Event Information
Streaming Session
Recorded Session1. Opening: Introduce objectives for this workshop, provide a brief overview of Backward Design, and use Poll Everywhere to find out which tools participants are already using and how effective they believe them to be. Have participants join our Pear Deck. (10 minutes)
2. Discuss Bloom's Taxonomy and learning objectives in the context of Backward Design. Use Think-Pair-Share to the importance and effectiveness of objectives. Have individuals share their responses via Pear Deck question. (5 minutes)
3. Discuss the development of active learning experiences, the misnomer of learning styles, and the Harvard experiment that points toward the effectiveness of active learning. Introduce activities like in-lecture case studies, Google Chat, jigsaw, Blooket, and Gallery Walks. Have participants share an active learning strategy via Pear Deck. (15 minutes)
4. Discuss importance of feedback and strategies to make it a more efficient process. Time will be spent on various types of rubrics and their best implementation practices. Time will also be spent on peer review and best implementation practices. Pear Deck will again be used to ask what is one strategy that could be used to improve current workload? (20 minutes)
5. Authentic Assessment checklist and simulation and case study tools will be discussed. The focus here will be on student agency and working with, rather than against, AI. We will share considerations for AI-friendly and AI-resistant policies. Finally, using Pear Deck, participants will share an idea for an authentic assessment. (15 minutes)
6. Closing: Review Backward Design and recap tools and strategies shared. Use QR code for Google Form and model how anonymous responses can be displayed. (5 minutes)
After this session, participants will be able to apply the principle of Backward Design to provided aligned, active learning experiences that promote student interaction with their peers and content. They will also be able to adapt technological tools like Google Chat, Canvas, Blooket, Google Form, and Pear Deck to provide feedback and formative assessment opportunities for their students.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf
Alston-Socha, W. (2024, May 3). Unlocking learning potential: The power of student agency and choice. RTI International. https://www.rti.org/insights/the-power-of-student-agency-and-choice
Carnegie Mellon University. (2021, October 6). Active learning boosts student performance in STEM courses. CMU News. https://www.cmu.edu/news/stories/archives/2021/october/active-learning.html
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Gallant, T. B. (2023, September 29). Crafting your genAI & AI policy: A guide for instructors. UC San Diego Academic Integrity Office. https://docs.google.com/presentation/d/1miPTdRU8YN0JBc_zcLLr1KIhLxIkZu6xx1155zebXJo/edit#slide=id.p
Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed.). Wiley
Newton, P. M., & Miah, M. (2017). Evidence-based higher education – Is the learning styles 'myth' important? Frontiers in Psychology, 8, 444. https://doi.org/10.3389/fpsyg.2017.00444
Wiggins, G. (2014). What feedback is and isn’t. Association for Supervision and Curriculum Development, 70(1). https://drive.google.com/file/d/1uhWfWz_x2EbdJv_E43vqZmBjXII963yT/vie
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