An August 2, 2012 presentation for Business Librarians In North Carolina.

1. Backwards
Design
planning, executing, & assessing library instruction
...but not necessarily in that order
BLINC Quarterly Meeting, August 2, 2012
Lauren Pressley, Head of Instruction, Wake Forest University

2. Instructional
Design

3. Something
More
Concrete

4. Backwards
Design

5. Identify
Desired
Results
Determine
Acceptable
Evidence
Plan Learning
Experiences &
Instruction

6. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

7. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

8. Learning
Outcomes

9. learning outcomes
What are they?

10. learning outcomes
How are they useful?

11. learning outcomes
Who makes them?

12. learning outcomes
When do you make them?

13. learning outcomes
Let’s do this!

14. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

15. Assessment/
Evaluation

16. assessment & evaluation
WHERE Assessment
Wiggins and McTighe (2001)

17. assessment & evaluation
WHERE Assessment
Let students know:
Wiggins and McTighe (2001)

18. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
Wiggins and McTighe (2001)

19. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
Wiggins and McTighe (2001)

20. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
Wiggins and McTighe (2001)

21. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
WHERE they might go wrong
Wiggins and McTighe (2001)

22. assessment & evaluation
WHERE Assessment
Let students know:
WHERE they are headed
WHY they are going there
WHAT they already know
WHERE they might go wrong
WHAT is expected of them
Wiggins and McTighe (2001)

23. assessment & evaluation
WHERE Assessment
HOOKING students on the topic
Wiggins and McTighe (2001)

24. assessment & evaluation
WHERE Assessment
Ensuring students can:
Wiggins and McTighe (2001)

25. assessment & evaluation
WHERE Assessment
Ensuring students can:
EXPLORE and EXPERIENCE
ideas
Wiggins and McTighe (2001)

26. assessment & evaluation
WHERE Assessment
Ensuring students can:
EXPLORE and EXPERIENCE
ideas
be EQUIPPED with skills and
knowledge to master
outcomes
Wiggins and McTighe (2001)

27. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
their work.
Wiggins and McTighe (2001)

28. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
REVISE
their work.
Wiggins and McTighe (2001)

29. assessment & evaluation
WHERE Assessment
Provide opportunities to
REHEARSE
REVISE
REFINE
their work.
Wiggins and McTighe (2001)

30. assessment & evaluation
WHERE Assessment
student EVALUATION
Wiggins and McTighe (2001)

31. assessment & evaluation
Formative vs. Summative

32. assessment & evaluation
Formative Assessment

33. assessment & evaluation
Summative Assessment

34. assessment & evaluation
Let’s think like gamers!

35. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

36. Instruction &
Experiences

37. instruction & experiences
Empathize

38. instruction & experiences
Draft and Revise

39. instruction & experiences
Plan For Long Term

40. instruction & experiences
Plan For Long Term

41. instruction & experiences
Pacing

42. instruction & experiences
Active Learning

43. instruction & experiences
Let’s design some instruction!

44. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

45. Instructional
Design

46. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

47. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

48. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

49. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

50. instructional design
ADDIE
Analysis
Design
Development
Implementation
Evaluation

51. instructional design
Theory

52. instructional design
More Than Instruction

53. Agenda
• Learning Outcomes | 20 minutes
• Assessment/Evaluation | 20 minutes
• Planning Instruction & Experiences | 20 minutes
• Instructional Design, Proper | 20 minutes
• Q&A | any remaining time

54. Questions?
Comments?
Contact:
Lauren Pressley
Twitter: @laurenpressley
email: lauren@laurenpressley.com
web: laurenpressley.com