module 1 introduction to backward design and learner-centered teaching (lct)
TRANSCRIPT
MODULE 1
Introduction to Backward Design and
Learner-Centered Teaching (LCT)
Our Goal
How to design engaging learning experiences that focuses on
understanding?
At the end of the course, faculty will be able to plan,
design and implement an engaging course centered
on students learning
Learning Objectives
• What is the difference between knowledge and understanding?
• How the backward design differ from the traditional way?
• How does course design affect student learning?
• What are the benefits of backward design?
• What are the stages of backward design?
• How do they relate to each other?
• How LCT differ from the traditional teaching?
• What are the benefits of using LCT?
• What are the LCT approaches?
• What are the purposes of using LCT approaches?
The Traditional Way
Topic
Resources and Instruction
Assessments
What is the course about?
What do I need to help me to teach it? How should I teach it?
How should I assess students?
What is the PROBLEM?
It is too Vague!!Choose a course and ask yourself:
What is the purpose of the course?
• Is it to cover the topics?
• Is it to understand the book?
Usually what professors do is to give the students as many
information as possible
Focus on cover the Knowledge
What is the PROBLEM?
Do Students really understand?
Knowledge Understanding
• Definitions and Concepts
• Where it can be applied
• Limited application
• Application to new and different
situations
• Causes and consequences
Follow a recipe Chef
vs
• May be successful if does exactly
what the recipes says
• Cannot cook without the recipe
• Able to create new recipes
• Able to predict what happens if an
ingredient is added
In summary, the problems are:
• The course content is NOT aligned to the desired outcomes
• The course may have too much content
• Activities may not be aligned with the purpose of the course
• It focuses on the content and teaching method, instead of student
understanding (lack of application)
What is the CONSEQUENCE? Next Slide
Design affects learning
Unrelated topics and
activities
How does course design influence student learning?
Confusion to get the main point -
the big idea. Students are not able
to transfer the knowledge to other
contexts
Coverage approach
encourages memorization –
“cramming for the test”
Knowledge will last for a short
term. Students do not really learn
How should the design be done? Next Slide
The Backward Design
1st
2nd
3rdDefine Learning
Objectives
Define Evidences of Learning
and Assessment
tasks
Plan Learning
Experiences
Learning Objectives
What should the students know, understand and be able
to do?
1
• What is the point?
• What is the Big Idea?
• Why should students learn it?
See
MODULE 2
Evidences of Learning and Assessment Tasks
How will professors know if students achieved desired
results?
2
• How to measure understanding?
• What look for?
• How to evaluate the assessment results? See
MODULE 3
Learning Experiences
What should students do to achieve the desired results?
3
• What activities will help students to get the point?
• What is the role of the professor?
• How to engage students? See
MODULE 4
Learning Experiences
What characteristics the learning experiences should have to help students
to learn?
3
Learner-Centered Teaching
• Focuses on student learning
• Encourages students to participate
• Challenges students to think critically
• Creates meaning from experience
• Relies on multiples sources of learning and teaching
• Uses examples grounded in real-life experience
• Allows for creativity and discovery in and outside the classroom
Teaching approach that:
http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Learner-Centered%20Teaching/LCOverview.htm
http://www.ydae.purdue.edu/lct/mission.html
Why is it different? Next Slide
The Traditional Teaching
“It is a rain of information”
Traditional Teaching vs Learner-Centered Teaching
SOURCE: http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
Behavioralism Constructivism
Curriculum Begins with the parts of the whole. Emphasizes basic skills
Emphasizes big concepts, beginning with the whole and expanding to include the parts
Value Strict adherence to fixed curriculum is highly valued
Pursuit of student questions and interests is valued
Materials Textbooks and workbooks Primary sources of material and manipulative materials
Learning base
Repetition Interactive, building on what the student already knows
Teachers Disseminate information Help students to construct their own knowledge
vs
The spotlight shifts from the teacher to the student!
SOURCE: http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
Behavioralism Constructivism
Teacher’s role
Directive, rooted in authority Teacher's role is interactive, rooted in negotiation and coaching
Students Recipients of knowledge Builders of knowledge
Assessment Through testing, correct answers Includes student works, observations, and points of view, as well as tests. Process is as important as product
Knowledge Is seen as inert Is seen as dynamic, ever changing with our experiences
Class Activities
Students work primarily alone. Students work primarily in groups
vs
LCT Approaches
Active LearningMakes the learning environment exciting!
Encourages students to actively participate in
class activities, promoting interest and
increasing self-confidence
Examples:
• In-class discussion, debates, writing
• Peer teaching or team working
• Visual instruction: Videos, Demonstration
• Games
• Role-playing
See
MODULE 4
http://www.cat.ilstu.edu/additional/tips/newActive.php
Inquiry Learning
Understanding by questioning
Encourages students to think critically
and solve problems
Examples:
• Problem-Solving Activities
• Case Study
• Simulation to test different alternatives
• Project Developmenthttp://thirteen.org/edonline/concept2class/inquiry/index.html
See
MODULE 5
Contextual Learning
Learning in real-life situations
Integrates classroom instruction with real-
life situation and reflection. It applies
knowledge in real-world , addressing
community needs and turning students into
responsible citizens
Example:
• Science class about pollution complemented with
an activity of collecting trash in an urban area
http://www.servicelearning.org/what_is_service-learning/service-learning_is/index.php
See
MODULE 6
Benefits
Backward Design LCT
• Engages students
• Creates the habit of inquiring
• Gives the opportunity to learn
from experience
• Flexibility to adapt class activities
to student style and interests
• Clear course objectives
• Focus on the Big Ideas
• Class activities and assessments
coherent with course objectives
Summary• Backward Design’s Essence is that a course must be designed around its
objectives
• Design stages:
1. Identify the big ideas and define objectives
2. Determine evidences of learning to measure if students achieved the objectives defined in stage 1 and the assessment tasks
3. Plan Learning Activities in order to help students to accomplish the course objectives
• LCT is a teaching approach that improves student learning capabilities by encouraging them to engage in learning activities (Active Learning), think critically (Inquiry Learning), practice knowledge in real-life contexts, and become a responsible citizen (Contextual Learning)
Learning Objectives
• What is the difference between knowledge and understanding?
• How the backward design differ from the traditional way?
• How does course design affect student learning?
• What are the benefits of backward design?
• What are the stages of backward design?
• How do they relate to each other?
• How LCT differ from the traditional teaching?
• What are the benefits of using LCT?
• What are the LCT approaches?
• What are the purposes of using LCT approaches?
References• Backward Design
Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia, 2005.
• Learner-Centered Teaching
http://www.ydae.purdue.edu/lct/mission.html
http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Learner-Centered%20Teaching/LCOverview.htm
http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
• Active Learning
http://www.cat.ilstu.edu/additional/tips/newActive.php
• Inquiry Learning
http://thirteen.org/edonline/concept2class/inquiry/index.html
• Contextual Learning
http://www.texascollaborative.org/WhatIsCTL.htm
http://www.servicelearning.org/what_is_service-learning/service-learning_is/index.php