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How to do backward curriculum design - Inskip & Hicks
The document describes a masterclass on backward curriculum design. It will focus on explaining the backward design approach developed by Wiggins and McTighe, which uses learning outcomes to determine assessment and content. Attendees will learn how to devise learning outcomes, assessment, and content for a lesson plan using this approach. The masterclass will be practical and allow participants to create a backward-designed lesson plan for use in their own teaching.
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How to do backward curriculum design - Inskip & Hicks
- 1. How to dobackward curriculum design Charlie Inskip | Alison Hicks Department of Information Studies, UCL Liverpool, April 4th – 6th 2018
- 2. overview This Masterclass willfocus on backward design, an approach to curriculum design developed by Wiggins and McTighe (2006) and adopted by the new ACRL Framework. This approach, which uses learning outcomes to determine assessment approaches and course content, will be explained and demonstrated There will be an informed discussion on its relevance and validity in teaching information literacy. The workshop will take a practical approach, devising learning outcomes, assessment and content for a learning intervention to be agreed in the session. It will draw from our experience in learning and teaching across a wide range of higher educational and professional contexts in the UK and the USA. Attendees will be able to take away a backward-designed lesson-plan which they can then use as a basis for running a session in their workplace.
- 3. learning outcomes Apply theoreticalprinciples and practical examples in order to create and evaluate a lesson plan relevant to your work
- 4. librarian-as-teacher • Professional competences •Library school curriculum • Professional identity
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- 9. what is teaching? “Ateaching activity is the activity of a person, A (the teacher), the intention of which is to bring about an activity (learning), by a person, B (the pupil), the intention of which is to achieve some end-state (e.g. knowing, appreciating) whose object is X (e.g. a belief, attitude, skill).” (Hirst, 1971)
- 10. what is learning? “makingmeaning” (Marton and Booth, 1997) “relatively permanent change in behaviour as a consequence of experience” (Haselgrove, 2016) “mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behaviour appropriate to specific situations” (Fry et al., 2009)
- 11. Learning Goal oriented Influenced bydevelopment Occurs in phases, yet is non-linear Uses cognitive and metacognitive strategies Organises information Links new information to prior knowledge Characteristics of learning (Crane, 2014)
- 12. schools of thought BehaviourismCognitivism Constructivism
- 13. behaviourism • B.F. Skinner(1961) – Learning: change in behaviour – Environment shapes behaviour – Timely events and reinforcement • Conditioning • Rote learning Skinner, B. (1968). The technology of teaching (Century psychology series). New York: Appleton-Century-Crofts.
- 14. cognitivism • Jean Piaget(1929) • Children • 4 stages of development – Active engagement – Present challenges – Perform tasks just beyond capabilities Piaget, J. (1929) The child’s conception of the world
- 15. constructivism • Jerome Bruner(1966) – Learning is an active process – Individuals create new ideas or concepts based on their current and past knowledge – Learning should focus on real world problems • Collaboration and reflective thinking • Teacher as facilitator Bruner, J. (1966) Toward a theory of instruction
- 16. Bloom’s taxonomy Create Evaluate Analyse Apply Understand Remember Bloom, B.(1956) Taxonomy of Educational Objectives. New York : David McKay
- 17. Cognitivedomain Knowledge Remembering without understanding ComprehensionDemonstrating understanding Application Solving problems Analysis Finding evidence Synthesis Creating a new structure Evaluation Making judgements Blooms Taxonomy
- 18. SOLO Prestructural Unistructural Memorise, identify, recognise Count,order Multistructural Classify, describe Compute, illustrate Relational Argue, analyse, explain Construct, translate Extended abstract Theorise, hypothesize Invent, create Structure of Observed Learning Outcomes (SOLO), Biggs & Collis, 1982
- 19. thresholdconcepts transformative changes yourviews troublesome counter-intuitive irreversible cannot be unlearned integrative bring together previously unrelated ideas bounded has special terminology discursive extends language use reconstitutive shifts your perceptions liminality have an unstable 'in- between' state Threshold concepts, Meyer & Land, 2003
- 20. 1. Backward Design 2. Learning Outcomes 3. Assessment 4.Active Learning
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- 22. A focus onlearning… …rather than teaching, activities or content What is backward design?
- 23. Stage 1: IdentifyDesired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction
- 24. Backward design canhelp: • Avoid activity or coverage focused instructional design • Make the most of time frame • Centre on big ideas rather than mechanics • Design for understanding Wiggins & McTighe: Understanding by Design
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- 27. Describes what students shouldbe able to demonstrate, represent, or produce as a result of their learning (Maki, 2004). SLOs, defined:
- 29. • build astructure for the unit/session • communicate to students how to be successful why SLO’s matter...
- 30. today’s outcomes... Instead of… •Learn about backward design Apply theoretical principles and practical examples in order to create and evaluate a lesson plan relevant to your work
- 31. from goal tooutcome…
- 32. • Match thetwo halves of an outcome • Choose one outcome to focus on for the rest of this session try it…
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- 35. Assessment for: ● Teaching ●Learning ● Legitimisation...
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- 39. Assessment For teaching and learning Quantifiable Authentic andreflective For legitimisation
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- 41. Assessment For teaching and learning Quantifiable Authenticand reflective Formative Classroom assessment techniques Summative Performance assessment techniques For legitimisation
- 42. “Simple, non-graded, anonymous,in-class activities designed to give you and your students useful feedback on the teaching- learning process as it is happening” • Background knowledge probe • Muddiest Point • Minute Paper • Paraphrasing • Defining features classroom assessment techniques
- 43. “known as alternativeor authentic assessment, it’s a form of testing that requires students to perform a task rather than select an answer from a ready-made list.” • Open-ended or extended response exercises • Solve problems • Often measured by rubrics performance assessment techniques
- 44. Develop topic-relevant vocabularyin order to search databases with maximum flexibility and effectiveness. • Classroom: Self Assessment – What is the best search tip you will take away from today? What changes will you make to your approach to searching? • Performance-Informal – Develop a search statement at the beginning of class. Write an improved statement at the end of class and 1 sentence about why it is better. • Performance-Formal – Complete a worksheet that guides through a search process and ask students to reflect on changes they make to a search statement. Graded by librarian/returned with feedback
- 45. Distinguish between scholarly,trade and popular resources in order to think critically about the authority of sources • Classroom: Defining Features Matrix – Students match characteristics in a table • Classroom: Informal – Students sort periodicals in groups and report on criteria • Performance: Authentic – If you were researching a company you wanted to work for, what information would each of the following sources provide about that company?
- 46. Take a lookthrough the list of assessments. Choose one that aligns with and will help you assess your learning outcome. • What are its benefits and drawbacks? • How could the librarian respond to the results from this assessment? your turn!
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- 49. how will yourstudents learn that? SLO: Develop topic-relevant vocabulary in order to search databases with maximum flexibility and effectiveness. Assessment: What is the best search tip you will take away from today? What changes will you make to your approach to searching?
- 50. Active learning: teachingin a half-ass way that makes students have to go home and learn it on their own…
- 51. much more than… •Hands-on activity • Having students move around the room • Shiny technology • “Engage” students
- 52. “Active learning isa process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.” Michigan Center for Teaching and Learning
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- 54. challenges 1. How willI cover all of the necessary content? 2. I will have to abandon everything I have learned to do over the years 3. Students resist non-lecture environments. 4. My colleagues will criticise me. 5. It is scary. 6. It is just too hard! FACULTY PERCEPTIONS ABOUT BARRIERS TO ACTIVE LEARNING Joel Michael
- 55. SLO: Develop topic-relevantvocabulary in order to search databases with maximum flexibility and effectiveness. Assessment: What is the best search tip you will take away from today? What changes will you make to your approach to research? • Active Learning: Have students write down their topic and keywords. Exchange with person next to them for critique/brainstorming. • Active Learning: Display a noun on the screen. Have students shout synonyms to a guesser. • Active Learning: Have students explore a visual dictionary to come up with synonyms.
- 56. your turn! Take alook through the list of active learning ideas. Choose one that aligns with your learning outcome and assessment • What are its benefits and drawbacks? • What resources would you need to use this idea?
- 58. Thanks for attendingour masterclass! c.inskip@ucl.ac.uk | @charlieinskip a.hicks@ucl.ac.uk | @alisonhicks0
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