Jeff Sandrock

March 2016

Thoughts on Teaching Standard #6: Instructional Planning

Instructional planning delineates the good educators from those who are potentially great. What makes
a teacher great is reaching students of multiple ability levels, learning styles/modalities, and adherence to statemandated standards so that all students are assured of a high bar in education, regardless of which school or
teacher they learn under. Lesson planning by using the understanding by design model places emphasis
squarely where it belongs: on the outcome, the desired result of the unit in question. This backward design
process leads the teacher from the desired goal back through major sub-units, to concepts and questions, and
finally to teaching tactics in the classroom; this end state is where the rubber meets the road, so to speak.
Within the backward design paradigm, teachers naturally find a rhythm and direction to go in. Day by
day instruction becomes more connected and fluent, connecting concepts becomes less haphazard, and students
innately sense the level of sophistication and organization reflected in the backward design approach. With my
military background, the objective was always the focus if the unit had to take that hill, then every action by
every member of the team became focused on supporting that end. Backward design and lesson planning with
USOE standards, objectives, and key concepts in mind ensures everyone across the scope of teachers can
work together to take the hill.
My Growth and Experience
What an awakening this concept has been to me! I was hesitant at first, but eventually I wrapped my
mind around the idea that the ends are the most important consideration in designing lessons and planning
curriculum. Instructional planning depends greatly on subject content knowledge, of which I have mastered
only the basics. My 43 years of life do not make me an expert in anythingmy hard work in multiple courses
of geosciences study at Salt Lake Community College and as understudy to an amazingly talented Earth
Systems mentor teacher, these are what get me on that path to success. Two things keep that content knowledge
expanding: a solid work ethic and a thirst to be a lifelong learner. Understanding that I will never reach the

point as a teacher when I am fully proficient in my lifes pursuitsteaching scienceis a hard pill to swallow,
but a necessary one to set the right tone for teaching that I embrace as I go forward.
Outside the classroom, I have embraced an end-state focus, a laser-beam lock on the USOE standards as
the first step in establishing a lesson, from its introduction through learning activities and assessments to the
conclusion. Every lesson I teach stems from a full two-page understanding by design lesson plan that is
grounded in the USOE core standards for 9th grade Earth Science. Every unit I teach, every lesson I prepare,
has an applicable governing standard and complete list of objectives and sub-concepts. The vocabulary
proscribed by USOE readily connects with major sections of the textbook, and my chosen activities exist to
illustrate or get the students on their feet and doing the content so they can understand it better.
USOE standards and objectives, in some cases, are so specific that they require certain kinesthetic or
hands-on activities, such as an earthquake lab. I had my students use childrens blocks to build (and later
destroy) simple structures in a series of earthquakes that increased in severity. Their observations led to some
profound conclusions about the nature of structures built in active fault zones or earthquake-prone regions.
That very effective, practical learning activity stemmed simply from my referencing the section on plate
tectonics and the impact of natural hazards on human populations. The approach worked beautifully.
I have adopted other instructional methods by observing my college professors (most notably my SLCC
astronomy, meteorology, and geology professors) which I emulate as best practices. The astronomy professor
had a mini-quiz approach to each lesson that prompted us to be prepared before stepping into the classroom, yet
he did it in a non-threatening way that took advantage of both the individual and social learning modalities. My
geology professor had numerous hand samples and instruments on hand, allowing us geosciences students to
learn by doing. My meteorology professor took us outside to make general weather observations, then got us
into the practice of referencing online forecasting services by professional meteorologists in the Salt Lake
valley. These habits all find a second expression as I take them into my own future Earth Science classroom.
There is no way I have all the answers in my hip pocket; I am a sponge at this point in my teaching
career. The USOE standards, best practices, and an ever-growing content knowledge are keys to my students
ultimate success. Open minded, thoughtful reflection is the key to finding and blending all these fine ideas.