Enhancing Learning By Design - Backward Design Method For Effective Teaching Planning

Timetable

Module aim (aims)

This is an extended version of a course previously offered by the Faculty of Educational Studies, designed for future teachers but not exclusively.

This course explores the use of „Backward Design” approach in planning effective teaching units and courses. Students will learn about the benefits of backward design, focusing on defining clear learning outcomes, aligning assessments and designing appropriate learning activities. Through collaborative work, discussions and practical projects, students will develop the skills to create learner-centered, coherent and well-aligned instructional plans.

Pre-requisites in terms of knowledge, skills and social competences (where relevant)

The course is mainly intended for future teachers but not exclusively. The knowledge and skills acquired will enable students to be more reflective learners and look for ways to enhance their learning experience.

Syllabus

Week 1: Challenges with traditional course design.

Week 2: Overview of key principles and benefits of the backward design process.

Week 3: Stages of backward design process.

Week 4: The role of learning outcomes and their alignment with unit goals.

Week 5: Writing effective learning outcomes.

Week 6: The role of assessment in backward design.

Week 7: Assessment design: types of assessment; validity and reliability; rubrics.

Week 8: Aligning assessment with learning outcomes.

Week 9: Characteristics of effective learning activities.

Week 10: Designing activities for engagement and deep learning.

Week 11: Putting theory into practice – drafting backward design plans.

Week 12: Reflection and feedback on draft plans using backward design principles.

Week 13: Refining outcomes, assessments and activities.

Week 14: Presentation of final unit plans.

Week 15: Key takeaways and wrap-up: discussing applications in future teaching/training practice.

Assessment:

The grade in this course will be determined by a combination of individual assignments and a final project: developing a unit plan using the backward design method. (Students not pursuing a teaching career may create a training unit on a topic of their interest.)

Reading list

Wiggins, G., and McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Tomlinson, C. A., and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Supplementary texts:

Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Pearson.

Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).