module 1 introduction to backward design and learner-centered teaching (lct)

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MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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Page 1: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

MODULE 1

Introduction to Backward Design and

Learner-Centered Teaching (LCT)

Page 2: 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

Page 3: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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?

Page 4: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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?

Page 5: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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?

Page 6: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 7: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 8: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 9: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

The Backward Design

1st

2nd

3rdDefine Learning

Objectives

Define Evidences of Learning

and Assessment

tasks

Plan Learning

Experiences

Page 10: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 11: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 12: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 13: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

Learning Experiences

What characteristics the learning experiences should have to help students

to learn?

3

Page 14: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 15: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

The Traditional Teaching

“It is a rain of information”

Page 16: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 17: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 18: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

LCT Approaches

Page 19: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 20: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 21: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 22: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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

Page 23: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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)

Page 24: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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?

Page 25: MODULE 1 Introduction to Backward Design and Learner-Centered Teaching (LCT)

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