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Backward Design Muddiest Point

Backward Design Muddiest Point. General Comments. Questions on LOTS of topics. Many questions were about alignment , not backward design. Lots of people asked about verb choices and writing to particular levels of Bloom’s taxonomy. The backward design book is a workbook.

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Backward Design Muddiest Point

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  1. Backward DesignMuddiest Point

  2. General Comments • Questions on LOTS of topics. • Many questions were about alignment, not backward design. • Lots of people asked about verb choices and writing to particular levels of Bloom’s taxonomy. • The backward design book is a workbook.

  3. What is a good method to get students to appreciate and buy in to the course outcomes and topic-level objectives?

  4. Why do we try to reinvent the wheel? In other words, why isn’t there a list of learning objectives that are written in a spirit of backward design and available for instructors? http://organicers.org

  5. How should one decide the range of Bloom’s Taxonomy levels for the learning objectives in a course? How many “easy” objectives and how many “hard” objectives?

  6. When writing learning objectives, should we consider what kind of population of students we are dealing with?

  7. How will using a different verb affect the learning goal?

  8. How can we assess affective goals?

  9. How broad should an appropriate course-wide goal be? Is it better to be very specific or more big picture?

  10. How can we avoid the overuse of “understand” as the main verb for student learning objectives?

  11. I’m concerned about the length of the syllabus containing all these goals.

  12. Can you introduce goals as you go along or does it all have to be done on day one?

  13. How might we discern what type of learning activity to use based on the assessment birthed from the learning goal/objective?

  14. Besides syllabi, where are good places to incorporate learning objectives during your course?

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