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Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
Starting Backward Design from the Middle
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Starting Backward Design from the Middle

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Slides from 2013 UCF FCTL Summer Faculty Development Conference …

Slides from 2013 UCF FCTL Summer Faculty Development Conference
Access AUDIO of this session at: http://ofcoursesonline.com/thompson_sugar_backwarddesign.mp3

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  • Slide 1 – online@ucfUse this slide to greet the new faculty and introduce the ID Team membersDepartment that supports online (or distributed learning) teaching and learning online at UCFHow many have taught an online course?Fully online?521 – W, 304 – M 21,046 Headcount (42%)UCF currently offers4 undergraduate programs12 graduate degree programsgraduate certificates
  • Refer to linked document for 1) additional guidance in each component and 2) support resources for objectives and assessments. (If time, show/walk through the document.)
  • There typically has to be some kind of balance between higher-level and lower-level objectives for the impact on students’ cognitive load as well as the logistical demands in teaching (e.g., authentic assessments are typically more grading intensive).
  • Transcript

    • 1. Starting Backward Design from the Middle Dr. Kelvin Thompson Ms. Amy Sugar University of Central Florida This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Portions of this work are adapted from the work of others with permission and are attributed appropriately in context.
    • 2. Introduction • Alignment between outcomes and activities • Balance between Higher Order Thinking Skills and Lower Order Thinking Skills • Better articulate connection between outcome and activity to students • Accreditation
    • 3. From Design to Outcomes Course design Course syllabus Course assignments Student reflections Human moments Invisible to students Articulated to students Experienced by students  “learning” Internalized by students Remembered by students
    • 4. Course Blueprint
    • 5. Design is Iterative Design Evaluate
    • 6. less frequent more frequent Frequency of Revision
    • 7. Your Mission… • What is “Backward Design?” • Of what value is Backward Design to teaching faculty? • Why don’t faculty use Backward Design all the time? Take five minutes to Google (or Bing)
    • 8. What Did You Find? • What is “Backward Design?” • Where did it come from? • Of what value is Backward Design to teaching faculty? • Why don’t faculty use Backward Design all the time?
    • 9. Starting Backward Design from the Middle provides a mechanism for iterating course design.
    • 10. Starting Backward Design from the Middle • Jump start the design process • Focus on what you know works • Work backward to learning objective • Work forward to learning assessment • Check alignment between objectives/assessment/content • Step back to view overall course design – Accommodation v. assimilation – Balance of cognitive levels (and other domains) – Logistical compromises – Know what you can change!
    • 11. Starting from the Middle Think of an assignment that is typically successful, engaging, valuable. • Describe existing assignment • Identify evidence in assignment • Verb It • Align Outcomes See http://bit.ly/thompson_DIVA
    • 12. higher-level lower-level See http://bit.ly/bloom_reference Bloom’s Taxonomy
    • 13. Start Worksheet • Work on design by starting from the middle OR • Identify tweaks to existing assignments to make them more engaging OR • Review existing course design for – Learner-centeredness – Balance in cognitive levels – Other learning domains needed (e.g., affective) See Example at: http://bit.ly/thompson_DIVAex
    • 14. Pair Up to Discuss Progress • What task did you begin? • How far did you get? • What do you want to do next?
    • 15. Wrap Up • Now what? • Action plan

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