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CARE Workshop 3 (Fordham GSB)
This document provides information about instructional design resources available from Fordham University's Faculty Technology Center. It discusses the backward design model for course planning, which involves first identifying desired learning outcomes and assessments, then planning learning experiences and instructional activities to help students achieve those outcomes. The document encourages instructors to reflect on what they want students to learn and be able to do several years after taking their course.
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- 1. Fordham IT Faculty TechnologyCenter www.fordham.edu/ftc Kristen Treglia Senior Instructional Technologist Patrizia Magni Ed.D.
- 2. Look at yourcourse through a different lens flickr photo by joeduty shared under a Creative Commons (BY-NC-SA) license
- 3. BEGIN WITH THE ENDIN MIND flickr photo by Randomthroughtsome shared under a Creative Commons (BY-ND) license
- 4. BEGIN WITH THE ENDIN MIND
- 5. BEGIN WITH THE ENDIN MIND Identify desired results
- 6. BEGIN WITH THE ENDIN MIND Identify desired results goals
- 7. BEGIN WITH THE ENDIN MIND Identify desired results Determine acceptable evidence
- 8. BEGIN WITH THE ENDIN MIND Identify desired results Determine acceptable evidence Assessments
- 9. BEGIN WITH THE ENDIN MIND Identify desired results Determine acceptable evidence Plan learning experiences and instruction
- 10. BEGIN WITH THE ENDIN MIND Identify desired results Determine acceptable evidence Plan learning experiences and instruction activities
- 11. REFLECT What do youwant students to learn that will be with them several years later?
- 12. REFLECT What do youwant you students to be able to do or be at the end of your course?
- 13.
- 14. FINK’s Design Model NeedsAssessment Students Background & level Instructor’s approach and beliefs on learning etc
- 15.