A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

Autor/inn/en	Reynolds, Heather L.; Kearns, Katherine Dowell
Titel	A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom
Quelle	In: College Teaching, 65 (2017) 1, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2016.1222575
Schlagwörter	Active Learning; Performance Based Assessment; Outcomes of Education; Elementary Secondary Education; Biology; Science Education; Comparative Analysis; College Science; Teaching Methods; College Faculty; Student Centered Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; Leistungsermittlung; Lernleistung; Schulerfolg; Biologie; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K-12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01