Slides from 2013 UCF FCTL Summer Faculty Development Conference
Access AUDIO of this session at: http://ofcoursesonline.com/thompson_sugar_backwarddesign.mp3
1. Starting Backward Design
from the Middle
Dr. Kelvin Thompson
Ms. Amy Sugar
University of Central Florida
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2. Primitive session audio available for playback
while reviewing slides
http://ofcoursesonline.com/thompson_sugar_backwarddesign.mp3
3. Introduction
• Alignment between outcomes and activities
• Balance between Higher Order Thinking Skills and
Lower Order Thinking Skills
• Better articulate connection between outcome and
activity to students
• Accreditation
4. From Design to Outcomes
Course design
Course syllabus
Course assignments
Student reflections
Human moments
Invisible to students
Articulated to students
Experienced by students
“learning”
Internalized by students
Remembered by students
8. Your Mission…
• What is “Backward Design?”
• Of what value is Backward Design to teaching
faculty?
• Why don’t faculty use Backward Design all the
time?
Take five minutes to Google (or Bing)
9. What Did You Find?
• What is “Backward Design?”
• Where did it come from?
• Of what value is Backward Design to teaching
faculty?
• Why don’t faculty use Backward Design all the
time?
11. Starting Backward Design from the Middle
• Jump start the design process
• Focus on what you know works
• Work backward to learning objective
• Work forward to learning assessment
• Check alignment between objectives/assessment/content
• Step back to view overall course design
– Accommodation v. assimilation
– Balance of cognitive levels (and other domains)
– Logistical compromises
– Know what you can change!
12. Starting from the Middle
Think of an assignment that is typically
successful, engaging, valuable.
• Describe existing assignment
• Identify evidence in assignment
• Verb It
• Align Outcomes
See http://bit.ly/thompson_DIVA
14. Start Worksheet
• Work on design by starting from the middle
OR
• Identify tweaks to existing assignments to
make them more engaging
OR
• Review existing course design for
– Learner-centeredness
– Balance in cognitive levels
– Other learning domains needed (e.g., affective)
See Example at: http://bit.ly/thompson_DIVAex
15. Pair Up to Discuss Progress
• What task did you begin?
• How far did you get?
• What do you want to do next?
Slide 1 – online@ucf
Use this slide to greet the new faculty and introduce the ID Team members
Department that supports online (or distributed learning) teaching and learning online at UCF
How many have taught an online course?
Fully online?
521 – W, 304 – M
21,046 Headcount (42%)
UCF currently offers
4 undergraduate programs
12 graduate degree programs
graduate certificates
Refer to linked document for 1) additional guidance in each component and 2) support resources for objectives and assessments. (If time, show/walk through the document.)
There typically has to be some kind of balance between higher-level and lower-level objectives for the impact on students’ cognitive load as well as the logistical demands in teaching (e.g., authentic assessments are typically more grading intensive).