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1.2 Seven key principles for understanding backwards design [EN] SM2
Innovation in Teachi
Created on July 31, 2023
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Transcript
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
INNOVATION IN TEACHING
Seven key principles for understanding backwards design
Make sense of the process
Plan from the outcomes
Encourage deep understanding
Think logically about the training process
Continuously improve the learning process
Continuously review and assess the process
Play an active role in teaching
Three Key Stages of Backwards Design
Backwards design is developed in three key stages which are outlined below.
Planning the learning and instructional experiences
Determine acceptable evidence
Identify desired outcomes
In the image below, we examine each of the factors in more detail and provide guiding questions that can help us think logically about the course. It specifies how each one could be expressed, which is key: The established format will depend on each institution as well as the "Personal Touch" that the teacher wants to give to his course, combined with more than one expression in relief.
Planning the learning and instructional experiences
Identify Desired Outcomes
Determine Acceptable Evidence
Corresponds to the instance of explicity stating the learning goals that should be achieved in the course or class. They are the start and end point of the process and must be achieved by the majority of students.
Description
Identify Desired Outcomes
- What knowledge should the students be able to demonstrate al the end of the course?
- What questions should they be able to answer?
- What ideas are they able to understand in depth?
- What skills will the course help to develop?
Guiding question of the moment
- Learning outcomes and objectives
- Questions
- Big ideasSkills
How it can be expressed
Once we have the desired outcomes and their evidence, the strategic teaching and learning pathway is established. For this purpose, the content is organized and most importantly, significant learning experiences are defined
Description
Planning the learning and instructional experiences
- Which teaching and learning experiences are useful to achieve the pre-established outcomes and evidence?
- What is the best organization of the process in order to achieve these goals?
- What experiences have the greatest impact in achieving these predefined evidence outcomes in the majority of students?
Guiding question of the moment
- Course syllabus
- Class planning
- Scheduling of activities
- Learning agenda
How it can be expressed
After establishing the outcomes, evidence of learning that justifies achievement is determined. These must be sufficient in terms of coverage (covering all types of established learning) and depht (set level for the training)
Description
Determine Acceptable Evidence
- What type of evidence of learning supports the archievement of pre-established outcomes?
- Is the evidence set able to cover the stated outcomes?
- Can the selected eviidence be considered acceptable to justify the predefined outcomes?
Guiding question of the moment
- Evidence of process
- Evidence of outcomes
- Evidence of attitude
- Evidence and knowledge
- Evidence of performance
- Evidence by products