Transcript Backwards Design - LOEX Conference

BACKWARD DESIGN:
A MUST-HAVE LIBRARY INSTRUCTIONAL
DESIGN STRATEGY
FOR YOUR PEDAGOGICAL AND TEACHING
TOOLBOX
Sarah LeMire
Texas A&M University
[email protected]
Donna Harp Ziegenfuss
University of Utah
[email protected]
https://utah.instructure.com/
courses/333921
https://www.flickr.com/photos/zakh/337938459/in/photostream/
Objectives of this Session
At the end of this session you will be able to:
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Identify what a backward design approach to
instruction looks like
Discuss how backward design can be used to design
and implement library instruction in a variety of
instructional contexts
Apply backward design to your own instructional
problem
Reflect on how backward design could be used in
your own institutional context and library instructional
situations
What is Backward Design?
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Process of planning instruction (Fink, 2013)
 Can
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be used at various levels (one-class sessions or lessons,
course, program)
Conceptual framework (U of Utah, 2012)
 Helps you to visualize working through an instructional
design process like our Quality Course Framework (QCF)
Student-Centered Focus (Weimer, 2002)
 Strategy to help you think differently about what you want
students to know, be, and do
“If you don’t know where you are going, you might wind up
someplace else.”
Yogi Berra
Examples: Instructional Modalities
You can use a backward design approach for
aligning and designing instruction for:
 One-Shot Lesson/Session
 Series of Related Classes
 Online Library
Course
 MOOC with a
Library Module
http://upload.wikimedia.org/wikipedia/commons/thumb/0/01/Alignment_%28PSF%29.svg/512px-Alignment_%28PSF%29.svg.png
One-Shot Example
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Texas A&M First-Year Writing Course
 Aligning
session objectives to syllabus objectives
 Alignment Grid for ENGL 104
Series of Related Classes
Example
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Ten classes (5 each semester)
embedded into a cohort-based
first-year-experience class for
pre-business majors
http://www.pcb.its.dot.gov/eprimer/module11.aspx
Aligned library outcomes to course
objectives
https://www.flickr.com/photos/valeehill/2827373201/
 Not library specific assignments
but supports 2 presentation projects: fall - a real estate
development project and in spring - a ‘shark tank’ pitch
 Skills integrated – brainstorming, storyboarding, visual
literacy
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Alignment Grid Examples: Real Estate Development & Start-Up
Business Project
Information Literacy
Online Course
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Online course
option for WRTG
2010 course
WRTG 2010
Alignment Grid
Badges for
motivating students
MOOC Module Example
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While co-teaching a Flip the Classroom MOOC
 Integrated
an online module on conducting
education research for faculty taking the course
 Introduced tools for them to use in research such as Diigo
 File: Alignment Grid
Using a Backward Design Process
STEP 1: Reflect on your ‘Dream’
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Let’s try backward design out!
Think about library instruction
you do or an instructional
problem you often encounter
“Dream” about what your ideal
outcome for your students would
be for your session or your
instructional problem (articulate
your dream on the worksheet)
Think about your own situational
factors and your dream
Let’s report back on our dreams
STEP 2: Articulating your Dream in
Outcomes
Now that you have thought about your dream, your particular
instructional situation, and the ACRL Framework, you will need
to convert that dream into ‘measurable’ outcomes
 Outcomes/Objectives must be measurable
 Objectives usually start with an "action verb"; that
explicitly describes what students will do. Do not use vague
words like understand and know. Find appropriate action
verbs for your objectives (try this resource for action verbs)
 Objectives are a single sentence statement. Start off with:
At the end of this course, students will be able to: .....
 Objectives should focus on what the STUDENT WILL DO,
not what the instructor does.
 Objectives should focus on different levels of learning
Go Beyond the
Content in Your Dream
Where does your dream
fit into this taxonomy?
How does this taxonomy
align to the ACRL
Framework:
1.
2.
3.
4.
5.
6.
Authority Is Constructed
and Contextual
Information Creation as a
Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Fink’s Learning Taxonomy, 2003, 2013
You Have Outcomes/Objectives
…Now What?
You are going to align
your assessment and your
teaching and learning
activities to your outcome(s)
using an alignment grid
STEP 3: Using the Alignment Grid
Start with adding your outcome into the outcome column
of the grid
2. Then decide how you will measure/assess that outcome
3. Then decide what teaching
strategy you will use, and
what learning activities
students will do
4. Share your grid with a
peer
1.
Teaching &
Learning
Activities
Lessons We Have Learned
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Gives you a visual tool to use to talk to your
faculty collaborator about instruction
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Makes your thinking visible
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Shows how library instruction aligns to the course
Measurable outcomes are easier to assess
Are you doing what you say you are doing?
You can see gaps and redundancies
Students will see what you are trying to do –
better buy in?
Makes instruction more coherent – rationale
References
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University of Utah QCF tutorial (course design framework based on
the Fink Model)
Fink self guided manual
Fink Idea Paper (6 page synopsis of the book)
Link to download the PowerPoint and Other Instructional Design
Resources
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Questions about backward design?
Comments on how you think this might work for you?