Backwards Design & Melding In-Class and Online Pedagogies
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FO&D Spring Institute Tech-Savvy Teaching: Melding In- Class and Online Pedagogies Andy Saltarelli ([email protected]) & Patti Banyas ([email protected]) Virtual University Design and Technology | vudat.msu.edu
Backwards Design & Melding In-Class and Online Pedagogies
Text of Backwards Design & Melding In-Class and Online Pedagogies
1. FO&D Spring InstituteTech-Savvy Teaching: Melding
In-Class and Online Pedagogies Andy Saltarelli ([email protected])
& Patti Banyas ([email protected]) Virtual University Design and
Technology | vudat.msu.edu
2. Objectives1) Get to know who we are and what
resources/services are available through our office.2) Get to know
who you are.3) Follow the arrow
3. Welcome to vuDATAdministrators ProducersProgrammers/Server
Admins Artists and Web ProgrammersStudent Media Developers
4. What about you? Please introduce yourself and what course(s)
will you be applying these tech-savvy methods to? For you
personally, what is the best thing about teaching in higher ed
right now? What is the most challenging thing?
5. What about you? Tool Time
6. Our Philosophy Integrating instructional technologies in and
out of class must start with authentic pedagogical problems. If
not, they become solutions in search of a problem
techno-centrism
7. Our Philosophy And there are a lot of solutions
8. Our Philosophy That are constantly changing.
http://www.go2web20.net/
9. Our Philosophy And here
10. Our Philosophy Which is why we start here
11. Before we get too far
12. And Begin with the End in MindBackwards Design(Wiggins
& McTighe, 2005) Identify desired results (learning outcomes)
What should students know, understand, and be able to do? What is
worthy of understanding? What enduring understandings are desired?
(Wiggins and McTighe 2005). Some Material UseD with Permission of
the Faculty Center for Innovative Teaching, Central Michigan
University
13. Whats the Big Idea? Designing Around Big Ideas (aka
essential questions) Have enduring value beyond the classroom
Points to ideas at the heart of expert understanding Makes meaning
obvious to the learner Helps prioritize learning
14. Now Lets Define Reality Students are not attentive to what
is being said in a lecture 40% of the time. Students retain 70% of
the information in the 1st 10 minutes of a lecture but only 20% in
the last 10 minutes. 4 months after taking an introductory
psychology course, students know only 8% more than students who had
never taken the course. (Meyers and Jones, 1993)
15. Whats the Big Idea?
16. Whats the Big Idea? All the disciplinary content we have to
leave out for now Worth being familiar with Important to know &
do Big Ideas & Core Tasks
17. Whats the Big Idea?
18. So Lets Work Backward Designing Around Big Ideas (aka
essential questions) Have enduring value beyond the classroom
Points to ideas at the heart of expert understanding Makes meaning
obvious to the learner Helps prioritize learning
19. And Get Started! Backward Design, Big Ideas, & Course
Maps (Wiggins & McTighe, 2005) Big Ideas, Essen al Evidence of
Learning Ques ons & Learning & Materials & Learning
Assessment Ac vi es Outcomes/ Methods GoalsDeveloping Big Ideas:1)
Pick one of the courses you are teaching this semester (or will
teach). How will your students be different by the end ofthe term?
From this, develop a big idea and/or essen al ques on for your
course. Iden fy desired results (i.e., learningoutcomes). Guiding
Ques ons: What should students know, understand, and be able to do?
What is worthy of understanding? What enduring understandings are
desired?2) Iden fy secondary concepts (2-4) that are necessary to
support your big idea.
20. Concept Mapping the Big Ideas Example Backward Design
Template TE 150 Reflec ons on Learning1. Big Idea: This is the big
picture how we To facilitate learning, want our students to be
different by the one must understand courses end? how people learn.
2. Essen al Ques ons: These ques ons, Whats more central to the
field of study, may never be Is knowledge important: social defini
vely answered, but persistent study ingested or context or
individual of them helps students construct enduring constructed?
understandings. differences?3. Key Knowledge and Skills: These are
the Students will Students will know and elements of content and
procedural skills Students will know be conversant in social and be
conversant in understand the key that students must master in order
to be differences between psychological theoriessuccessful in
tackling the essen al ques ons, construc vist behaviorist and and
apply them to building enduring understandings, and theories. cogni
vist theories. learning se ngs. achieving the established goals.
Students will watch Students will play the 4. Learning Ac vi es:
These are the the Tolman & Skinner behaviorism game and ac vi
es students will actually do and the videos and debate the reflect
on the influenceways in which they will interact with learning
content. implica ons of these of reinforcement in disparate
results. their own behavior. * Some resources adapted from What is
Course Design, Eron Drake, Faculty Center for Innova ve Teaching,
Central Michigan University
21. Now Its Your Turn Take the big ideas for your course that
you have developed and think about the secondary concepts that are
necessary to support these big ideas. Think about and draw the
connections between big ideas and secondary concepts? What learning
activities will best help students make these essential
connections? Add to your brainstorming, refine. Create draft of
concept map for course.
