BACKWARD DESIGN: A MUST-HAVE LIBRARY INSTRUCTIONAL DESIGN STRATEGY FOR YOUR PEDAGOGICAL AND TEACHING TOOLBOX

Sarah LeMireTexas A&M University

slemire@library.tamu.edu

Donna Harp ZiegenfussUniversity of Utah

donna.ziegenfuss@utah.edu

https://utah.instructure.com/courses/333921

https://www.flickr.com/photos/zakh/337938459/in/photostream/

Objectives of this Session

At the end of this session you will be able to: Identify what a backward design approach

to instruction looks like Discuss how backward design can be used

to design and implement library instruction in a variety of instructional contexts

Apply backward design to your own instructional problem

Reflect on how backward design could be used in your own institutional context and library instructional situations

What is Backward Design? Process of planning instruction (Fink, 2013)

Can be used at various levels (one-class sessions or lessons, course, program)

Conceptual framework (U of Utah, 2012) Helps you to visualize working through an

instructional design process like our Quality Course Framework (QCF)

Student-Centered Focus (Weimer, 2002) Strategy to help you think differently about what you

want students to know, be, and do

“If you don’t know where you are going, you might wind up someplace else.” Yogi Berra

Examples: Instructional Modalities

You can use a backward design approach for aligning and designing instruction for: One-Shot Lesson/Session Series of Related Classes Online Library

Course MOOC with a

Library Module

http://upload.wikimedia.org/wikipedia/commons/thumb/0/01/Alignment_%28PSF%29.svg/512px-Alignment_%28PSF%29.svg.png

One-Shot Example

Texas A&M First-Year Writing Course Aligning session objectives to syllabus

objectives Alignment Grid for ENGL 104

Series of Related ClassesExample

Ten classes (5 each semester) embedded into a cohort-based first-year-experience class for pre-business majors Aligned library outcomes to course

objectives Not library specific assignments

but supports 2 presentation projects: fall - a real estate development project and in spring - a ‘shark tank’ pitch

Skills integrated – brainstorming, storyboarding, visual literacy

Alignment Grid Examples: Real Estate Development & Start-Up Business Project

http://www.pcb.its.dot.gov/eprimer/module11.aspx

https://www.flickr.com/photos/valeehill/2827373201/

Information Literacy Online Course

Online course option for WRTG 2010 course

WRTG 2010 Alignment Grid

Badges for motivating students

MOOC Module Example

While co-teaching a Flip the Classroom MOOC Integrated an online module on conducting

education research for faculty taking the course

Introduced tools for them to use in research such as Diigo

File: Alignment Grid

Using a Backward Design ProcessSTEP 1: Reflect on your ‘Dream’

Let’s try backward design out! Think about library instruction you do or an instructional problem you often encounter

“Dream” about what your ideal outcome for your students would be for your session or your instructional problem (articulate your dream on the worksheet)

Think about your own situational factors and your dream

Let’s report back on our dreams

STEP 2: Articulating your Dream in Outcomes

Now that you have thought about your dream, your particular instructional situation, and the ACRL Framework, you will need to convert that dream into ‘measurable’ outcomes Outcomes/Objectives must be measurable Objectives usually start with an "action verb"; that

explicitly describes what students will do. Do not use vague words like understand and know. Find appropriate action verbs for your objectives (try this resource for action verbs)

Objectives are a single sentence statement. Start off with: At the end of this course, students will be able to: .....

Objectives should focus on what the STUDENT WILL DO, not what the instructor does. 

Objectives should focus on different levels of learning

Go Beyond the Content in Your Dream

Fink’s Learning Taxonomy, 2003, 2013

Where does your dreamfit into this taxonomy?How does this taxonomy align to the ACRL Framework:1. Authority Is Constructed

and Contextual

2. Information Creation as a Process

3. Information Has Value

4. Research as Inquiry

5. Scholarship as Conversation

6. Searching as Strategic Exploration

You Have Outcomes/Objectives …Now What?

You are going to align your assessment and yourteaching and learning activities to your outcome(s)using an alignment grid

STEP 3: Using the Alignment Grid

1. Start with adding your outcome into the outcome column of the grid

2. Then decide how you will measure/assess that outcome

3. Then decide what teachingstrategy you will use, and what learning activities students will do

4. Share your grid with a peer Teaching &

Learning Activities

Lessons We Have Learned Gives you a visual tool to use to talk

to your faculty collaborator about instruction Shows how library instruction aligns to

the course Measurable outcomes are easier to

assess Makes your thinking visible

Are you doing what you say you are doing?

You can see gaps and redundancies Students will see what you are trying to

do – better buy in? Makes instruction more coherent –

rationale

References University of Utah QCF tutorial (course design

framework based on the Fink Model) Fink self guided manual Fink Idea Paper (6 page synopsis of the book) Link to download the PowerPoint and Other

Instructional Design Resources

Questions about backward design? Comments on how you think this might

work for you?