Overview After Reading About The Backward Design Method ✓ Solved

Overview After reading About The Backward Design Method

After reading about the backward design method, you have undoubtedly noticed ways in which it meshes well with adult learning theory and some ways in which it does not. Backward design is currently the preferred approach for designing learning experiences for adults. You will return to this approach in future courses in the adult learning program. Becoming adept at backward design will help you establish best practices for designing adult learning experiences.

For this assignment, write a paper in which you address the following:

Application

• Describe ways in which traditional adult learning theories and models support and do not support curriculum design when using the principles of backward design.
• Describe ways in which contemporary adult learning theories and models support and do not support curriculum design when using the principles of backward design.
• Identify ways in which traditional and contemporary adult learning theories and models support backward design and ways in which they do not. Use appropriate terms related to theories and backward design as you identify at least five ways that theories can or cannot be applied to backward design.

Integration

• Describe ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments.
• Think about a course you teach. If you are not teaching, think about a course you have taken.
• Describe changes you could make to bring the course in line with backward design methods. Reflect on whether those changes would be feasible for learners.
• Support your ideas with theories and concepts presented in this course. Be certain to identify the specific theory and provide examples of how it could be used in, or how it contradicts, backward design. Discuss any difference in approaches for formal, informal, or nonformal learning environments.

Additional Requirements

• References: Support your assertions with 4-5 references to current, scholarly resources. You may use your texts as additional references.
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
• Length: 5–7 typed, double-spaced pages (does not include cover page nor references).

Paper For Above Instructions

The backward design model has gained prominence in curriculum development due to its strategic approach to aligning educational goals with the assessment and learning experiences. Understanding how this model integrates with both traditional and contemporary adult learning theories is essential for effective course design.

Traditional Adult Learning Theories and Backward Design

Traditional theories, such as Knowles’ Andragogy, posit that adults are self-directed learners who seek relevance and applicability in their learning experiences (Knowles, 1980). This perspective supports backward design by emphasizing the importance of identifying desired outcomes before planning instructional strategies. However, traditional models may not adequately accommodate the diverse backgrounds and learning preferences of adult learners, which can limit the flexibility of backward design implementations.

For instance, while backward design emphasizes clear objectives, some traditional models may not fully address the varied motivations and learning styles of adult learners. The discipline-based approach often prescribed in traditional models can lead to rigid curricula, causing misalignments between learners' expectations and instructional methods. Thus, while there is a significant overlap between traditional theories and backward design principles, the structured nature of traditional models may pose challenges in accommodating the dynamic nature of adult learning.

Contemporary Adult Learning Theories and Backward Design

In contrast, contemporary theories such as transformative learning (Mezirow, 1991) align more closely with backward design principles. Transformative learning emphasizes critical reflection and the importance of context, enabling instructors to design curriculum that is responsive to the learners' experiences and backgrounds. This alignment enhances the backward design approach by allowing for the generation of meaningful learning experiences that transcend simple knowledge acquisition.

However, the challenge arises when considering how transformation occurs. Backward design primarily focuses on outcomes, which can sometimes restrict opportunities for learners to reflect critically on their experiences. This can lead to a more superficial engagement with the material and fail to foster deeper learning outcomes that contemporary theories advocate. Therefore, while contemporary theories support the backward design model in promoting learner-centered outcomes, they necessitate a more nuanced approach to fully realize transformative learning.

Support and Limitations of Theories in Backward Design

When analyzing the application of traditional and contemporary theories to backward design, several key points emerge:

1. Both traditional and contemporary theories advocate for aligning learning goals with assessments.
2. Traditional theories focus more on structured, content-driven curricula, which may not cater to adult learners' diverse needs.
3. Contemporary theories emphasize relevance and personal experiences, supporting a more dynamic curriculum design.
4. Backward design can potentially limit critical reflection, as it emphasizes predetermined outcomes over learner exploration.
5. Flexibility in applying backward design can either support or contradict the underlying principles of different theories, depending on the context and application.

Implementing Backward Design in Various Learning Environments

Backward design can be effectively applied across informal, formal, and nonformal learning environments. In formal education, such as universities, instructors can utilize backward design to align course objectives with assessments and instructional strategies, thus ensuring coherence and relevance. For informal settings, such as community workshops, practitioners can apply backward design by identifying participants' needs and preferences, creating an adaptive learning experience.

In nonformal contexts, such as corporate training, backward design facilitates the alignment of training outcomes with business objectives, improving overall program efficacy and relevance. For example, a corporate trainer might identify the desired competency as improved communication skills and then design activities that foster those skills before devising assessment metrics. This integration reinforces the value of backward design across varied contexts, showcasing its versatility.

Course Adjustments for Backward Design

Consider a course on 'Digital Literacy' that I previously taught. By implementing backward design, I would start by identifying desired learning outcomes, such as the ability to critically analyze digital content. Once the outcomes are clearly defined, I would devise assessments to measure those outcomes. Subsequently, I would create engaging learning activities, such as collaborative projects or real-world applications, to ensure learners can meet the established goals.

However, challenges arise when integrating backward design methods into the existing course structure. Some students may find the adjustment demanding, particularly those who are accustomed to more traditional teaching styles. Therefore, communication is vital. By explaining the rationale behind the changes and showing how they will benefit learners in the long run, I can increase their engagement and willingness to embrace the new model.

Conclusion

In summary, backward design provides a valuable framework for developing effective adult learning experiences. By analyzing the relationship between traditional and contemporary adult learning theories and implementing backward design across various educational contexts, educators can create more relevant and engaging learning opportunities for adult learners. Ensuring flexibility in approach and maintaining clear communication about course objectives will significantly enhance the feasibility and effectiveness of backward design in adult education.

References

• Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Books.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2012). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
• Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Illeris, K. (2004). The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between Global and Local Conditions. Roskilde University Press.
• Pappas, C. (2014). The Importance of Backward Design in Instructional Design. eLearning Industry. Retrieved from https://elearningindustry.com/importance-backward-design-in-instructional-design