Rethinking Approaches to Foster Understanding in the Classroom presented by Angela RamnarineRieks TEACHING PROFESSOR WORKSHOP OCTOBER 11 2016 Activity 1 Envisioning the End Product Imagine a student in your course program or school ID: 524712
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Slide1
Exploring Backward Design
Rethinking Approaches to Foster Understanding in the Classroom
presented by Angela Ramnarine-Rieks
TEACHING PROFESSOR WORKSHOP - OCTOBER 11 2016Slide2
Activity 1: Envisioning the End Product
Imagine a student in your course, program or school
What should this person be able to do on the completion of this class?Slide3
Activity 2: Goals of Higher Ed
What do you see as higher
ed learning goals?
Learning Goal
How is that manifested
in your class/field?Slide4
Goals of Higher Ed
First 2 years of college
Overall gain in CT skills – 7% students
Source: Arum, R., &
Roksa
, J. (2011). Academically adrift. Limited learning on college campuses.
Critical Thinking – 99%Slide5
Shortcomings
Where do college grads come up short?
Hard
Skills
% of Managers
(Deficit)
Writing proficiency
44
Public speaking
39
Data analysis
36Soft Skills % of Managers (Deficit)Critical thinking/problem solving60Attention to detail56Communication 46
Source: Payscale’s 2016 Workforce-Skills Preparedness Report:Slide6
Backward Design
Planning processAn Example - Web Design 101 Topics
History of the Web Design Fundamentals Information Architecture
Web Project Management
Server side and Client side software
Create a website ?
Wiggins, G. P., & McTighe, J. (2005).
Understanding by design
. Ascd.Slide7
Setting the Stage
What is really important ?
What inspires students?
Can I plan for understanding?Slide8
3 stage Backward Design
Stage 1
Desired results
What should students know and be able to do?
Stage 2
Acceptable Evidence
How will you know if students have achieved desired results. What will be accepted as evidence of understanding and proficiency?
Stage 3
Learning Experiences
What activities and material will equip students with the needed college and skills Slide9
Rethinking Web Design 101 Example
Learning goal - Understanding what is web design and apply principles to their own projects
Evidence - Quizzes vs Development of projects?Class experiences Opportunities to practice –technical aspects, learning to work together?Space for thinking – What is web design?External sources – professionals Slide10
Effectiveness of Backward Design
Envision Outcomes for Learners
Planning of Activities and Resources
Evidence learners produce
ALIGNMENTSlide11
Effectiveness of Backward Design
STAGE 1
What is worthy of understanding?What are essential questions?
What is important for them to know or do?
STAGE 2
What is acceptable evidence?
What is the learner’s role?
How much evidence?
STAGE 3
What activities that help make meaning ?Slide12
Worthy of Understanding (my focus)
Has value beyond the class – EnduringCore to the discipline
Requires uncoverage Engages InquirySlide13
Essential
Activity 3: Content needed to succeed?
Essential
Essential
Worth Knowing
Worth familiarity Slide14
Summation
Another approach to support understanding which is the heart of meaningful learning Slide15