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

Reynolds, Heather L.; Kearns, Katherine

doi:10.1080/87567555.2016.1222575

“…Celle-ci sera peaufinée d'année en année, de même que la création d'un éventuel support PowerPoint, suivi de la rédaction de l'examen qui évaluera les connaissances ainsi acquises. Dans les nouvelles approches centrées sur l'étudiant, appelées backward design (Reynolds & Kearns, 2016), il s'agit tout d'abord de déterminer les buts pédagogiques sous forme de compétences que l'on souhaite transmettre à l'étudiant. À partir de ces objectifs généraux, on précisera des objectifs plus précis qui seront associés à des dispositifs des activités d'apprentissage spécialement dédiées.…”

Section: L'amélioration De La Mémorisationunclassified

De l’art oratoire en milieu universitaire, entre psychanalyse et neurosciences cognitives

Rabeyron

¹

2017

Pratiques Psychologiques

2

0

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“…The literature review focused on the five themes related to the title proposal where the main information is summarized after an analysis of participants' experiences. Themes are more specifically, theme one "backward design for forward action" (McTighe & Thomas, 2003), theme two, "what backward design is" (Wiggins & McTighe, 1998), theme three, "a planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom" ( Reynolds, & Kearns, 2017), theme 4, "designing for learning" (Wiggins, 2012) and theme 5, "collaborative practice" (p. 105).…”

Section: Introductionmentioning

confidence: 99%

“…The planner carried out the application of backward design in a biology class where students shared perception of classroom structure with the teacher and used classroom time before and after implementation. In addition, the backward design planner prioritized content given to students, who could better manage time in and out of the classroom, improved lecture preparation experiences and involved students with more frequent feedback on student comprehension as benefits of its implementation (Reynolds & Kearns, 2017) Wiggins (2012), stated the following for designing for learning: "Transfer is the aim of any education. Given that there is too much for anyone to learn; given that unpredictability is inevitable; given that being flexible and adaptive with one's repertoire is key to any future success, it stands to reason that we should focus our ´backward-design´ efforts on the goal of transfer, regardless of what and who we teach" (p. 18).…”

Section: Introductionmentioning

confidence: 99%

Implementing backward design to improve students’ academic performance in EFL classes

Rea

¹

,

Román

²

2019

ER

4

0

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This study is based on implementing backward design to improve students’ academic assessment, so public high school students can take part of meaningful contexts where they show what they learned at the end of a class term. Taking in consideration, backward design is a great tool to be applied for public high schools where most of the classes are textbooks centered, provoking students’ frustration due to the lack of English knowledge from schools. There is a high rate of students failing courses because students are placed in English levels where they do not belong to or they come from other institutions where they did not learn English. Backward design lets teachers be creative and use skills and methodologies according to students’ needs and be very reflexive in the way of designing it. In this study, pairedT_Test is applied to compare scores from the same level, but using different ways of testing. In conclusion, the experimental group (G2), in which backward design was applied, got better results than the controlled group (G1), who did not apply it. In this case the independent variable which mean and scores are high. Results show backward design is very meaningful not only for students, but also for teachers. It is true that running appropriate action plans, selecting the best resources and conducting a final assessment through a performance task, gave the opportunity for students to gain more confidence on the language and apply it in a real context.

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“…e literature review focused on the five themes related to the title proposal where the main information is summarized aer an analysis of participants' experiences. emes are more specifically, theme one "backward design for forward action" (McTighe & omas, 2003), theme two, "what backward design is" (Wiggins & McTighe, 1998), theme three, "a planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom" ( Reynolds, & Kearns, 2017), theme 4, "designing for learning" (Wiggins, 2012) and theme 5, "collaborative practice" (p. 105).…”

Section: Introductionmentioning

confidence: 99%

“…e planner carried out the application of backward design in a biology class where students shared perception of classroom structure with the teacher and used classroom time before and aer implementation. In addition, the backward design planner prioritized content given to students, who could better manage time in and out of the classroom, improved lecture preparation experiences and involved students with more frequent feedback on student comprehension as benefits of its implementation (Reynolds & Kearns, 2017) Wiggins 2012, stated the following for designing for learning: "Transfer is the aim of any education. Given that there is too much for anyone to learn; given that unpredictability is inevitable; given that being flexible and adaptive with one's repertoire is key to any future success, it stands to reason that we should focus our ´backward-design´ efforts on the goal of transfer, regardless of what and who we teach" (p. 18).…”

Section: Introductionmentioning

confidence: 99%

Implementing backward design to improve students’ academic performance in EFL classes

Rea¹,

Román

²

2018

CS

1

0

View full text Add to dashboard Cite

This study is based on implementing backward design to improve students’ academic assessment, so public high school students can take part of meaningful contexts where they show what they learned at the end of a class term. Taking in consideration, backward design is a great tool to be applied for public high schools where most of the classes are textbooks centered, provoking students’ frustration due to the lack of English knowledge from schools. There is a high rate of students failing courses because students are placed in English levels where they do not belong to or they come from other institutions where they did not learn English. Backward design lets teachers be creative and use skills and methodologies according to students’ needs and be very reflexive in the way of designing it. In this study, pairedT_Test is applied to compare scores from the same level, but using different ways of testing. In conclusion, the experimental group (G2), in which backward design was applied, got better results than the controlled group (G1), who did not apply it. In this case the independent variable which mean and scores are high. Results show backward design is very meaningful not only for students, but also for teachers. It is true that running appropriate action plans, selecting the best resources and conducting a final assessment through a performance task, gave the opportunity for students to gain more confidence on the language and apply it in a real context.

show abstract

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

Cited by 76 publications

References 10 publications

De l’art oratoire en milieu universitaire, entre psychanalyse et neurosciences cognitives

De l’art oratoire en milieu universitaire, entre psychanalyse et neurosciences cognitives

Implementing backward design to improve students’ academic performance in EFL classes

Implementing backward design to improve students’ academic performance in EFL classes

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