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 This weeks' readings and investigations included backward design, the BSCS 5E Instructional Model, and the development of lesson plans utilizing Web 2.0 resources. As stated in my first blog post, backward design is essentially the same as building a flipped classroom. Many aspects of the backward design include the same aspects of traditional lesson planning, including establishing student knowledge and goals and determining methods of formative assessment. Conversely, backward design requires the teacher to establish learning goals and materials that should be mastered by the end of the unit. I still feel that this approach is very labor intensive for the teacher up front, and has mixed results with students depending on the class structure and course. For example, gifted students may thrive in a flipped classroom where they can hone their research and investigative skills, as well as further developing critical thinking and communication skills. However, many students struggle with this level of independence and require more direction and scaffolded information in a traditional classroom.

  The 5 E's are a helpful way to organize a lesson plan, whether backward designed or more traditional. By thinking of tasks and assessments in terms of engagement, exploration, explanation, elaboration, and evaluation, teachers can more easily build lessons that truly engage students, utilize web 2.0 resources, and promote process skills. This approach makes more sense to me as far as inquiry based learning in the art classroom, as it fits easily with my existing curriculum. The 5E's in particular have made me consider ways to further enrich my lessons with additional interactive resources, especially in regards art history. Time, though, is the constant barrier to implementing these changes right now. I do wonder what other art teachers are able to integrate into their classrooms with time and budget constraints and if incorporating more digital art and technology into the classroom is helpful or not.