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“Backward design is like: ________.” Explain your simile to the table.

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“Backward design is like: ________.” Explain your simile to the table.

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What one thing you learned will you immediately put into practice in your teaching/learning?

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What one thing you learned will you immediately put into practice in your teaching/learning?

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What would a healthy teaching and learning ecosystem look and feel like?

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What would a healthy teaching and learning ecosystem look and feel like?

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It's like a map that we created ourselves- if you are riding in a station wagon facing backwards.

Reading the end of the book and then try to figure out how to get there.

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-Getting to paradise but having to figure out how you got there
-baking a cake (know where you’re going)
-risk assessment (balancing risks and opportunities)
-coming to a research question (theories may or may not fit with you own context)

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Reverse Engineering Intellectual Property. Taking apart our class in order to reassemble it in a better way.

Ikea Furniture. We now have the parts and pieces, we just need to assemble those parts in a usable format.

Planning a trip. Identify the destination and figure out the best way to get there.

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...like Apple design, starting with what the end product should look like, then figuring out what goes inside.
... like Choose Your Own Adventure books, where you have to decide which elements to actually implement. There are multiple possible endings.
...like teaching a teen how to drive. End goal: drive yourself to school safely. Before that happens, someone has to figure out how to get them to that point.

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reassembling a bicycle with a manual (in some ways you are also writing the manual)

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reassembling a bicycle with a manual (in some ways you are also writing the manual)

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1000 piece puzzle; starting on the edge ok but more difficult in the middle
being a theatre director:  vision to implementation; improvisation and structure

writing a song: seeking harmony but pieces separately feel weird

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planning for retirement -- "how much money do you think you'll need...?"

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Less theoretical but more about where the backward design takes us. Let's look at where we are and where we want to go. It's intense!

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eating a wonderful meal at a restaurant and then trying to figure out how to cook it at home.
*Driving in reverse with the rear view mirror or backing a trailer - when you want the trailer to go right you have to turn left - IN both cases you know what you want, but the method of getting there is different.

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Packing for a trip once you've gotten there.

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planning for a trip -- if I want to go to the peak of Mt. Everest, I need to plan

it's like: constructing an argument. It's like a proof - start with the answer; what axioms are needed to get there.

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Backwards course design is like childbirth. You start off with a plan, but all of that flies out the window once you actually get into the situation.

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You start with the picture on the box with what you dream of accomplishing, open the box and there are a ton of divergent pieces that you have to put together in a meaningful way in order to achieve that 'picture'/dream scenario. The process of putting it together is frustrating and there isn't always a correct way to do it and you often have to stop and start to get it right, but you ultimately get to the same place as everyone else, the picture on the box.

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Trying to figure out how a restaurant meal came together in the kitchen.

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A road paved with a good intentions.

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Backwards Design is like Building a House

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Backwards Design is like Building a House

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You have the blueprints and the image of what you want to accomplish, then you start with the foundation (situational factors) and frame, roof, tile, plaster, etc. all in pursuit of the original plan. And there are many ways to ultimately build the house (and no right way persay), but the goal is your dream house.

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adopting a diet. You're already eating, but now we are being more deliberate in our choices to meet a goal

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Writing a book. You start off with a lot of good ideas, but get bogged down in the middle by all of the details.

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The dream outcome is on the outside of the box, you have to purchase and identify the ingredients to put in the cake, put them in the correct order (otherwise things will go very wrong), and finally, you end up with a delicious cake that hopefully looks something like the thing on the outside box. A big part of it is always thinking ahead--how do all the ingredients go together? What must come next and what do I do to prepare (i.e. pre-heating the oven before you actually begin mixing ingredients).

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Instead of using a fridge full of ingredients (remember you have celiac and vegan to consider UDL) so start with the picture of the meal we want and create the plan and ingredients and be descriptive. Go to the grocery store.

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Learning alignment is key to success.

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More reflection

Reflection, but in more of a technical mindset. Less about emotions and more about the evaluation mechanisms

The skills in lieu of the content

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More reflective writing. Giving them that space to think about topics.

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More reflective writing. Giving them that space to think about topics.

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One minute Paper - can use to reflect and take attendance as well; it's easy to implement;

A discussion activity like team pair/shares

Adding closed caption to videos (to increase student understanding) on canvas with a quiz follow up

Gallery Walk - a great method to get students involved and actively engaged.

Rethink the outcomes for current course to determine what aspects of Backward Design align best as a starting point. There are different challenges for introductory vs more advanced classes

Rework course objectives to think as goals

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Self-assessment

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-articulate the goals (in each section)
-tying it back to the active learning goals
-teaching and practicing skills ahead of assessments (Kate has an article on “Life is a multiple choice question”)
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Increase the feedback and use rubrics.
Realign lectures to goals.
Ask students to actually think about why/what skills or knowledge they will use in the future.
Touchstones throughout the semester to check in with where they are with understanding content, but these will be completed outside of class.
Add more of the "thinking about their learning" components.
Figure out assessments other than tests.

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Hold students accountable for reading, facilitate conversations

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self reflection

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Piazza exists! And it's in Canvas! It's an add in - students can ask questions anonymously.

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alignment of learning goals and assessment

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Quizzes, for example. More frequent feedback!

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structured reflections
outsourcing initial content (aside from reading)
new technology: padlet, menti, &c.
student designed rubrics

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Think - pair- share: takes a small bit of time; easy to start.

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Perusall

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-Gallery Walk
-Have students go through the syllabus and determine what they need to know more about. use "syllabus scramble".
-Clicker pre-knowledge check
-Setting student expectations to acclimate to a different learning environment. sharing LO's to invest students
-Thinking about what "i" really want my students to do and use a holistic approach to get them there
-not overwhelm "myself"
-plan a few activities that are deep and meaningful
-reflection activities for students with student feedback for faculty

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Online tools & other tools for quick quizzes.

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building reflective questions into objective exams: how did I study? What works?

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Emphasis on how you think, how you prepare, how you process. Learning how to learn.

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3 minutes - what have you learned today that you can apply? What did you struggle with? What are you frustrated with and why?

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Forward looking assessment

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Provide lecture material online; spend time in class in supportive activities

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Intrinsic motivation

Reclaiming the value of your education outside of just getting a job or making an "A".

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-Universal buy-in for the process of teaching and learning for the sake of learning
-Everyone focuses on what is being taught, then who is learning to lead to understanding perspectives in group activities.
-People are open to exchanging ideas and work towards a learning goal. Includes value and diversity.
-Educator needs to be aware of students' weaknesses (like a dr accessing a patient) and help students through the struggle by accessing often and giving in-depth feedback.
-Universally aware of eliminating bias in our context. (Refers back to openness)
-There would be more cross-discipline communication happening
-Have empathy for each other

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learning space conducive to active learning (like Mell - so MORE of this!)

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Connecting students with nature as their classroom so that they can become one; doing away with requirements for programmatic assessments; leave behind the "standardized classroom" and focus on more specific content not be held to so much content by calendar but slow down think about the big picture 

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Connecting students with nature as their classroom so that they can become one; doing away with requirements for programmatic assessments; leave behind the "standardized classroom" and focus on more specific content not be held to so much content by calendar but slow down think about the big picture 

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NO GRADES, just here to learn.
Prepared to receive positive and negative feedback
Colleagues support different teaching methods
Curriculum is integrated, supports the other classes, works to a common goal. INTEGRATIVE
Research is fully integrated into the teaching.
An effective evaluation tool for students to provide feedback to the instructors.
Only retain the students that are present mentally and physically.  Get rid of the hangers on.

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no fears of failure
smaller classes
equal-level students

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No students would burst into tears during exams. Students have slept enough and are feeling well-rested and ready to take the exam. The outside pressure to earn a good grade is not so intense. Fear of loss of scholarships is not so prevalent.

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-accountable students (who want to work and learn and find value in their learning)
-autonomous learning environment
-curious students
-educative standards highly influenced by practical field (professional standards) or some external body
-kill the grades

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technology that works
students that come prepared

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- Everyone reads and is on time and attends regularly.
- Everyone teaches in Mell. Mobility, working technology.
- Less emphasis on grades.
- Scholarly citizenship. Peer reviews with thorough and loving feedback. - Student expectations: understand what feedback is, how to give it, how to respond to it and use it to improve.
- Technology can engage students, not just distract. Maybe we won't sweat it so much if they get distracted.
- Lower teaching loads.
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We know all of our students’ names and faces. Teacher to student ratio would be better.

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more symbiotic -- less carnivorous

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no grades!!
Black Mountain School

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colleagues who value innovation in teaching
institutional support: time and more time -
consistent institution message - what is important? teaching vs. research

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More time to spend one-on-one with students, especially the most vulnerable one.

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More student buy-in earlier in the semester. Prepared learners in smaller number without so much stress.

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enlightened student body who embraces active learning for what it is - and gets value from the experiences - not looking to to just get an easy A

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Service learning component is mandatory to  increase student awareness and push them out of their comfort zones to grow and experience "otherness" and teach empathy and real world experience

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Service learning component is mandatory to  increase student awareness and push them out of their comfort zones to grow and experience "otherness" and teach empathy and real world experience

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Connection; building a sense of community in the classroom
Working with administration and colleagues to come together to focus more on different ways to teach

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More students come to office hours/review sessions. More students take responsibility for their own success. Students are willing and excited to meet with instructors.

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More inquisitive students who really want to be in the class, who know why they’re there, and are engaged in the course. More students who participate in class. Students who ask questions.

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interconnected ecosystems

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We catch the students who fall through the cracks.

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Question: what is the ratio of full/associate/assistant/lecturer faculty participating in Course ReDesign?