View
227
Download
2
Category
Tags:
Preview:
Citation preview
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
pnewbury@ucsd.edu
@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?
Backward Design – The College Classroom 3
A) Create exam questions
B) Order a textbook
C) Prepare Powerpoints
D) Write lecture notes
E) Write the syllabus
Objectives for Today
Backward Design – The College Classroom 4
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
Backward Design – The College Classroom 5
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?
Backward Design – The College Classroom 6
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
Backward Design – The College Classroom 7
Standard course planning
Choose textbook Create syllabus Write/revise lectures, notes Prepare PowerPoint presentations Write exams
Instructor-centered
Backward Design – The College Classroom 8
Standard course planning vs Backward design
Choose textbook Create syllabus Write/revise lectures, notes Prepare PowerPoint presentations Write exams
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
Objectives for Today
Backward Design – The College Classroom 10
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
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.
Backward Design – The College Classroom
Backward Design – The College Classroom 12
Standard course planning vs Backward design
Choose textbook Create syllabus Write/revise lectures, notes Prepare PowerPoint presentations Write exams
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)
Backward Design – The College Classroom
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.
Take 4 minutes to do
this. Decide who the
new spokesperson
will be for the team.
Backward Design – The College Classroom
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.
Take 14 minutes to do
this. Decide who the
new spokesperson will
be for the team.
Backward Design – The College Classroom
Objectives for Today
Backward Design – The College Classroom 20
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
Next week: Assessment
Watch the blog for next meeting’s readings and assignments
collegeclassroom.ucsd.edu CIRTL Schedule
21 Backward Design – The College Classroom
Recommended