Backward Design

Question 1

Backward Design: What is it? Why is it effective? What are the 3 stages?

Answer 1

• Framework for designing courses and content units
• START with the “end in mind”
  e. g. START learning goals FIRST, then design assessments, and LAST design instructional strategies –> more intentional and goal-focused

1. ID desired results [learning goals]
2. Determine acceptable evidence [assessments and performance tasks]
3. Use backward design template to plan

Question 2

Learning outcomes

Answer 2

the knowledge, skills, attitudes, or behaviors that learners should attain by the end of a learning experience

Question 3

Course-level statement: What is it? How many per course? What are some defining characteristics?

Answer 3

• Mission statement for the course (1)
• Singular, unifying vision for primary change that course will effect in students
• Easy to understand, professionally relevant, and sometimes measurable (not always)

Question 4

Course-level goals: What are they? How many per course? What are some defining characteristics? How are they used? Where do they come from?

Answer 4

• Broad learning outcomes students will achieve at the end of a course (3-5)
• Descriptive and achievable
• Used to generate and align important course-level assessments
• Aligned w/course’s statement
• Can be syllabus goals or revised collab b/w faculty and strategist (if permitted by curriculum committee)

Question 5

Unit-level learning outcomes: What are they? How many per course? They form the foundation of what? What are they used for? What are they aligned to?

Answer 5

• Discrete, measurable learning outcomes students will achieve at some point within a course (5-25+)
• Foundation for units of study within the course
• Used to generate and align unit-level assessments and feedback tasks
• Aligned to overall course goals

Question 6

Bloom’s Taxonomy: what is it? What are the 6 levels?

Answer 6

• Classification of the different objectives and skills that educators set for their students (learning objectives)
• Six levels of learning: (1) remembering, (2) Understanding, (3) Applying, (4) Analyzing, (5) Evaluating, (6) Creating