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Read Chapter 1: Surfacing Backward Design from Small Teaching Online. Come to the next session ready to apply backward design to creating your open pedagogy assignment.
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Comment Below
Consider the following questions and post responses as a comment below:
- How is backward design different than your current process for designing learning experiences for your students?
- How might you use backward design to redesign learning experiences in your course(s) using open educational resources and other no-cost materials?
- What are your key take-aways from the chapter, “Surfacing Backward Design”?
Bonus
If you have time and interest, here is a podcast episode interviewing the author of Small Teaching Online, Flower Darby.
21 thoughts on “Backward Design (OER/ZTC)”
Previously, I approached assignments as tasks to be completed and graded. I did not really “think” about the content related to the method of assessing the various levels of comprehension. I did not even think about multiple assignment formats. Since participating in OER/ZTC trainings, I have shifted a bit more to match the required outcomes first to more nuanced ones for a given class period or topic week (particularly for online asynch classes), then identifying the content that exposes students to the desired content. Then I specifically direct students to the material and ask them to generate an assignment that integrates identify, define and describe (or other learning outcomes) for that specific content outcome. Example: Two Course Larnign Ourcoems (CLOs) for CRJ 200 – Constitutional Law:
-Explain the historical development of the relationship between the United States Constitution and the criminal justice system.
-Discuss the general principles of the Bill of Rights, and the Due Process Clause of the Fourteenth Amendment.
Explaining can be presented by students in written form, video or audio only. Discussing requires the opportunity for interaction with classmates. I use the Discussion Board. I know allow students to post their ideas in written form ,as a video file or as an audio only file. I do, however, request that they write out their discussion replies, and offer guidance as to how to generate more conversation with classmates.
Regarding content coverage of those two outcomes, I identify the following tasks (this is an online asynch version of the assignment at the moment)
1. Watch The Story of the Bill of Rights (16:21 min)***
2. Before you watch the next video, answer these questions for yourself:
o What do you think of when you hear the term “rule of law?” Write down some key words and phrases.
o What ways can you think of that the Constitution provides for the rule of law in the U.S.?
3. Watch Constitutional Principles: The Rule of Law (7:53 min)***
4. Read the Annenberg Guide United States Constitution and the Bill of Rights***
The discussion assignment is as follows:
Referencing the material provided generate and present a response to address the following overall questions: Do you think this is a challenging concept for to be committed to the rule of law for many citizens? Why or why not? In your answer, you must also include the following :
• A definition the rule of law
• A description of what it means for citizens to be committed to the rule of law.
• DO you think Professor Zywicki (Constitutional Principles: The Rule of Law video ) is correct in saying that “ordinary people are the ones who benefit most when government follows the rule of law.? Why or why not? Provide an example.
I do also provide a grading rubric for students so that they understand the expectation levels for explaining and describing.
I just redesigned this from a class assignment that was offered in a different class (intro to CRJ – which has a section on constitutional law). My takeaway from the reading is that we want to focus on the content – “what have we promised the students that they will learn, and how can I guide them through the learning in ways that measuring learning (additive) rather than what they haven’t learned (punitive).”
Please – pardon typos.
I’m familiar with backward design from prior experiences and a past OER seminar, and it has informed my syllabus design and lesson planning, so it’s not so different from how I plan currently, BUT I’m reminded of and curious about being even more transparent about elements of the planning and course with my students. Syllabus development has been a recursive process over the years and something I reconsider before the start of each semester. I think about the macro of “learning outcomes” (the language used in the dept template for a course) for semester which is the culmination of micro-outcomes from individual assignments and focus on the lesson planning or designing learning experiences from there. I often tweak a lesson or an assignment as the semester progresses and as I learn about and consider individual student experiences and literacy skills. So it is a constant alignment of strategies and goals, a persistent fine-tuning, for a meaningful learning experience. However, in reading the chapter on backward design, I’m seeing how I can be even more explicit with learning goals and transparent about the lessons.
I would like to provide more explicit rational and reasoning to students re: learning goals, assignments, classroom activities, and in the use of no-cost materials in my Introduction to Literature course. I’m also stealing some of the writing activities mentioned in the chapter on backwards design to chunk out the writing process.
My key take-aways from the chapter: learners will engage more when they have a clear sense of and connection to the course in/for their lives. The instructor can forge this by being transparent about the rationale and reasoning of the class activities, provide the “what, why, and how” for every assignment, and remind students of course goals. Design with the end in mind.
I was familiar with backward design prior to this course so I have some elements of backward design in my PSY 240 course already. However, I think there are two things that I can improve on. 1. I’d like to create a better final project that the students work on throughout the semester – one that allows the students to really see how far they’ve come. 2. I think I can work on clarifying the purpose of classwork and assessments. The textbook provides a few ideas that are easy to implement that I plan to use in future semesters: frequently reminding students about the larger purpose of the course when we meet in person, providing the reasoning behind my assignments, etc.
One activity/assignment I’d like to incorporate is the Three Takeaways Assignments in which you ask students to think about 3 most important things they have learned in your course on the last day of the semester. As mentioned above, I’d like to be more explicit about clarifying the purpose of classwork and find more OER activities that clearly connect to my outlined learning objectives.
My key take-away from this chapter is that going forward I should concentrate first on what I’d like my student learning outcomes to be and then think about lectures, assignments, etc. in order to be a more effective instructor.
I think my main focus will also be improving my final project, and then scaffolding it a little better throughout the semester. I may have made it a little too open ended last semester and hope to give it a little more structure for students to latch on to.
Currently I design my syllabus in blocks covering information/elements that develops to the final project. I’ve thought about scaffolding and UDL is making me think in the reverse. So, do I need to think about deconstructing and then constructing in a different way? At the same time, I like the idea of planning based on the end goal. This will focus me in a different way. I also like maps and I see how this is mapping.
I think that using OER and primary documents and materials with UDL is not a heavy lift for me as I am already doing this. I think the challenge is more from reversing the thinking process.
Actually, the key take away from the reading is this assignment is the take away assignment at the end of the semester. I will also work harder to explain the connections between assignments. I know I don’t do enough of that. Maybe I underestimate our students but I’m not sure that the 100 level students can do an assignment from the end of the semester. That said, giving an assignment that requres students to read the syllabus is a great idea. I know faculty give quizzes but I’d like to find another more thought-provoking way to do this that gets students’ thinking about what will be covered during the semester.
Another thing is ownership of their learning. I think UDL offers opportunities for students to feel more engaged and even clearer on the whys.
The backward design is something that has great value in my teaching. While I reflect on all the materials provided, I see an area to improve a few of my assignments. I need to break them down further and spread them over a few weeks. I think as I led the students with the outcome in mind the assignments I made them do are not equal, like if they were going up a ladder the spaces and the size of the steps are not equal. I started to realize that with backward design is very important to envision each step (assignment) very clearly.
How is backward design different than your current process for designing learning experiences for your students?
Backward design is different from my current process for designing learning experiences because it starts with identifying desired learning outcomes or goals. In my current process, I tend to focus more on the content or subject matter and then plan activities around it. Backward design, on the other hand, emphasizes the importance of setting clear goals and understanding the desired results before planning instructional activities. This approach ensures that the learning experiences are purposeful and aligned with the intended outcomes.
Another difference is that backward design encourages focus on imperative knowledge and skills. In my current process, I may sometimes include additional content or activities that are not directly related to the core learning goals. Backward design helps in prioritizing the most important knowledge and skills that students need to acquire. By zeroing in on the essential, transferable skills, backward design ensures that students develop a deep understanding and can apply their learning in real-world contexts.
Additionally, backward design promotes alignment between goals, assessment, and instruction. In my current process, I may not always consider the assessment methods and instructional strategies upfront. I usually like to focus on the key aspects of the curriculum and then, I will devise various modalities of assessment to measure learning outcomes. Backward design, however, emphasizes the need to determine the evidence of learning and assessment methods from the beginning. This alignment ensures that the assessment is directly linked to the desired outcomes and that the instruction is designed to support students in achieving those outcomes. I have not heard of the methodology before, but I look forward to implementing this method into my curriculum planning.
How might you use backward design to redesign learning experiences in your course(s) using open educational resources and other no-cost materials?
Using backward design in conjunction with open educational resources (OER) and other no-cost materials can be a powerful way to redesign learning experiences in a learner-centered and holistic manner. Here are three ways in which I can apply backward design to this process:
1. Identify desired learning outcomes: Begin by clearly stating the desired learning outcomes for my course. I can ask: “what is the goal of writing?” “How can the skill of college composition help my students acquire employment once they graduate?” These outcomes should align with my learner-centered philosophy and holistic pedagogy. By starting with the end goals in mind, I can then search for appropriate OER and no-cost materials that align with those outcomes.
2. Curate and evaluate resources: Once I have identified the desired learning outcomes, I can then curate a collection of OER and other no-cost materials that align with those outcomes. It is important to evaluate the quality, relevance, and appropriateness of the resources. I will search for materials that provide diverse perspectives, engage students in active learning, and promote critical thinking. I like how BMCC has an OER website where I can explore ideas and free resources to use for my students.
3. Design meaningful learning activities: With the desired learning outcomes and curated materials in place, I can now design meaningful learning activities that actively engage the students and promote a holistic understanding of English Composition 101 or Introduction to Literature 201. Backward design and no-cost materials will encourage me to create interactive assignments, collaborative projects, or experiential learning opportunities. By leveraging the available resources, I can create engaging and enriching learning experiences that align with my teaching philosophy.
Lastly, by using backward design in combination with OER and other no-cost materials, I can create a learner-centered and holistic learning environment that is accessible to all my students. I am excited to see how this method works in my academic career. Ultimately, this approach fosters an inclusive and equitable learning experience for all students.
What are your key take-aways from the chapter, “Surfacing Backward Design”?
These key takeaways from chapter one of “Surfacing Backward Design” highlights the importance of starting with the end in mind, setting clear goals, and designing instruction that leads to meaningful learning outcomes.
I found the following approaches to backward design very interesting and they are as follows:
-Backward design is a powerful method to ensure effective teaching and learning. I can agree with this because it requires the educator to think “backwards” and by doing so, makes you think critically. I like how you can align your content to real world experiences.
-The process begins with identifying clear learning outcomes or goals. I would have never thought to apply this method since I was taught as an educator to have a systematic learning process to meet the educational goals and objectives for my students. This new technique will help me be more flexible than I already am.
-Understanding the desired results assists in creating meaningful learning experiences. Every student learns differently and by focusing on the why, it will help students engage in the learning process.
-It is important to consider the end goals before planning classroom activities. This is something new that I learned. I never heard of this approach when I was in graduate school for education. This makes me think about the end result before designing the activities.
-Professors must consider the needs and interests of their learners while designing instruction. I do this all the time. Especially when it comes to reading assignments. I try to find literature that is diverse and relatable as well as interesting.
-Backward design promotes alignment between goals, assessment, and instruction. I find this approach strikes a nice balance between curriculum development and assessment design.
-It highlights the value of transferable skills and real-world application. When it comes to writing, like the author discussed in chapter one of “Surfacing Backward Design,” there are several students who are not too fond of writing. However, if students can learn the value of this skill, they can see how it can open doors for them in all aspects of their lives.
1. I never really bothered to explain to students why they are engaging in an assignment or what I expect them to learn from said assignment. I always start, and plan a course, by selecting a textbook first. I never took the “road trip” metaphor into consideration.
2. I am definitely now going to focus designing a course by zeroing in on what I want students to get from a particular lesson. Rearranging the ways I approach course creation is going to require that I also diversify the assignments and reading materials.
3. The key take-aways I obtained from the chapter is that students will learn more from knowing up front what they are going to learn. I need to truly sit down at some point and think about (and jot down) the exact skills students are going to obtain upon completing an assignment. I find this the hardest part since I teach history courses where the material is mainly based on recalling information and analyzing and comparing and contrasting historical events.
Thank you for this share. I resonate with this response because I too never felt the need to deliver a course from the perspective of ‘what do I have to do to ensure the students learn this material’. I have always taught the course with the attitude of you (student) have to meet me at my standards. I feel differently after some of these readings and learning more. Backward design offers some actionable approaches that I intend to implement in my courses moving forward.
Definitely! This program has been a humbling experience. I just hope to remember to continue being humble considering how little time we have with family and work life balance in designing our courses to focus more on our students’ needs.
Many of the courses I have created were designed from a “Backward Design” concept. I have found that students are more likely to remember outcomes/objectives when presented with clear expectations. The language I use slightly differs; Each assignment/activity:
1. Objective; equates to the “Here is what I want you to do.”
2. Purpose equates to the, “Here is why I want you to do it.”
3. Instructions; equates to the, “Here is how to do it.”
I have tried a few different word choices but have found the (3) terms above to be most effective to elicit student engagement and understanding of what is being asked of them.
I plan to add to my design elements or portions of the Summative Assessment, during the first week of class; and build in reminders throughout the journey of the semester.
This method reflects a student-centered approach, emphasizing transparency and fostering a sense of ownership in the learning process. By consistently using the terms “Objective,” “Purpose,” and “Instructions,” you are providing a framework that not only guides students through assignments but also contributes to a more meaningful and organized learning experience. I will use this moving forward. Thank you.
How might you use backward design to redesign learning experiences in your course(s) using open educational resources and other no-cost materials?
In my journey to build a strong online course, I am eager to incorporate backward design principles into the redesign of my college biological sciences course. I was not involved in the designing of my in-person course, this gives me a chance to reexamine the end goals, and clearly define what I want students to achieve after completing the course.
I plan to integrate more (than I provide in-person) periodic quizzes that allow students to demonstrate their mastery of the material. Which I simply do not have the time to do in my in-person course. Additionally, the incorporation of weekly reflections will serve as valuable tools for tracking individual student progress and identifying areas where additional support may be needed.
In terms of learning activities, I intend to introduce resources that actively engage students with challenging concepts in biology. These may include interactive simulations, virtual labs, and multimedia materials designed to deepen their understanding.
Recognizing the importance of accountability, I plan to establish clear milestones in the form of deadlines and exams. While I have traditionally relied on a limited number of exams, I am open to experimenting with more frequent testing, aligning with the belief that additional assessments can contribute to enhanced learning outcomes.
I particularly appreciate the suggestion made by the author of providing an activity that familiarizes students with the final assessment. I plan to implement this by having students read and interpret the instructions for the final paper, and submitting a brief written assignment in which they describe the assignment’s purpose and requirements in their own words. This not only reinforces understanding but also promotes active engagement with the course objectives.
What are your key take-aways from the chapter, “Surfacing Backward Design”?
1. The chapter “Surfacing Backward Design” emphasizes a focused approach to course planning, centering on essential questions such as: What are our primary goals for the course? What do we want students to know and be able to do by the end of the term?
2. The implementation of backward design involves thoughtful consideration of what students need to be successful in achieving these course goals.
3. Action: It is crucial to design activities that actively engage students with new information and concepts. This includes creating learning experiences that facilitate the processing of information and promote a deep understanding of the material.
4. The importance of developing a course schedule with milestones. These milestones can take the form of incremental deadlines or formative assessments, providing students with clear points of accountability. This approach not only keeps students on track but also allows for continuous feedback, enabling instructors to assess progress and guide students effectively throughout the learning journey.
How might you use backward design to redesign learning experiences in your course(s) using open educational resources and other no-cost materials?
To redesign the learning experiences in my course using backward design and open educational resources (OER) or other no-cost materials, these are steps i will take: (the following were notes taken directly from the reading, Small Teaching Online : Applying Learning Science in Online Classes, chapter 1, Surfacing Backward Design, Darby and Lang, 2019)
1. Identify Learning Goals:
Clearly define the overarching learning goals for your course; always having this question in mind: What key knowledge, skills, and attitudes do you want students to acquire by the end of the course?
2. Select Appropriate OER and No-Cost Materials:
Look for materials that are diverse, inclusive, and cover the necessary content.
Develop Assessments:
Design both formative and summative assessments that align with my learning goals. These assessments should provide opportunities for students to demonstrate their understanding and mastery of the course content.
3. Create Engaging Learning Activities:
Devise learning activities that actively engage students with the selected OER and no-cost materials. Incorporate multimedia, interactive simulations, virtual labs, or collaborative projects to enhance the learning experience.
4. Establish Clear Instructions:
Clearly communicate the learning objectives, purpose, and instructions for each learning activity.
5. Set Milestones and Deadlines:
Establish a schedule with milestones and deadlines to keep students accountable. Break down the course into manageable segments, incorporating incremental assessments or checkpoints to track progress.
6. Promote Reflection:
Integrate reflective components into the learning experiences. Encourage students to reflect on their understanding, learning process, and the application of knowledge. This can be done through written reflections, discussions, or self-assessment exercises.
7. Feedback:
Implement a feedback loop where you gather input from students and assess the effectiveness of the learning experiences. Use this feedback to make improvements to the course design.
8. Align with BD Principles:
Throughout the process, ensure that each component aligns with the backward design principles, focusing on the end goals and designing learning experiences that lead students toward achieving those goals.
9. Accessibility and Inclusivity:
Consider the accessibility of the chosen materials and activities to ensure they are inclusive. Choose resources that cater to diverse learning styles and backgrounds.
Catching up with this post from last week. Apologies for the delay.
1. How is backward design different than your current process for designing learning experiences for your students?
Well, I must admit that I haven’t been thinking of the final assessment first in the curriculum, rather I have been creating assignments that build up progressively based on covering fundamental topics and basic knowledges acquired earlier in the semester. But I do understand and value the argument of backward course design. While simple as it sounds, it makes most sense: First, we should define the desired learning outcomes and objectives for the course. These outcomes should reflect the knowledge, skills, and abilities that students need to acquire upon successful completion of the semester. Then, determine the appropriate assessments to measure students’ achievement of those outcomes.
2. How might you use backward design to redesign learning experiences in your course(s) using open educational resources and other no-cost materials?
With the outcomes and assessments in mind, I need to identify and select the most appropriate OER to guide students in a more appropriate framework through which they may achieve the desired learning outcomes. Therefore, I need to be looking for accessible resources that cover the necessary content, while providing examples that engage students in meaningful ways. Technology can become a useful ally in this process of identification and selection. It is something that James Lang analyzes extensively in his Chapter 3. Tools and platforms like OpenLab can complement the OER and support various learning opportunities.
3. What are your key take-aways from the chapter, “Surfacing Backward Design”?
I’d say the three obvious but crucial questions that Lang poses to his readers on pages 8 and 9: Where do I want to go? How will I know if I have arrived? What will I need to get there? The models/teaching strategies he then explains do not divert from these questions. They seem to me almost like existential questions, for I don’t think there are universal answers. The destination and criteria for arrival to specific learning objectives vary greatly depending on the spirations and values of the educator. Certainly, creating a plan and breaking down the journey into manageable, small steps, through the argument of backward design, is what I need to keep in mind as I am in the process of redesigning my course.
It is possible that over 27 years of teaching backward design can be learned by trial and error. On the first day I routinely ask members what they hope to get out of the class. The answers are fairly basic. I will ask would this or that be helpful to your understanding? This somewhat Socratic session emphasizes that charting the educational path is a collaborative effort. (Not surprisingly, what we agree on is very close to the syllabus.) What I learned from 45 years of business is that if you want partners with you on the landing, they have to be with you on the take off. Once we agree on the what we want to know, we discuss measurements. Surprisingly, there is also general agreement. Most critically, is to acknowledge that there will be difficulties along the path, but that they should not be threatening. If the topics were self evident, there would be no need for the course.
I am still in the works but off the top from the conclusion of the seminar and feedback received so far from content that will be fine-tuned. I am still working on the final course product but one way or the other, I will include smaller ideas and assignments into major-themed ones using the scaffolding method and student creativity and involvement in developing the course learning resources and experience.
The syllabus provides resources for students where they will be free to come to learn without worrying about their economic situations. The instructor is always available beyond the regular classrooms for students about other events in their lives besides coping with academic challenges and offering opportunities to express themselves via various mindset techniques.
To develop a learner-centered approach that is diverse and that encourages learners to reflect, be aware, build on both their listening skills, improve their critical thinking skills, and be responsive to a variety of learning environments and tools where learners feel a part of the community in an inclusive learning environment beyond the calls of a regular in-person or online classroom.
I would like to improve on the current syllabus/course learning resources incorporate ideas that will ask questions and improve culturally sustaining open business curriculum and experiential learning. The goal is to contribute to student success and a sense of community by including check-in/ice breakers now and then for students to change the questions of “WHY AM I HERE”? vs “WHY I AM HERE”. Student integration into college life as well as the opportunity for experiential learning will be incorporated into the course content for the spring of 2024.
In my current approach to designing learning experiences for my class, I typically start with the content and activities, then work towards determining the assessments and objectives. However, after delving into the concept of backward design, I realize that this process might not be as effective as starting with the end goals in mind.
Backward design is different from my current process as it emphasizes beginning with the desired learning outcomes and objectives. This approach encourages me to identify the essential knowledge and skills students should acquire by the end of the course before determining the activities and assessments. This shift in perspective seems more intentional and purposeful, ensuring that every aspect of the course is aligned with the overarching goals.
Considering the integration of open educational resources (OER) and other no-cost materials into my redesign process, backward design becomes particularly valuable. By first establishing the desired outcomes, I can then seek out and select resources that directly contribute to achieving those goals. This not only promotes cost-effectiveness but also ensures that the materials chosen are aligned with the core objectives of the course.
One key takeaway from the chapter, “Surfacing Backward Design,” is the importance of clarity in defining learning objectives. Backward design emphasizes the need for precise, measurable, and attainable goals, which serves as a guide throughout the instructional design process. This clarity not only benefits me as an instructor but also enhances the learning experience for students by providing a clear road map of what they are expected to achieve.