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Backward Design

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  1. Backward Design Team Based Learning Academy Workshop 4

  2. Application 1 Review your syllabi and the course/instructional objective(s) you had outlined for your students. Discuss amongst your teammates and nominate 1 person from each group whose instructional objectives would best suit a TBL course. Write out the course objective(s) on the sheets provided and post them on the board. Write your team name on the sheet.

  3. What is meant by “Backward Design”? Backward design is a process that focuses on assessment first and instructional activities last. In TBL, courses are not organized initially around what you want the students to know, but instead what you want them to be able to do. Design application activities after outlining course objectives.

  4. Instructional Objectives What knowledge do you want your students to take away from your course? Figure out what it is you want your students to be able to do when they are done with your class – this will be your instructional objectives Core concepts, principles, theories, and processes that students will actually understand and remember after your course

  5. What will students needs to know in order to get course objectives? • Pick materials after deciding instructional objectives (textbook, course packet, exercises, supplementary materials, reading guides) • What materials will provide what they will need to know?

  6. Backward Design Stages Stage 1: Identify Desired Results • Set the vision. Focus on the big ideas • What “enduring” understandings are desired? • What should students know, understand, and be able to do?

  7. Backward Design Stages Stage 2: Determine Acceptable Evidence of Learning • Determine how students will demonstrate their knowledge • Focus on assessment before designing the learning activities • What will we accept as evidence of student understanding and proficiency?

  8. Backward Design Stages Stage 3: Design Learning Experiences & Instruction • Plan instructional activities that are both engaging and effective, given the goals • What sequence of activity best suits the desired results? What will need to be taught & coached, and how should it be taught? • Students demonstrate understanding throughout each of the units

  9. WHERETOWhat learning experiences and instruction will enable students to achieve the desired results? How will the design: W – Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from? H – Hook all students and Hold their interest? E – Equip students, help them Experience the key ideas and Explore the issues R – Provide opportunities to Rethink and Revise their understandings and work E – Allow students to Evaluate their work and its implications T – Be Tailored to the different needs, interests, and abilities of learners? O – Be Organized to maximize initial and sustained engagement as well as effective learning?

  10. Application 2 Why are the best curriculum designs backward? • It teaches for understanding content standards • It focuses on the process rather than the product • It follows a linear approach • It’s not (come up with your own justification)

  11. Working Backward • What prior knowledge will students need during application activities? • Students should not only be exposed to course content but have practice using it • What are they going to do with the information they learn, not just what they should know about it