Video 3: Drive instruction and assessment with learning goals.
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Transcript of Video 3: Drive instruction and assessment with learning goals.
Video 3: Drive instruction and assessment with learning goals
Learning goals give us a target for instruction
Engineering Design Analogy
1. Identify end goal2. Identify constraints
and inputs (what is success?)
3. Lay out a plan for construction
Backwards Design
Backwards design
Define learning objectives
(Desired outcomes)
Decide on assessments
(Evidence of understanding)
Design instruction (Help students achieve results)
Example of Backwards Design:Plate Tectonics
Plate Tectonics Example
• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes
Plate Tectonics Example
• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes
• Assessment: Students need to construct a model (e.g., representation) and use that model to explain how earth’s surface features relate to the interior of the Earth
Plate Tectonics Example
• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes
• Assessment: Students need to construct a model (e.g., representation) and use that model to explain how earth’s surface features relate to the interior of the Earth
• Instruction: Learn about the phenomena, make drawings / graphs / simulations, share and critique these models.
Backwards design
Define learning objectives
(Desired outcomes)
Decide on assessments
(Evidence of understanding)
Design instruction (Help students achieve results)
“Alignment”
Student prior knowledge is important too
Students walk in your door with preconceptions and helpful resources!
Student prior knowledge is important too
• Plays a role in every part of backwards design: Goals, Assessments, and Instruction
• Can be difficult when you’re first teaching
• Back to car analogy….
Students walk in your door with preconceptions and helpful resources!
“Backwards Design” begins with:
A. Drawing a mapB. Determining your goal or objectiveC. Creating a syllabusD. Finding some activities to do in classE. None of the above
“Backwards Design” begins with:
A. Drawing a mapB. Determining your goal or objectiveC. Creating a syllabusD. Finding some activities to do in classE. None of the above
What is the last step in “Backwards Design”
A. Identifying students’ prior knowledgeB. Creating a syllabusC. Determining the instructional techniquesD. Talking to other instructors
What is the last step in “Backwards Design”
A. Identifying students’ prior knowledgeB. Creating a syllabusC. Determining the instructional techniquesD. Talking to other instructors
Backwards Design and alignment – an example from Biology
Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems
Courtesy Jenny Knight, University of Colorado Boulder
Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems
MeasurableOutcomes
(Learning Objectives)Assessment Instruction
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment – an example from Biology
Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems
Interpret graphs
Apply Darwin’s postulates to new scenarios
MeasurableOutcomes
(Learning Objectives)Assessment Instruction
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment – an example from Biology
Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems
Interpret graphs
Apply Darwin’s postulates to new scenarios
MeasurableOutcomes
(Learning Objectives)Assessment Instruction
Interpret which of Darwin’s postulates are represented in the graphs, and explain
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment – an example from Biology
Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems
Interpret graphs
Apply Darwin’s postulates to new scenarios
MeasurableOutcomes
(Learning Objectives)Assessment Instruction
Create a graph that depicts one element of natural selection
Courtesy Jenny Knight, University of Colorado Boulder
Interpret which of Darwin’s postulates are represented in the graphs, and explain
Backwards Design and alignment – an example from Biology
What do you notice about these goals?
• Introductory genetics: Distinguish between different modes of inheritance
• Quantum physics: Qualitatively design a semiconductor diode that will only allow current to flow in one direction.
• Probability: Find patterns in data using basic data visualization tools
• Introductory chemistry: Describe what makes chemicals react, and why reactions go in a particular direction.
Course vs. Topic Goals
• Introductory genetics: Distinguish between different modes of inheritance
• Quantum physics: Qualitatively design a semiconductor diode that will only allow current to flow in one direction.
• Probability: Find patterns in data using basic data visualization tools
• Introductory chemistry: Describe what makes chemicals react, and why reactions go in a particular direction.
Specific topics
General course
Consistent & aligned
Different scales of outcomes
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Interpret simulations and data
Explain the role of natural forces in the universe.
Analyze the phases of the moon by using computer simulations.
Construct a model representing the phases of the moon.
Astronomy example
Learning Goal Learning Objective• Broad, course-level• 5-10 per course
• More specific• 2-5 per topic
Scale of backwards design
• Aimed at a single teachable unit
• But also applies to your bigger overarching course goals and end-of-course assessments
Single brick… or the whole house….