[CDDE-LISTA] Fwd: backwards course design - like you did your project

[Valdes Bollela]

Olá Pessoal,

Recebi este artigo durante esta semana e achei que tinha muito a ver com o
que conversamos na nossa oficina de desenho de currículos do Módulo básico.
lembram que a gente falava da importância de definirmos os objetivos de
aprendizagem para guiar nossas escolhas em relação as estratégias de ensino
e aprendizagem e principalmente para alinhar objetivos de aprendizagem com
o que será incluído na avaliação do estudante. Este é o menor e melhor
caminho para garantir a VALIDADE da avaliação do estudante (conceito
discutido na oficina de avaliação do estudante do MB, tb). - destaque em
amarelo é por minha conta.

Espero que gostem

abs

Valdes

JULY 12TH, 2019Creating a Roadmap for Success by Beginning at the End

By: Tierney King
<https://protect-us.mimecast.com/s/lwDwC4xv3Df557pCO-Fdd?domain=facultyfocus.com>
[image: Print This Post]
<https://protect-us.mimecast.com/s/TimKC5yw4EC99WVCOf7eY?domain=facultyfocus.com>

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[image: Group presentation engages students and offers student alternative
way to present their findings]

Forward thinking might be exactly what teachers strive for in the
classroom, but it may require some backwards design. Beth Harrison, PhD,
director of the Office of Learning Resources at the University of Dayton,
discusses how backwards design can offer faculty members a focused approach
to planning curriculum—with the added benefit of adding accessibility for
all students.

Normally, teachers think about what type of content they want to present
and what kind of  assignments they want to implement. They establish a
syllabus, and finally, they create a final exam to test the students’
overall understanding.

Instead of creating a curriculum that drives toward an ultimate end goal,
backwards design requires faculty to start with their end goals and align
every course-design choice around these objectives.

“Backwards design asks us to think in the opposite direction, in the
opposite order,� Harrison says.
Step 1: Finding the kernels

Once you have a backwards design mindset, there are a series of questions
to should consider.

“I actually like to ask the question in this way: What do I want my
students to know, be able to do, or value three years after this course is
over?� Harrison asks. Most likely students won’t soak up every ounce of
information you present in a semester, but it’s important to focus on the
“kernels� that are most important. These goals and kernels must be
obtainable outcomes for students to achieve, and ultimately, that’s the
first step.
Step 2: Tools to observe the evidence

The second step involves creating a method for assessing if students have
attained the course outcomes and goals. How will you know, through
observable evidence, that your students are progressing toward these end
ambitions? Harrison says observable evidence isn’t necessarily something we
see with our eyes, instead it could come from exams, assignments, or
projects students do in class.
Step 3: One step back

The third step requires faculty to take one step back and establish what
their students need to do in order for them to experience the intended
course goals. There needs to be some type of evidence and/or demonstration
that shows a student has met the learning objectives. Harrison says this
step is key in knowing what students need in order to excel, while also
effectively demonstrating their learning.

So, what do students need? Harrison says they need content and information,
which they can get from you in a variety of ways. This could be from
assignments and assessments, such as papers, essays, or exams. It could
also include projects, activities, or hands-on practice, but eventually
you’ll need evidence of each student’s learning progression.

“So, that evidence might help us understand that, ‘Oh, I need to go back
and spend another day, another class period or two, going over this some
more or giving them more practice because they don’t have it yet,’�
Harrison says.
Creative Products

Cue creative products, which can help cultivate the learning process in a
way that accommodates learning differences among students  Creative
products might include having students draw a comprehensive picture of a
biology cycle or it might be drawing a concept map. These types of creative
products, when constructed via backward-design principles, constitute both
practice and evidence of a student’s knowledge while meeting course
objectives.

When creating these types of assignments, Harrison says to get in the
mindset of backwards thinking. Start with what you want students to get out
of the assignment and then generate a product that adheres to your goals.
Sometimes, finding other mediums helps foster a creative product and
stimulates an accessible classroom environment.

For instance, you can give students choices and adapt assignments to cater
to everyone. This may include implementing variety within your assignments,
and having students write a paper, create a poster, work together on a
group project, or construct/build something. This means every student has
the opportunity to flourish in at least one medium and they can try
something new.

“In the end, our goal really is to provide equitable opportunity for
students to achieve your course goals,� Harrison says.

Harrison delves deeper into using backwards design to curate creative
courses that are accessible to each and every student in her 20-Minute
Mentor program called, How Can Backward Design Make My Courses More
Accessible?
<https://protect-us.mimecast.com/s/k1-xC68xN7SmmGnCmiY1O?domain=magnapubs.com>
In
this program, Harrison tells the story of a communication professor who
adapted their class for a student who could not speak and had a breathing
apparatus in order to make the class more accessible.


-- 
*Valdes Roberto Bollela-** MD; PhD; **Health Professions Education(HPE) and
Hospital Administration Specialist.*

*Tropical and Infectious Diseases Division of **Internal Medicine
Department*

*Expert in HPE curriculum design, Educational strategies and Assessment.*

*School of Medicine of Ribeirão Preto*

*University of Sao Paulo*

*Brazil*
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