Video 3: Drive instruction and assessment with learning goals

Learning goals give us a target for instruction

Engineering Design Analogy

1. Identify end goal2. Identify constraints

and inputs (what is success?)

3. Lay out a plan for construction

Backwards Design

Backwards design

Define learning objectives

(Desired outcomes)

Decide on assessments

(Evidence of understanding)

Design instruction (Help students achieve results)

Example of Backwards Design:Plate Tectonics

Plate Tectonics Example

• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes

Plate Tectonics Example

• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes

• Assessment: Students need to construct a model (e.g., representation) and use that model to explain how earth’s surface features relate to the interior of the Earth

Plate Tectonics Example

• Objective: Develop a model of the cycling of earth’s material that can help explain patterns of mountains, volcanoes and earthquakes

• Assessment: Students need to construct a model (e.g., representation) and use that model to explain how earth’s surface features relate to the interior of the Earth

• Instruction: Learn about the phenomena, make drawings / graphs / simulations, share and critique these models.

Backwards design

Define learning objectives

(Desired outcomes)

Decide on assessments

(Evidence of understanding)

Design instruction (Help students achieve results)

“Alignment”

Student prior knowledge is important too

Students walk in your door with preconceptions and helpful resources!

Student prior knowledge is important too

• Plays a role in every part of backwards design: Goals, Assessments, and Instruction

• Can be difficult when you’re first teaching

• Back to car analogy….

Students walk in your door with preconceptions and helpful resources!

“Backwards Design” begins with:

A. Drawing a mapB. Determining your goal or objectiveC. Creating a syllabusD. Finding some activities to do in classE. None of the above

“Backwards Design” begins with:

A. Drawing a mapB. Determining your goal or objectiveC. Creating a syllabusD. Finding some activities to do in classE. None of the above

What is the last step in “Backwards Design”

A. Identifying students’ prior knowledgeB. Creating a syllabusC. Determining the instructional techniquesD. Talking to other instructors

What is the last step in “Backwards Design”

A. Identifying students’ prior knowledgeB. Creating a syllabusC. Determining the instructional techniquesD. Talking to other instructors

Backwards Design and alignment – an example from Biology

Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems

Courtesy Jenny Knight, University of Colorado Boulder

Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems

MeasurableOutcomes

(Learning Objectives)Assessment Instruction

Courtesy Jenny Knight, University of Colorado Boulder

Backwards Design and alignment – an example from Biology

Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems

Interpret graphs

Apply Darwin’s postulates to new scenarios

MeasurableOutcomes

(Learning Objectives)Assessment Instruction

Courtesy Jenny Knight, University of Colorado Boulder

Backwards Design and alignment – an example from Biology

Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems

Interpret graphs

Apply Darwin’s postulates to new scenarios

MeasurableOutcomes

(Learning Objectives)Assessment Instruction

Interpret which of Darwin’s postulates are represented in the graphs, and explain

Courtesy Jenny Knight, University of Colorado Boulder

Backwards Design and alignment – an example from Biology

Broad Learning Goals: • Understand the process of science• Use basic principles of evolution to solve problems

Interpret graphs

Apply Darwin’s postulates to new scenarios

MeasurableOutcomes

(Learning Objectives)Assessment Instruction

Create a graph that depicts one element of natural selection

Courtesy Jenny Knight, University of Colorado Boulder

Interpret which of Darwin’s postulates are represented in the graphs, and explain

Backwards Design and alignment – an example from Biology

What do you notice about these goals?

• Introductory genetics: Distinguish between different modes of inheritance

• Quantum physics: Qualitatively design a semiconductor diode that will only allow current to flow in one direction.

• Probability: Find patterns in data using basic data visualization tools

• Introductory chemistry: Describe what makes chemicals react, and why reactions go in a particular direction.

Course vs. Topic Goals

• Introductory genetics: Distinguish between different modes of inheritance

• Quantum physics: Qualitatively design a semiconductor diode that will only allow current to flow in one direction.

• Probability: Find patterns in data using basic data visualization tools

• Introductory chemistry: Describe what makes chemicals react, and why reactions go in a particular direction.

Specific topics

General course

Consistent & aligned

Different scales of outcomes

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Interpret simulations and data

Explain the role of natural forces in the universe.

Analyze the phases of the moon by using computer simulations.

Construct a model representing the phases of the moon.

Astronomy example

Learning Goal Learning Objective• Broad, course-level• 5-10 per course

• More specific• 2-5 per topic

Scale of backwards design

• Aimed at a single teachable unit

• But also applies to your bigger overarching course goals and end-of-course assessments

Single brick… or the whole house….