Understanding Backward Design Learning Objectives

Understanding Learning Objectivesthrough : 

Understanding Learning Objectivesthrough Backward Design a “3-2-1” process An instructional design approach beginning with the END in mind and designing towards that end. 3

Understanding Learning Objectivesthrough : 

Understanding Learning Objectivesthrough Backward Design a “3-2-1” process Viewed “backward” by many teachers who often begin unit design with the means (textbooks, favored lessons, and time-honored activities) rather than deriving those from the end (the targeted results). 3

Understanding Learning Objectivesthrough : 

3 Understanding Learning Objectivesthrough Backward Design a “3-2-1” process Not new! 1949 Ralph Tyler’s description: Educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and tests and examinations are prepared…The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.

Slide 4: 

Teaching is a means to an end. Knowing precisely where we are headed helps to focus our planning and guide purposeful action toward the intended results. TEACHING & GOALS FINISH LINE

Slide 5: 

Focuses on: desired learnings first from which appropriate teaching will logically follow the output, not the input (textbook, favored lessons, & time-honored activities). the larger purpose of instruction, the “Why do it?” and the “So what?” the learning and not the teaching! “BACKWARD” IS BEST 3

Slide 6: 

The best designs derive backward from the learnings sought. By specifying the desired results, we can focus on the content, methods, & activities to achieve those results. The approach is done “by design” instead of “by hope”. With explicit and transparent priorities, it removes students confusion and frustration. “BACKWARD” IS BEST 3

Slide 7: 

BACKWARD DESIGN OVERVIEW

Slide 8: 

Identify Desired Results FINISH LINE

Slide 9: 

Overall Purpose: to state intent of instruction so instructional activities can be planned and developed to attain that objective. Identify what students should: know? do? learn? Identify Desired Results

Slide 10: 

Identify Desired Results

Slide 11: 

LEARNING OBJECTIVE COMPONENTS A - audience (student centered) B - behavior (observable & measurable) C - conditions (how will do the task? i.e. items/info given, denied, format, environment, aids, time, restrictions) D - degree (determines if success has been reached: accuracy, speed, number, standards, permissible errors) Identify Desired Results Adding more details creates a Learning Objective

Slide 12: 

LEARNING OBJECTIVE Provides: a focus/intent for the instruction. What? students w/ guidelines & expectations for learning. How? a focus for assessment/evaluation. (i.e. quiz, project, paper, journal) I.D.’s info for suggesting media, materials, strategies. (PPT, audio; visuals, handouts; async/sync, lab, lecture, groups, etc.) Identify Desired Results

Slide 13: 

BACKWARD DESIGN OVERVIEW 

Journey to-Race (evidence needed) : 

Journey to-Race (evidence needed) Determine assessments ACCEPTABLE EVIDENCE 2

Journey to-Race (evidence needed) : 

Journey to-Race (evidence needed) What will you accept as evidence of student proficiency and/or mastery, both during and after? How will it be documented? Or validated? Proof of learning? ACCEPTABLE EVIDENCE 2 Purpose of the evidence or assessment: Did student attain desired results?

Journey to-Race (evidence needed) : 

Journey to-Race (evidence needed) Means for showing evidence of student proficiency and/or mastery: Quiz? Paper? Self-assessment? Discussion? Presentation? Project? Lab? Demonstration? Other? ACCEPTABLE EVIDENCE 2 Role Playing? Case Studies? Simulations? Critiques

Slide 17: 

BACKWARD DESIGN OVERVIEW  

Slide 18: 

1 Plan Activities, Experiences, & Instruction

Slide 19: 

Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Choose ones that promote understanding, knowledge, skill, student interest, and excellence. Several questions need to be answered: Skills: Processes Procedures Strategies 1 A. What are the enabling.. …needed to perform effectively andachieve desired results? Knowledge: Facts Concepts Principles Plan Activities, Experiences, & Instruction

Slide 20: 

1 B. What needs to be taught and coached? Determine the content. Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Several questions need to be answered : Plan Activities, Experiences, & Instruction

Slide 21: 

1 C. HOW should it best be taught? Instructional Strategies: Organizational characteristics: How material is sequenced What particular content will be presented How this content will be presented Delivery characteristics: what instructional medium will be used How learners will be grouped Management characteristics: Scheduling /allocation of resources to implement Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Several questions need to be answered : Plan Activities, Experiences, & Instruction

Slide 22: 

1 D. What activities will equip students with these needed knowledge and skills? Examples: Reading lecture lab project Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Several questions need to be answered : Plan Activities, Experiences, & Instruction quiz discussion exercises case study critique

Slide 23: 

1 E. What materials and resources are best suited to accomplish these desired results/goals? pamphlets audio video Examples: handouts lab items web sites Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Several questions need to be answered : Plan Activities, Experiences, & Instruction

Slide 24: 

1 F. Is the learning plan effective and engaging? Will the students… Know where they’re going, why the material is important, what is required of them? Be engaged and actively involved? Have adequate opportunities of receiving instruction, to explore and practice the material equipping them for the required performances? Plan learning activities, experiences and instruction so student can achieve desired results/learning objectives. Several questions need to be answered : Plan Activities, Experiences, & Instruction

Slide 25: 

BACKWARD DESIGN OVERVIEW   

Slide 26: 

Backward Design Results An instruction design approach beginning with the end in mind and designing towards that end. 3 1 2 If followed completely and correctly …students should be able to answer the following questions: What are you doing? Why are you being asked to do it? What will it help you do? How does it fit into what you have previously done? How will you show that you have learned it? They know the “Why?” and the “So what?”

Slide 27: 

Backward Design Process 3 1 2