy in the abstract world this is
what this is what you said you were
going to do this is what you did that
way you're helping the students realize
that it's they don't get their grades on
whether the teacher likes them or not
that we earn our grades so yes I did my
work and I got a good grade no I didn't
do my work I pushed it all off and I
wrote a very quick essay on the bus
going to school on Friday and my grade
reflects it and every time the students
get to write down what they did they're
getting that shot of difference
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