Backward design: The development approach underlying InTeGrate materials

1. Backward design:The development approach underlying InTeGrate materials

2. A story I was teaching a new course in an unfamiliar content area (Human Geography) I found a textbook and looked at the titles of the chapters, looked around on the web Developed a syllabus organizing the topics in the time given Figured out what readings, activities, projects, exams, would fit in when Sighed with disappointment at final grades.

3. How many of you have received a syllabus that was a list of topics and not much else?

4. Why doesn’t this work better? Focus is on the instructor presenting the content, rather than the student learning new skills and knowledge.

5. How could this be better? Start with student-centered goals: What do you want students to know and be able to do at the end of the course/module? Knowledge: I want students to be able to describe the differences between the major religions and why some are growing while others stay the same. Skill: I want students to be able to read a newspaper article about a conflict in another part of the world and assess the demographic and geographic factors that are influencing that conflict.

6. Tips for writing learning goals Think about what you do as a professional in the context of your module that you want students to start to do as well. (This was a struggle for me in an entirely new content area.)

7. Some of Anne’s goals for students Student-centered goals: What do you want students to know and be able to do at the end of the course/module? Knowledge: I want students to be able to describe the characteristics of a plate boundary in enough detail to discriminate different types. Skill: I want students to be able to read and interpret maps showing global and regional earthquake distributions.

8. Back to Human Geography… Start with student-centered goals: What do you want students to know and be able to do at the end of the course/module? Knowledge: I want students to be able to describe the differences between the major religions and why some are growing while others stay the same. Skill: I want students to be able to read a newspaper article about a conflict in another part of the world and assess the demographic and geographic factors that are influencing that conflict.

9. How will I find out if they can do that? Essay question on an exam about major religions. Give them a newspaper article to analyze and turn in that analysis. These are assessments. There are a wide variety of assessment types – it does not need to be an exam at the end of the module.

10. How could I prepare them to do well on my assessments? In-class activity where we look at data about number of adherents of major religions, discuss the differences between them, and a follow-up reading. Current events activities where we analyze conflicts as a class or as small groups on a regular basis (weekly?). The point is that they need to practice retrieving the knowledge and using the skills in order to show mastery.

11. How is this approach different? Start with the end product  what you want students to know and be able to do at the end Determine how you will know that they know and can do these things Figure out how to help them learn how to do these things BACKWARD DESIGN Wiggins and McTighe, 1999

12. Backward design • Identify desired results  learning outcomes • What knowledge is worth being familiar with? • What knowledge and skills should students master? • What concepts or skills should students retain well beyond the course? • Determine acceptable evidence  assessment • Consider a wide range of assessments • Match assessments to learning outcomes • Plan learning experiences • Use instructional strategies that foster engagement • Design activities that give students practice

13. Development of InTeGrate materials followed this process Module goal and summative assessment came first; instructional materials and activities were developed later. This ensures that everything in the module leads students further along the path towards the module-level goals.

14. Time to practice

15. Learning outcome Students will be able to describe and interpret trends in 20th-century climate data. Your job in small groups is to decide on acceptable evidence and the instructional strategies you would use.

16. Next task: Write your own learning outcome for a skill that you want students to master – agree on one within your group. Move backward  acceptable evidence and instructional strategies We’ll come back together for the last few minutes for a quick summary.