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Backwards Design: Creating Learning Opportunities That You Can Assess
The document discusses the concept of backwards design in educational course planning, emphasizing the importance of identifying desired learning outcomes, assessing evidence, and planning instructional experiences. It critiques traditional teaching methods while proposing newer approaches to enhance informal learning opportunities and assessment practices. It also addresses the role of online education and provides insights into instructional design principles and learning spaces.
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Backwards Design: Creating Learning Opportunities That You Can Assess
- 1. Backwards Design Creating Learning Opportunities ThatYou Can Assess NCLA CUS & CJCL Assessment Beyond Statistics, November 2, 2012 Lauren Pressley, Head of Instruction, Wake Forest University
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- 8. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
- 9. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
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- 11. Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences & Instruction
- 12. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
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- 15. learning outcomes How arethey useful?
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- 17. learning outcomes When doyou make them?
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- 19. assessment & evaluation WHEREAssessment Wiggins and McTighe (2001)
- 20. assessment & evaluation WHEREAssessment Let students know: Wiggins and McTighe (2001)
- 21. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed Wiggins and McTighe (2001)
- 22. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed WHY they are going there Wiggins and McTighe (2001)
- 23. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed WHY they are going there WHAT they already know Wiggins and McTighe (2001)
- 24. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed WHY they are going there WHAT they already know WHERE they might go wrong Wiggins and McTighe (2001)
- 25. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed WHY they are going there WHAT they already know WHERE they might go wrong WHAT is expected of them Wiggins and McTighe (2001)
- 26. assessment & evaluation WHEREAssessment Let students know: WHERE they are headed WHY they are going there WHAT they already know WHERE they might go wrong WHAT is expected of them Wiggins and McTighe (2001)
- 27. assessment & evaluation WHEREAssessment HOOKING students on the topic Wiggins and McTighe (2001)
- 28. assessment & evaluation WHEREAssessment Ensuring students can: Wiggins and McTighe (2001)
- 29. assessment & evaluation WHEREAssessment Ensuring students can: EXPLORE and EXPERIENCE ideas Wiggins and McTighe (2001)
- 30. assessment & evaluation WHEREAssessment Ensuring students can: EXPLORE and EXPERIENCE ideas be EQUIPPED with skills and knowledge to master outcomes Wiggins and McTighe (2001)
- 31. assessment & evaluation WHEREAssessment Provide opportunities to REHEARSE their work. Wiggins and McTighe (2001)
- 32. assessment & evaluation WHEREAssessment Provide opportunities to REHEARSE REVISE their work. Wiggins and McTighe (2001)
- 33. assessment & evaluation WHEREAssessment Provide opportunities to REHEARSE REVISE REFINE their work. Wiggins and McTighe (2001)
- 34. assessment & evaluation WHEREAssessment student EVALUATION Wiggins and McTighe (2001)
- 35. assessment & evaluation FormativeAssessment
- 36. assessment & evaluation SummativeAssessment
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- 38. instructional design ADDIE Analysis Design Development Implementation Evaluation
- 39. instructional design ADDIE Analysis Design Development Implementation Evaluation
- 40. instructional design ADDIE Analysis Design Development Implementation Evaluation
- 41. instructional design ADDIE Analysis Design Development Implementation Evaluation
- 42. instructional design ADDIE Analysis Design Development Implementation Evaluation
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- 45. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
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- 47. Credit Based Classes What’srequired? Learning Outcomes Faculty Expectations Student Expectations Your Professional Opinion Other Requirements
- 48. Credit Based Classes What’srequired? Learning Outcomes Faculty Expectations Student Expectations Your Professional Opinion Other Requirements
- 49. Credit Based Classes What’srequired? Learning Outcomes Faculty Expectations Student Expectations Your Professional Opinion Other Requirements
- 50. Credit Based Classes What’srequired? Learning Outcomes Faculty Expectations Student Expectations Your Professional Opinion Other Requirements
- 51. Credit Based Classes What’srequired? Learning Outcomes Faculty Expectations Student Expectations Your Professional Opinion Other Requirements
- 52. Credit Based Classes Whatare the real desired outcomes?
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- 54. This is gettingattention because of online education.
- 55. online education Why arewe learning from this new way of teaching? It works Perceived quality Different students Different instructors Brave new world (It’s all an experiment!)
- 56. online education Why arewe learning from this new way of teaching? It works Perceived quality Different students Different instructors Brave new world (It’s all an experiment!)
- 57. online education Why arewe learning from this new way of teaching? It works Perceived quality Different students Different instructors Brave new world (It’s all an experiment!)
- 58. online education Why arewe learning from this new way of teaching? It works Perceived quality Different students Different instructors Brave new world (It’s all an experiment!)
- 59. online education Why arewe learning from this new way of teaching? It works Perceived quality Different students Different instructors Brave new world (It’s all an experiment!)
- 60. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
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- 62. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 63. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 64. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 65. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 66. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 67.
- 68. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 69. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 70. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 71. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 72. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 73.
- 74. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 75. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 76. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 77. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 78. Why are theythere? What are they trying to learn? How can we help them learn what they’re there to learn? Can we prove it?
- 79. The Plan • BackwardsCourse Design • Traditional Teaching • Newer Types of Teaching • Informal Learning Opportunities • Rethinking Assessing Learning
- 80.
- 81. Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences & Instruction
- 82. Can students findthings when they need them?
- 83. Do our studentsknow how we can help them?
- 84. How should ourstudents interact with the library?
- 85. What should our studentsbe able to do?
- 87. Recommended Reading Cain, S.(2012). Quiet: The Power of Introverts in a World That Can’t Stop Talking. Crown. Christensen, C. M., & Eyring, H. J. (2011). The Innovative University: Changing the DNA of Higher Education from the Inside Out. Jossey-Bass. Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass. Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing Effective Instruction (6th ed.). Wiley. Wiggins, G., & McTighe, J. (2001). Understanding by Design. Prentice Hall.
- 88. Photo Credits • Work by Ben Jeffrey at http://www.flickr.com/photos/jeffbr13/4476180801 • 20100407_DLabDesignReview_008 by D-Lab at http://www.flickr.com/ photos/D-Lab/4954502543 • 85/365: In Soccer We Trust... by Abdulrahman AlZe3bi at flickr.com/photos/ 7amanito/3039338366 • every which way by Jenny Dowling at flickr.com/photos/jenny-pics/ 4266714722 • Melbourne Sound Relief - Raincoat Brigade by Alexander Kesselaar at flickr.com/photos/akc77/3370167184 • Transit spatio-temporel (Time & Space Transit) by Fred at flickr.com/photos/ gilderic/3517477267 • Professor Angelique Louie by UC Davis College of Engineering at http:// www.flickr.com/photos/ucdaviscoe/6046619981
- 89. Photo Credits • the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/ 7283732 • My Work Desk by David Joyce at www.flickr.com/photos/DeaPeaJay/ 2597109669 • Untitled by {Lina} at flickr.com/photos/linahayes/4217345101 • 那覇市役所 by Akira ASAKURA at flickr.com/photos/ akira_1972/7459962396 • Pallet, Brushes and Paint by Kelly Bailey at flickr.com/photos/kellbailey/ 3707506127 • Gym by Night Owl City at www.flickr.com/photos/89898604@N00/6331302 • We begin by charting a course by Andrew Becraft flickr.com/photos/ Dunechaser/1721982928 • Clickers - Universidad de Navarra at flickr.com/photos/unav/4464311633 • the pilot p-500 by Matthew C. Wright at flickr.com/photos/mattwright/ 7283732
- 90. Photo Credits • One done by Daniel Kulinski at flickr.com/photos/didmyself/6530389351 • moodle by qperello at www.flickr.com/photos/qperello/3364558662 • sguardo by mbeo at flickr.com/photos/mbeo52/4106448244 • Personal Research Session by zsrlibrary at www.flickr.com/photos/zsrlibrary/ 6918640931 • The Saltire Centre Ground Floor by Ewan McIntosh at flickr.com/photos/ edublogger/1277277593 • Libraries are Creepy by Paul Lowry at flickr.com/photos/paul_lowry/ 2266388742 • Race and Potter by svenwerk at flickr.com/photos/svenwerk/176562465 • Students Use Special Collections by zsrlibrary at flickr.com/photos/zsrlibrary/ 7170995096 • Student study group at UBC Library by UBC Library Communications at flickr.com/photos/ubclibrary/2702161578
- 91. Questions? Comments? Contact: Lauren Pressley Twitter: @laurenpressley email: lauren@laurenpressley.com web: laurenpressley.com