CIRTL Class Meeting 3: Backward Design

The College Classroom – Spring 2015

Class Meeting 3: Backward Design

Dave Gross dgross@ biochem.umass.edu

Thursday, February 12, 2015

1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT

Peter Newbury

[email protected]

@polarisdotca

Think about a research project. Which

of the following would you do first in

your project?

Backward Design – The College Classroom 2

A) Dig into the literature

B) Obtain funding

C) Plan an experiment

D) Take some data

E) Write out objectives

Think about a course. Which of the

following would you do first to design

your course?


A) Create exam questions

B) Order a textbook

C) Prepare Powerpoints

D) Write lecture notes

E) Write the syllabus

Objectives for Today


By the end of today’s session you will be able to

explain backward design to a colleague

assess the Bloom’s level of an exam question

create appropriate learning goals and objectives for

a course or course element


Understanding By Design

Wiggins & McTighe, 1998

Backward Design

What do I want students to know?

How will I determine if they know it?

What will I do to get them the information?


Understanding By Design

Wiggins & McTighe, 1998

Backward Design

1. What do I want students to know?

2. How will I determine if they know it?

3. What will I do to get them the information?

1. Learning goals

2. Learning outcomes and assessment

3. Activities and exercises


Standard course planning

Choose textbook Create syllabus Write/revise lectures, notes Prepare PowerPoint presentations Write exams

Instructor-centered


Standard course planning vs Backward design


Formulate broad learning goals Set specific learning objectives Design assessments (formative and summative) Develop learning activities (lectures, homework, other)

Instructor-centered Student-centered

Team activity: designing backwardly

9

Go to your team room and work on the following exercise:

From the list below, lay out the chronological order for the

listed design elements based on backward design

principles.

Choose a textbook

Create and active learning exercise

Order clickers for the course

Pick a topic for the course

Write an exam question

Write the course syllabus

Take 9 minutes to

do this. Decide who

will be the team

spokesperson.

Remember your

room number!

Backward Design – The College Classroom

Team activity: Three syllabi

11

You should be familiar with the three syllabi that were

posted for today’s session. Go back to your team room and

discuss the differences you see among these syllabi. Do you

find evidence of backward design in the changes?

Take 9 minutes to do

this. Decide who the

new spokesperson

will be for the team.



Standard course planning vs Backward design


Formulate broad learning goals Set specific learning objectives Design assessments (formative and summative) Develop learning activities (lectures, homework, other)

Instructor-centered Student-centered

Blooming the questions

13

Bloom’s Taxonomy

Ros

e (I

mag

e by

Meh

dize

ynal

i on

Wik

imed

ia

com

mon

s C

C B

Y-S

A 3

.0)


Bloom’s Levels of Understanding:

Action verbs

14

6. Evaluation: think critically about and defend a position

Judge, Justify, Defend, Criticize, Evaluate

5. Synthesis: transform, combine ideas to create something new

Develop, Create, Propose, Design, Invent

4. Analysis: break down concepts into parts

Compare, Contrast, Distinguish

3. Application: apply comprehension to unfamiliar situations

Apply, Use, Compute, Solve, Predict

2. Comprehension: demonstrate understanding of ideas, concepts

Restate, Explain, Summarize, Interpret, Describe

1. Factual Knowledge: remember and recall factual information

Define, List, State, Name, Cite

Adapted from Allen, D. and Tanner, K., Cell

Biol. Educ. 1: 63-67 (2002) Backward Design – The College Classroom

Bloom’s Levels of Understanding

Action verbs

15

Expert

Novice Backward Design – The College Classroom

Team activity: Three syllabi

16

Now go back to your room and revisit the three syllabi.

Look for changes that are related to the use of Bloom’s

Taxonomy.



new spokesperson

will be for the team.


17 Backward Design – The College Classroom

18

knowledge

framework

retrieval


Team activity: The Garden

19

OK, back to your room again. This time work together to

design Learning Goals and Learning Objectives for your

class on “The Garden”. This is YOUR class, so you need to

figure out what you are doing.



new spokesperson will

be for the team.


Next week: Assessment

Watch the blog for next meeting’s readings and assignments

collegeclassroom.ucsd.edu CIRTL Schedule

21 Backward Design – The College Classroom

References

22

1. Wiggins, G. and McTighe, J., Understanding by Design, Pearson, Upper Saddle River,

NJ, (2006) ISBN 1-4166-0035-3.

2. Allen, D. and Tanner, K., Cell Biol. Educ. 1: 63-67 (2002)


CIRTL Class Meeting 3: Backward Design

Education

Transcript of CIRTL Class Meeting 3: Backward Design