HELP and Backward Design The next stage in our curriculum renewal

What is backward design Rather than beginning the planning process with activities, materials, or textbook content, backward design begins with identifying the desired long-term results sought, i.e. the outcomes or objectives.

Implementing the backwards design process includes three stages: • Stage 1: identify desired results of instruction • Stage 2: determine acceptable evidence • Stage 3: plan learning experiences and instruction

Identify desired results of instruction 1. Program Outcomes 2. Level Outcomes 3. Course Objectives Stage 1 ✔Done Identify desired results of instruction We have put together the program, level, and course objectives or outcomes, but they have not been evaluated. This is going to be the next step.

✓ ✓ ✓ ✓ This is the timetable submitted to the UHM Assessment Office. So far we completed the Fall 2011 goals. Jin and Brandon did an evaluation of the new 400-level objectives by surveying former HELP students who studied in the ELI. Level and course objectives were rewritten for Spring 1. The other goals related to 400-level SLOs were not addressed in Spring 1 because there was only one 400 class with only one true 400-level student. As such this project as well as the one for Spring 2 will have to be postponed to the fall. The only other goal that we worked on was “Begin work on revising course objectives to include assessment measures.” Thanks to everyone for attempting on your syllabi in Spring 1. More work is needed to determine the assessment measures appropriate for our classes. This will be the area that we will work on today after the meeting.

Determine acceptable evidence What kind of assessments? Quizzes Tests Presentations Performance Tasks Poster Telling a story Leading a reading circle Compositions Observations Are there rubrics? Stage 2  Needs work! Determine acceptable evidence There are many different types of assessment measures that can be used in a class. It’s better to have multiple types of assessments to get a more accurate picture of any student’s progress over time. One type of assessment that is not listed but is no less valuable is the student’s self-assessment. If we are to encourage student responsibility for learning, students need to become self-aware of what they are learning. And for all of these measures, rubrics should be created to guide us in assessing each students equally and fairly. They should be explained to the students so that the assessment process is transparent.

Think like an assessor before designing units and lessons. Teach to the test?! No. Teach to the objectives! Think like an assessor before designing units and lessons.

Plan learning experiences and instruction The fun part – Creating lesson plans and activities. But keep in mind – What will the students need to know in order to achieve the desired goal, learning, or understanding? Stage 3 Plan learning experiences and instruction Now you can begin to use your creativity in designing your courses, lessons plans, and activities. However….

Activities are not good in and of themselves, when gratuitous and not aligned with outcomes and assessments.

THE NEXT STEP Teachers of same skill – discuss types and frequency of assessments and feedback Teachers of sections of same course – agree on types and number of assessments