Backward-Design_Workshop-Dr-Bouchra Bakach.pptx

A workshop on the Backward Design Model

1. Backward Design Course (Re)Design Workshop Series Dr. Bouchra Bakach

2. Workshop Objectives

3. Think about this Scenario! You are asked to teach a new course… What steps might you take to design the course? Would you select the textbook first? Would you choose a teaching approach that has served you well in the past, i.e., using lectures, flipped method,…? Would you create first the syllabus then start designing and developing the teaching material? …

4. Look at the program goals, course description… Look for any past syllabi if available… Select a textbook, look for reading material… Prepare lectures, PPTs, handouts… Write HW assignments and exams questions Typically, We…. Does that sound familiar???

5. Activity-Focused Instruction Coverage-Focused Instruction The “Twin Sins” of Traditional Design

6. Backward Design 1. Identify Desired Results 2. Determine Acceptable Evidence 2. Plan Learning Experiences and Instruction What do you want students to learn?  How will you know if they’ve learned it? What activities will help them learn?

7. Goals Activities Assessments Traditional vs. Backward Course Design Goals Assessments Activities

8. Primary Goals of Backward Design Shift Thinking From Teacher-Centered to Student-Centered Design.  Intentional Course Design and Lesson Planning  Alignment Between Learning Objectives, Assessment and Learning  activities/Material.  Deepen Students' Understanding and Enhancing their Ability to Use the Stuff, Not Just Learn the Stuff . Course Mapping and Easy Course File Submission.    

9. Stage 1: Identify Desired Results Handout 1

10. Stage 1  Guiding Questions    

11. Outcomes Priorities Important to Know and do Worth being familiar with Big Ideas And Enduring Understanding Things we want student to “hear, read, view, research or otherwise encounter” Broad- Brush knowledge Important knowledge (facts, concepts and principles) and skills (processes, strategies and methods) Student learning is incomplete if the unit or course completed without the mastery of these essentials. Understandings that will anchor the unit or course. The important understandings, that we want students to ‘get inside of’ and retain after they’ve forgotten many of the details

12. Handout 1

13. Writing Learning Outcomes Step 1:   Identify the object  (think about skills, knowledge, attitudes, abilities to be gained). Example 1: Branches of Chemistry Example 2: Physical properties of matter Step 2: Determine the mastery level by using blooms taxonomy (Handout 2) Example 1: Remember Example 2: Understand Step 3: Complete the learning objective statement. Example 1: Student will be able to list the five branches of chemistry. Example 2: Student will be able to differentiate between physical properties and physical and chemical changes Step 4: Tweak and refine your learning objectives

14. Reviewing Learning Objectives Is the outcome specific ?  Is the outcome measurable or observable ? Is the outcome aligned with the course/program outcomes? Is the outcome realistic and achievable for students? Is the outcome time bound --does it identify a clear timeframe for achievement (e.g., by the end of this course, students will be able to…)?

15. Stage 2: Determine Acceptable Evidence Handout 1

16. Stage 2 Guiding Questions How will we know if students have achieved the desired objectives?  What will we accept as evidence of proficiency? What performance tasks should anchor the focus of the unit?   What other activities will students engage in to demonstrate knowledge and ability What criteria will be used to assess the work? Will the assessment reveal and distinguish those who really understand and those who only seem to understand?

17. How Can We Determine if a Student Understand? The Student must pass through the following 6 facets? C an  Explain  (generalize, connect, provide examples…) ​ C an  Interpret  (tell meaningful stories, give metaphors..) ​ C an  Apply  (apply knowledge in real life and in variety of context) ​ H ave  Perspective  (see Points of views through critical eyes) ​ C an  Empathize  (Walk in another’s shoes, value what others do) ​ H ave  Self-Knowledge  (be deeply aware of own and others’ boundaries) Handout 3

18. Steps to Determine Acceptable Evidence Determine the Performance Tasks that Demonstrate Understanding Summative Assessment Formative Assessment Identify Criteria to Assess Performance (Rubric)

19. Handout 1

20. Students will be able to classify physical or chemical changes within a system in terms of matter and/or energy. 

21. Steps to Determine Assessments

22. Students will be able to interpret how international business and internationalization has influenced our global economy. Cognitive Level of Learning Outcome Assessment Types Application Discussion board post E-portfolio Lab reports One-minute paper Presentation Case study Problem-solving tasks Short answers Tests …. Example

23. Checklist for Assessment Tasks Revise your assessment tasks by asking these questions: Is the assessment based on observing and/or measuring student action? Do the assessments align with one or more learning outcomes? Do you have an appropriate mixture of assessment types?

24. Stage 3: Plan Learning Experiences and Instruction

25. Guiding Questions for Stage 3 What instructional activities will students be tasked to complete?  What skills will students need to be able to know in order to do the tasks being asked of them?  Have they been taught that skill or skills? How will the learning plan help students achieve transfer, and meaning and acquisition, with increasing independence? Is the flow conducive to comprehension of the content? How is the sequence of information? What are the materials and resources needed to complete the goals? What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments? How will student progress be monitored? …..

26. How do I know that I am making appropriate instructional decisions in terms of content selection, teaching strategies etc. so that students achieve the intended goal?

27. WHERETO: Making Instructional Decisions O How will we o rganize and sequence the learning? WHERETO W W here are we going? W hy ? W hat is expected? H How will we hook and hold student interest? E How will we e quip students to explore and experience ? T How will we t ailor learning to varied needs, interests, styles? E How will students self- e valuate and reflect on their learning? R How will we help students r ethink, r ehearse, r evise , and r efine ? WHERETO summarizes key elements to consider when designing a learning plan that is effective and engaging.

28. How can using the WHERETO model help us make appropriate instructional decisions?

29. How to USE WH E R E T O W Make sure the students know and understand WHERE the unit is headed and WHY. Ensure learning objectives are clearly stated at the beginning of each module and give students reasons for learning the content H HOOK your students from the start and engage them throughout the lesson. Ensure the hook is purposeful and directly related to the unit. E EQUIP your students with the appropriate tools, skills, knowledge and experiences. Students should practice learning using multiple skills simultaneously with coaching and feedback from the instructor. R Provide feedback to students so they can RETHINK big ideas they just learned, REFLECT on progress, and REVISE their work E Provide opportunities for students to Evaluate their own work, reflect on their learning and set future goals by providing them with formative feedback. Students must be able to Evaluate themselves in terms of academic strengths and weaknesses and their progress toward achieving learning goals T Tailor the learning plan to differences in students’ individual talents, interest, styles, and needs. Students have varied backgrounds and levels of prior knowledge and skills; thus, they have different levels of understanding. O Organize and sequence the learning plan to effectively engage the students.

30. Questions & Discussion

31. [email protected] [phone] BG.085C @ Contact Info