Active Learning: Utilizing Backwards Design To Articulate Learning Outcomes & Maximize Student Learning
In the Active Learning paradigm, the primary roles of the teacher are to carefully articulate learning outcomes, design opportunities for students to practice the skills necessary to become proficient in (or master) those outcomes, and to offer meaningful feedback to students as they learn. Active learning, then, depends on every aspect of a course working together in an intentional way. Backwards design is a key to successful teaching and learning.
This webinar aims to address challenges related to designing Active Learning courses:
- While talking about course learning outcomes is commonplace in education, many teachers face significant challenges with articulating these outcomes in an authentic and actionable way
- Once outcomes are articulated, teachers often fail to “unpack” their course outcomes sufficiently in order to uncover the cognitive skills necessary to achieve these outcomes
- It is often a challenge to properly differentiate the “content” of the course with the “learning outcomes” for that course and to recognize the relationship between “content” and “outcomes”
- It can be a struggle to move from a course designed haphazardly around content and topics toward a more comprehensive, scaffolded design aimed specifically at student learning
This is the first in a series of webinars focused on Active Learning that will be followed by a future webinar focused specifically on formative and summative assessments. However, each webinar in this series stands-alone.
Active learning is becoming a popular catch-phrase in education but it is much more than a fad or a bunch of “tips and tricks” on how to get students engaged in class. Active Learning is nothing less than a full-fledged paradigm shift in teaching and learning. This evidence-based approach is grounded in research about how the human brain learns and calls for significant changes to the way college courses are designed and to the roles of students and teachers in these courses.
After exploring the context of the emerging shift in education away from the Transmission of Knowledge paradigm toward the Active Learning perspective, we will focus on the cornerstone of Active Learning: Backwards Design. Backwards design uses carefully articulated course learning outcomes as the basis to create a course that includes the necessary opportunities for practice, assessment, and feedback that will foster real learning and student success.
The first challenge presented to participants in this webinar will be to analyze the relationship between the “content” or topics of a course and the learning outcomes for that course. Then, we will focus on the process of developing meaningful and worthwhile course outcomes and unpacking these outcomes to uncover the “hidden” cognitive skills required for students to become proficient these outcomes.
A backwards design lesson planning guide will be presented and we will use this framework to build in practice and feedback on the cognitive skills and broader learning outcomes. The main focus will be on the design of both out-of-class and in-class work so that each element sets up the next in a way that scaffolds the learning to allow students to gain proficiency with skills and, eventually, demonstrate mastery with important learning outcomes.
This webinar will take an “active learning” approach so participants should expect to watch and listen but also to write, think, and communicate with the presenter and each other during the webinar. Case studies will be presented but participants are encouraged to think about and work on a course that is relevant to them during the webinar.
- Explore and define the Active Learning paradigm by contrasting it with the “transmission of knowledge” approach to teaching and learning
- Contrast course “content” or topics with the learning outcomes for that course and consider the relationship between content and outcomes
- Consider learning outcomes including program/degree outcomes, course-level outcomes, unit and assignment outcomes, as well as teacher-specific learning outcomes
- Assess and address criticisms associated with an outcome or standards-based approach to teaching and learning
- Unpack outcomes into relevant cognitive skills that students need to practice and become proficient with
- Engage with case studies related to backwards design
- Practice working with a “backwards design” flowchart and course design template focused both on what students and teachers do in and outside of class
- K12 & 2-year & 4-year institutions
- Academic Affairs/Instruction
- Faculty (full and part-time)
- Deans of Instruction
- Department Chairs
- Online Learning Administrators
- Online Learning Faculty
- Any educator interested in learning more about backward design for active learning
Eric Salahub taught his first online class in 1994 and has been actively involved in online teaching and learning ever since. At Front Range Community College since 1999, Eric teaches philosophy, has served as department chair, and was directly involved in the development of what is now one of the largest online learning programs in Colorado. Along with teaching, Eric has been an Instructional Coach for the past 6-years and in this role he has worked with more than 300 online, face-to-face, and hybrid teachers, helping them design and teach successful and sustainable courses. Eric is also the co-director of FRCC’s Active Learning Institute focused on helping teachers design and teach courses that use research-based methods to promote real learning. Eric has attended and presented at numerous regional and national online learning conferences and he received the 2008 Jerome F. Wartgow Teaching with Technology Award from the Colorado Community College System and was awarded Outstanding Faculty from the CCCS in 2016.
Congratulations to Eric Salahub & Kerri Mitchell for earning Colorado Community Colleges' Outstanding Faculty Award for 2018 for their work on Active Learning!
Here is a summary from Eric:
In early 2016, Kerri Mitchell (ENG faculty at FRCC) and I designed the Active Learning Institute that we've been running at Front Range Community College (the 4th cohort will start in January 2019). This Active Learning Institute is aimed at helping faculty move from the current Transfer of Knowledge paradigm of teaching and learning into the Active Learning paradigm (grounded in current research about how learning actual works in the brain). The ALI has three parts: (1) a semester-long series of 9 sessions along with homework where participant focus on the Active Learning theory, (2) a course redesign where participants create an Active Learning version of a course including day-to-day lesson plans, and then (3) the participants teach their newly redesigned course and work in reflective practice with the ALI facilitators and their colleagues.
This Active Learning Institute has been tremendously successful with as many as 50 applicants for each cohort (Max 12). Further, the ALI participants have, so far, created more than 30 outcomes-based, Active Learning courses. ALI participants have been effusive with their praise for the ALI; many say that this was the best professional development experience they have ever had and that they now fully support the Active Learning paradigm. We are also seeing positive impacts in student success in courses ranging from English to Biology to History to Philosophy to Dental Assisting, Accounting, Math, Vet Tech, and Anatomy and Physiology (among many other disciplines). We have also had Student Affairs staff attend and, based on their work, they are redesigning the FRCC New Student Orientation around Active Learning principles....
Join Eric for his 2-part series on Active Learning!
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Go2O is ADA accessible and fully responsive on any mobile device, tablet, or computer.
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Which workshops are your top rated?
We take quality seriously, and so all of our workshops are top notch in terms of content and look. However, if we know how you plan to use StudentLingo (FYE, Retention, Probation, TRIO, etc.), we can make workshop recommendations.
Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (48 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
Is there an admin view?
This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
How have other schools leveraged reporting?
- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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- I think a great way to get started on how you want to use the data is to ask yourself some questions:
- How will I know if StudentLingo was successful?
- What do I hope students will gain from access to StudentLingo?
- What data is important for me to know in order to show that StudentLingo is a worthwhile purchase?
What is TutorLingo?
TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.
Should the TutorLingo trainings be viewed in any particular order?
No, each training is a stand-alone workshop, and they can be viewed in any order.
What is the CRLA?
The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
Do CRLA members receive a discount on TutorLingo?
Yes. CRLA members receive a 10% discount on TutorLingo.
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Yes. The admin view is an upgrade and costs $500, but gives you the ability to access completion data more efficiently and in real time. If you don’t want the admin view, we provide monthly usage reports.
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ParentLingo is a go-to resource that institutions can easily share with parents to encourage student independence, growth & success. ParentLingo is a shared resource that recognizes and includes parents as partners in the educational process.
What is the cost?
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What features are included?
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
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- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
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- Custom Branding (Logo & Institutional Photos)
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- Designated Instructional Designer
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