Backwards Design & Melding In-Class and Online Pedagogies
FO&D Spring InstituteTech-Savvy Teaching: Melding In-Class and Online Pedagogies Andy Saltarelli (email@example.com) & Patti Banyas (firstname.lastname@example.org) Virtual University Design and Technology | vudat.msu.edu
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…
Welcome to vuDATAdministrators ProducersProgrammers/Server Admins Artists and Web ProgrammersStudent Media Developers
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?
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
What’s 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
Now Let’s 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)
So Let’s 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
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.
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 course’s end? how people learn. 2. Essen al Ques ons: These ques ons, What’s 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
Now It’s 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.