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So with that, I'm going to figure out how to start the recording.
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Okay, so that's going.
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And today for ETM, as we did introductions earlier we have John, myself Karen, and Debi, and Brennan, who are here.
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And so we'll be able to help with questions.
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Things that you have in mind as you start working on your courses for this fall.
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And then to before we get into our actual session we wanted to do kind of a social emotional learning activity. And so what I want you to do first is, is think about which picture best represents how you're feeling today.
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And maybe why.
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And in about 30 seconds or so I'll have we'll have you all put into chat with the picture, and maybe in five words or less explain why that picture represents how you're feeling today.
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So, this is something that I did in an online learning lab so this isn't like me doing crazy things, I promise.
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And I'm sorry if you can hear what my children are listening to in the background.
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And I actually didn't keep time, so if you're ready, go ahead and put your answers into chat.
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Does anyone want to share or say anything about why they picked what they picked? I love seeing some of the answers about like a cat, or just being a cat, which is great.
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I like cats too.
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Oh John storms on the horizon is that for everyone being in a car together?
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I wouldn't like to say,
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well, and the reason we do activities like this, is that, I think, to show that we're all coming into these class sessions from different places with different perspective, different things on our minds.
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And we just want to acknowledge that as we move into our session and say that it's okay that we're all feeling a little bit different and experiencing things differently.
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So with that, Whoops.
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I'll transition into the actual session today, which is that we're talking about backwards design.
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And so our overview will go through what backwards design looks like, how to set smart learning objectives, will touch on alignment so how to make sure all the activities and the content support your learning objectives.
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And we'll talk about a resource that we have available which is a course map.
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And so with that, I'm going to pass everything over to Debi, and then remember, if you do have questions feel free to put them in the chat as we're as we're talking, or if you want to.
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(Excuse me) save questions about your specific class, till the q&a time at the end that's, that's okay too.
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So Debi over to you.
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Thank you and thank you everyone for sharing and your honesty in that it's good to see where, where everyone is at today, and I look forward to sharing with you today, I, I put the cat because I just feel like there's so much on my mind and yeah definitely
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a lot going on but i i love this topic of backwards design and I think I hope you do as well. So let's go to that first slide where we talk about backwards design, and I really just want to keep it simple - Ruth, do you have a question? I do before we begin,
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is it possible to get a copy of the PowerPoint?
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I usually take notes in PowerPoint.
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So if I have your PowerPoint I can, I guess, take notes on it and save my own version of it, Is it possible to get that if not, that's okay.
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I believe that is; Karen is that something you can send?
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I think so since I'm presenting it might get a little bit weird for a second.
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Go ahead Debi. Okay.
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Um, I really wanted to keep it on today simple with you and just this first slide, what is backwards design if you go away with this takeaway and then there's one other slide I'll mention that, that I feel like it's just really like the key point of today.
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And this really knowing what backwards design is is that it's really just beginning with the end in mind. So that's, again, what is backwards design if someone were to ask you like what session about you, beginning with the end in mind.
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You may, you may be like okay so what does that mean begin with the end in mind, let's look at the next slide there. Karen I have a few examples.
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Three that I just want to briefly talk about, um, my daughter and I, my daughter Sarah-Beth we like to bake. And one of the things we like to bake. We like to bake cakes, well during the summer.
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I don't have air conditioning and I, I'll just be real honest, I don't like heating up my kitchen.
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in the summer and so again we we like to bake we like to decorate cakes. And one of the things that she's done here recently since we're not baking as much is she's designed like 20 different cakes.
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That she likes to bake, pool cake and baby boy cake and all these different designs, but she kind of has that end picture in mind of what she wants.
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The cake to look like so we're gonna have a picture of a chef here decorating cake again he has in mind what he wants that cake to look like. Another example of keeping the end in mind would be if you were to go on a trip.
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Where are you going, we've all mentioned, or not everyone but some people mentioned a place that they had in mind. Well, again, that's keeping the end in mind and then you, you know plan accordingly.
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And then the last image there the tree house.
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That's your.
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end design and that's going to be really different than building a regular house and I like the treehouse.
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By the way, but backwards design really just helps instructors start with where they want their students on what they want them to be able to do where you want them to go.
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By the end of the course or maybe even by the end of the module. Sometimes we break down those objectives into module objectives, but then that helps instructors plan assessments, and activities plan their content.
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Instead of starting with content you're starting with what you want your students to be able to do again backwards design is beginning with the end in mind.
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So the next slide there please.
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So beginning with the end in mind is, is what we want to think about where we want our students to go. And what this helps us do as instructors is it helps us to focus on student learning.
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Instead of again starting with content we want to start with our goals for our students. And really the end of the result, the end result what we want them to be able to do.
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And then, and then when we do that we can be really intentional with planning our course we can be very explicit with instruction because we know where we want to go again we have that end goal inside that target, and all of the activities assessments
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everything that we plan leads us to that for the students.
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So let's go to the next slide, this is another key one that
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I wanted to visualize the backwards design like on one page for you and kind of show you what it, what it would look like. So these are questions to ask as you go through the process of backwards design.
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And the first one is what do you want your students to be able to do at the end of the course so that's really the first question that you asked what do you want them to be able to do.
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And then, linking to that or tied to that is how do you assess that your students can do those things. So, again, that's your assessments.
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And then what activities will help students learn that skill or gain that knowledge. And then lastly, how will you present your content or what content is needed.
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So if you look at my example just really quick visually I said okay if I want to be in my students to be able to bake a cake.
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That's what I want them to be able to do I didn't, you know bake a cake and ice a cake however you want to whatever aspect of baking, you want to feel to be able to do, then how am I going to assess that? We know there's many types of assessments and we'll
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get into that. And then what activities, will I plan so that they can practice that? Like what do they need to be able to do?
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What can they practice on so they learn those skills. And then lastly again is the content, what content, will I present How will I present it what types of tools will I use to present it to be able to to deliver that to students.
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Okay, Any questions about that general picture, this point.
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Okay, good. Alright so let's start with the most foundational part of backwards design and that's your learning objectives, I'm going to spend the most time on this because it's really the most important part.
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all of the course, all of your courses on really rests on your learning objectives and that they and I'll go into this a little bit more about them being measurable.
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So, and then you would need to ask yourself, what do you want your students to be able to do by the end of the course so we all have different courses that we're teaching I'm not teaching at this point.
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One day I hope to be teaching again I've missed it tremendously.
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So whether it's engineering or psychology, whether it's mathematics or political science. I'm a science major so I spent a lot of time in biology and chemistry courses.
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So, again, as an instructor you're thinking, what would I want them to be able to do and that's why I'm this last one, it's all about the verbs. I have a little icon guy or girl - they're just running because it's action, okay we want students to be able
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to do something to be able to take action and it really is all about the verbs.
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So, briefly, I want to go over on learning taxonomies. There are several out there.
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One that you're probably pretty familiar with would be Bloom's Taxonomy and he has different domains. This one I mentioned the cognitive domain. And there's, you know, different levels of thinking of thinking skills in Bloom's. Another one that if you're
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not familiar with it's called Fink's Significant learning. And what I found about this taxonomy that I liked, is that they're all integrated there's not really a hierarchy that the foundational knowledge integrates with application with integration, even
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with caring being a part of learning in your course. So I thought, Um, I don't know, again I'm still learning more about this taxonomy but I wanted to mention it just as a possibility.
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As you are working on your on your learning objectives, maybe you want to modify them a little bit for your course or you're starting from scratch. This might be a taxonomy to consider.
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But let's look a little bit more at Bloom's. On the next slide there Karen, I like this chart and I have it, a link to it at the end of the PowerPoint.
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I liked the way it illustrated the different levels of thinking. And again, it's all about the verbs. If you can just remind yourself that when you're writing a learning objective you want to have an action verb in there because you want your students
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to be able to do something. With the taxonomy,
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What we're looking at are the different levels of thinking. That that purple color blue that they're that knowledge level that's really the foundational level right it is a lower order thinking still nothing wrong in that because we do need that foundational
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knowledge we need to be able to define our terms right that we need that skill. But then as students progressing they can define or list or match. We want them to move up into gain higher order thinking skills to where they're at that analysis, synthesis,
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or evaluation levels so again I thought that was a good visual just gives you some great verbs when you're thinking, when you're creating the learning objectives.
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So you know what level thinking skills where your students would be at in creating them.
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So let's look at the next slide, I want to introduce you briefly about smart learning objectives. So smart is an acronym that stands for Specific, Measurable, Achievable, Relevant and time bound.
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I'm going to mainly focus on specific, and definitely measurable that's kind of where I plan to but the other three are still significant and that in a learning objective needs to be achievable and in your course.
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And it needs to be relevant to the student right this is you want to align it to your course it motivates them when they see the relevance in what they're learning, and then time bound again you can make it to your course to a module to the, to the assessment.
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But for specific and measurable I want to go back to those four specific your learning objectives really need to talk about an action that's performed.
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Again, it's about the verbs and then if you have an action in there then it's measurable. And again, we want to know how our students successes is achieved and how is it measured.
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I just a little hit here, when you're writing your learning objectives you want to avoid words like understand or know or appreciate. Because really, let's think about it like, how do you how do you measure if someone understands, or if they really appreciate
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something.
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And those words really can be interchange quickly with list or explain or describe some of the other verbs that might be a little bit lower thinking level verbs but still measurable and that's what you want for your objectives.
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Okay, so let's go to the next slide we're going to practice this a little bit.
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So again I told you I'm a science teacher so I wrote an example learning objective here. I say, I want students to be able to understand the process of photosynthesis.
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now is, and I've already told you, that's not really measurable right because I have, what's my verb in there.
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Anybody what's my verb.
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Thank you and I understand right so understand them suffer. It's not totally measurable so I want everyone to think for a second. How could you make this a smart learning objective and if you want to say, say it or if you want to type it.
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Let's at least focus on what's a different bird that we could use for understand and then maybe we can add some other parts to it.
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Any thoughts.
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you could say describe.
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Describe okay I'm sorry I miss it. Yeah, I like that to describe the process of photosynthesis.
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Any other thoughts there. I like that.
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loose and or.
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Yeah, this answer wins answer explain.
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Explain okay I'm sorry miss that right, explain or identify the stages. Let's look at the next slide and I have an example on there and I added a little bit to it, so I added the time, which, by the end of the unit students will be able to explain so
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I was right there with yellow net to explain the process of photosynthesis and then I added here, how I wanted them to demonstrate it your learning objective doesn't always have to have that that can go into assessment but I again put the example there
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by creating many diagrams to present to the class that's how I wanted students to be able to demonstrate that they've met this learning objective to explain.
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Okay. Are there any questions about that about smart learning objectives to be specific.
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Again, it's all about the verbs measurable, achievable for your class relevant, you want students to make the connections to the learning goals and then time bound and what kind of time frame.
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So, any questions about that.
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Okay, let's go to the next slide because I'm going to have you.
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So, I want you to practice. So I've listed a few learning objectives here, and I want you to rewrite them to make one smart. And again, if you want to focus more on the specific and measurable that's fine if you want to try to add the time That's mine.
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A couple of them may already be measurable and a couple of them may not so I kind of wanted to add variety in here.
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So I'll give you a couple of minutes to practice, pick just pick one and try and rewrite it and either put it in the chat, or you can give you a minute if you want to share.
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Any volunteers want to take one and share
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a way to give you those verbs back, maybe look at one of the verbs and how you would change it and then maybe again how you could make it time bound or a way that you would measure it.
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You want to try the first one, understand the reasons that the Cold War.
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Okay, race, what did you get for that. How do you change it.
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Okay, by me but with a Cold War, oh my gosh, Okay.
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Explain. You know, why the end of the quarter will be able to explain the various reasons for the Cold War and defend the rationale of each of the actors.
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Wow, very good rationales. Yes, the actors, right, very good, because understand is not is not measurable so you want to have a way for students to demonstrate what what they know what they'll be able to do so they can explain it.
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I love that. Good job. Anybody else want to step in there and try one even added in the chat describing real world event condemn it 911 through the lens of three.
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Three theories and social psychology colon Lynn, but that that's great, thank you for sharing that I call on it.
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All right, and let him use a programming language Python to finish a small project case study to learn a data mining analysis by the end of semester.
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Right. Those are all good examples. All right, one more James.
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At the end of this course, students will be able to use Python to pull data from a database and present descriptive statistics to determine statistically significant differences between groups that were so good so you have a time in there by the end of
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the course, and what they're doing, they're going to use Python, obey them data and present. Good.
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Very good. Y'all did all did an excellent job. Any questions about that.
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Super. Um, let's go.
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Johnny had one.
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By the end of the module students will present and defend examples of design principles in observed individual. Well, thank you good yeah that enhance your awareness isn't really measurable.
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So this is a way to measure what students, but they are what they can do that and I love it. Great.
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Alright, well I spent a lot of time on this, these objectives because I, again I want to emphasize the importance of it, I want to show you that it can be done.
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Sometimes it's just tweaking a verb. Here or there sometimes it's adding a little bit more, so students know what to expect.
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For for the course. So let's go to the next slide, I want to briefly just mentioned, this word you may have heard it, and learning circles before and it's about alignment in alignment is really how we integrate our learning outcomes which is what we just
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just spend time on. But then we want to link those to our assessments and our teaching and learning activities to provide consistency for our students and that's again why I have that image of a link because I really want to emphasize the connection between,
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we have these outcomes we have this list we put it in the syllabus we want students to know these are the learning goals, but we really need to be really intentional been to, to link them to the assessments and activities.
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And a quick note there about our learning objectives, sometimes you may find once you've written your objectives, you need, you have too much content and then you need to really prioritize your objectives and maybe trim them down to what's really critical
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what's important and then what's tonight, nice to know so sometimes that's a process. Sometimes it helps to have a peer help you think through that. And as you're going through and designing your course.
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Alright, the next slide is a, is a picture of a Course Map and if we can, we can send you a copy of this if you don't already have this, I highly recommend this process and that's what I'm going to use for the rest of our presentation is is a model of
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writing a learning objective again, a smart learning objective, making sure that it's measurable, and then linking the assessment the activities and the content together so let's go to the next slide, I'll show you just real quick, the one I again about
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photosynthesis.
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So let's go to the next slide. The next thing I need to tie are linked to what would be my assessments. And so with coming with writing assessments, I need to ask myself the question How will you assess that your students can do those things.
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So how am I going to assess that my students can explain the process and there's two parts explain the process and then the mini diagram. So those are two things that I need to keep in mind as I as I think through assessments, and there will be another
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There will be another session about assessments, just so you know so I'm not going to spend a ton of time on this but I do want to give a few reminders that assessments really help instructors to see the progress that their students are making and assessment
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should be continuous throughout the course.
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It's not just an end of course exam right but throughout the throughout your course you should be assessing your students on their learning and in particular in the goals that you have for them in the course and really again your assessment should link
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to your learning objectives you want them to all to tie together.
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So let's look at the next slide I just put up a variety of assessments some traditional some non traditional assessments can have everything from an essay to an exam.
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I really like self assessment or reflection, for learning. I think it's very valuable for students to once they've heard information one way to process it is to write about it and reflect on it.
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And that can be done in a discussion board it can be done in a journal.
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It can be done in a multiplicity of ways but again these are just a variety of assessments and again you want to go back to your learning outcome, how am I going to assess this.
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This learning outcome if you go to the next slide, I'll show you what I came up with for this about photosynthesis. So, I already kind of had part of it and the objective I want I'm going to assess my students based on the presentation, and then an evaluation
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of their diagram, and I prefer to use rubrics, a lot in evaluation and so that's how I would evaluate their presentation and their diagrams.
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So again, just how do I how am I going to assess it How am I going to know that they can explain this process and again I mentioned using digress so I'll kind of give myself a heads up there.
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And keep in mind if you're.
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This assessment methods, they might be different if you are a teaching online versus face to face.
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If I'm teaching an online course I might have them record their presentation.
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I might they could use panoptic, they could use flip grid, there are a few different options for recording.
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It's face to face, then obviously it would be in class. But again, maybe the presentations will be in small groups, or do you want it to be the whole class. If you're having plenty diagram diagrams of synthesis that might not be the most exciting presentation
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for everyone to do that at once so again maybe it is more of a small group opportunity for learning. And then again to evaluate the diagram with a rubric.
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Okay, um, any questions before I move on to the next step.
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Right, well thank you all for sticking with me let's continue on to our learning activities. So we've gone from writing our learning outcomes, we've discussed how we're going to assess our students, but then how are we going to get them to that assessment,
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how are we going to prepare them for a presentation, how are we going to prepare them for diagram, and so that have the question there what activities will help my students learn the skill or gain the knowledge.
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So how am I going to support them in this in these are a few things to keep in mind.
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Three things I have here for you inclusive design, active learning and interactions so inclusive design again.
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A little heads up we'll have a workshop about this in a couple weeks which I'm excited about as well. So, but to remind you, or to introduce to you what inclusive design is it's really keeping in mind the needs of, of all your students on students have
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various backgrounds. And it's important to respect their differences. It's important to have textbooks that reflect, diverse perspectives. All of these things we want to keep in mind as an instructor.
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So that's what I'm referring to as inclusive design and our learning activities, and also active learning.
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As an instructor you could record a couple things and have them do so, um, you know, take notes.
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But I wouldn't really consider that to be active learning and where students are engaged so active learning is where you want your students to be thinking and creating discussing investigating have them do the work.
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I say that again like how students do the work they're when they're digging and they're researching and they're looking things up and or they're exploring.
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There's a lot of learning that takes place and again that's using the word active they're very active and participating in their learning again nothing wrong with lecturing I don't want to sound bad about that so please get me wrong, but I do want to
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just encourage students really, it provides them an opportunity to make connections and they're usually pretty motivated when it's something they're interested in exploring and really given the choice to learn and then last they're about in our actions
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as students not only our need to interact with the content which they're doing, but they need to interact with you, the instructor and then with each other as well so it's good to have multiple opportunities for students to engage with the content with
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each other and with you. So let's go back to that course map that's the next slide, and I have the activities that I thought of, for, for this particular objective.
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So I have that they would teach your neighbor so someone there sitting next to in class again if this is in person, how the process works and get feedback so are you clear in your instructions did you leave out a step, and you explained how to set this
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is. And then how students practice drawing in labeling there diagram.
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And then that's something they can get feedback from their instructor, how they did on that so again those are just a couple of examples, and does anyone have any thoughts and maybe an example or activity you could add to that or something you might do
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differently about a process.
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me buddy of mine, that's okay, I just thought I'd give you opportunity to add one more like practice drawing and labeling your diagram.
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It feedback from teacher but before that step, have a student to student practice drawing and labeling your diagram, and have your suit your fellow students.
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Great it using the rubric.
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And then the student gets to revise it, and submitted after that.
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That's one way to do that, that works really well with papers.
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That's a great idea to have that peer feedback. I like that a lot.
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Super.
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Okay, let's go to the last section there, we're going to talk about content. I had to include include this quote that variety is the spice of life, that gives it all its flavor and I, I love her I love things to be different and not the same.
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And so again the question to ask ourselves with content.
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How are we going to present our content, and what content is needed. So, again, instead of starting with this, this is where we're going to end, when we use the process of backwards design and that, again, I think for ideas really important and delivering
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content.
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There are, again a multiplicity of ways to do that the three that I was sharing here were would be with lecture with a text, and in discussion and I think about, again it depends on your course.
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And if you're in a synchronous question and person your synchronous online with lecture, it could be a video but it can also have a guest speaker, and you could have other speakers, other content.
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I want to give a quick shout out to micro-the topic of micro learning, and just really being brief with a content and with videos I've done some research on micro-learning and essentially it's just keeping your content to bite size pieces, you know, just
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a few minutes of a video can be really helpful again even if if you have like 20 minutes of content you break it down into four or five minute videos, sometimes with the brain bigger is not always better and to have those bite sized digestible bits of
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information can be really helpful when we're talking about lecture and video, and the like. Same thing even with text you can have text in your course the textbook special readings that you have students do again all of this needs to align with your learning
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outcomes and then discussion but as I said before, I really value reflection and learning, and students really learning from each other so that's discussion boards would be, again, for an online course but even in person course you can have discussion
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with each other and students really learned a lot.
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By processing information that way.
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So, let's go to the last slide for the Course Map. And again, I just a couple of examples I put to student could watch an animation of photosynthesis and then they could read more of the tax, so that they could process those steps.
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So let's go to the next slide I have
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again back to this is really backwards design. In a nutshell, These are the questions to ask.
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Since I've been talking about a cake baking a cake.
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The next slide I show I wrote a new
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trying to fill show that there you go. Yeah, so I made a new learning objective I want to get your thoughts on this. And keep in mind what the objective is asking, it's not talking about baking the cake.
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Okay.
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It says by the end of this unit, assemble an ice simple layer cakes.
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Okay, so that's the objective.
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So, and again i really i do want your feedback on so I for my assessment, I put presentation on the cake and let's just say this is an online course.
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I said that students would record a video of it so kind of a process of assembling and icing.
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And I had them do a reflection journal like where they come, like, what did you think about assembling and I said you're getting the cakes already going to be made for them that I think made for them it's just the process so that's want to make that clear.
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And then kind of leading up to it I had them like make a content map kind of to help them listen information like what's involved in the process.
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And then they had some time to actually practice it in class.
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Yeah.
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So, I'm practice icing and assembling and then get peer review and also do a self review. And then, the way that they were to get the content was a video, and to read about like techniques and maybe special tips.
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Anyone have any thoughts like what I can add or change or make different about that.
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Don't be afraid.
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Just a thought on the concept map is that you might need to offer a little more instruction to help students know what a concept map looks like, or how to, how to do it.
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That so that that might become part of your content delivery method is to also show people how to make a concept now.
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Okay.
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Thank you.
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Yep, and any other thoughts anyone want to share anything else.
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Okay, well the next slide is just a few resources I wanted to put the links where I got the Bloom's Taxonomy and, and then there was another one that I really liked so I included that the learning outcome generator I didn't go through that today but I
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want you to have a link for that as if you need help practicing coming up with your learning outcomes and then I put down a two books the first one the small teaching online I read last summer I think some of y'all might have been in the group with me
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I'm not sure but it was super great this small teaching online. Again, if you have online course that you're designing but even just the principles of changing one little thing in your course at a time, how that can really improve our, our instruction
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and then Understanding by Design This is where the whole premise of backwards design, come from.
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Powerpoint Presentation:
Click on this link to review the presentation on Backwards Design: ETM Backwards Design.pptx
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ETM Workshop: Backwards Design
Transcript of the video here.
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