LibGuides: Library Instruction for Librarians: Lesson Plan Design

Backward Design

Backward Instructional Design:

When planning your lessons, start with the end (the results, the learning outcomes) and work backward to plan what activities, lectures, discussions, and other learning experiences need to be included to support student achievement.

Identify desired results: What will students learn?
Plan learning experiences and instruction: What will students do?
Determine acceptable evidence: What will success look like?

Helpful planning tool:

Backward Design Alignment Grid.docx

Sample Alignment Grid for Aligning Outcomes, Assessment, Teaching and Learning Activities and Resources. Modified by Donna Ziegenfuss from Fink’s Worksheet, found in Ziegenfuss, 2020.

References

Information Literacy and Instruction: Backward Design
RUSA article on backward design for library instruction.
Ziegenfuss, D., & LeMire, S. (2020). Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox. Reference & User Services Quarterly, 59(2), 107-112. doi:http://dx.doi.org/10.5860/rusq.59.2.7275
Reynolds & Kearns, 2017
Article on incorporating backward design with active learning techniques.
Reynolds, Heather & Kearns, Katherine. (2016). A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom. College Teaching. 65. 1-11. 10.1080/87567555.2016.1222575.

Understanding by Design by Grant Wiggins; Jay McTighe
ISBN: 9781416602231
Publication Date: 2005-06-01
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.

Student Learning Outcomes

Student learning outcomes (SLOs) are the specified knowledge, skills, abilities or attitudes that students should learn during the class session.

Good student learning outcomes:

are clear to the student, faculty, and librarian
match to the course level and assignment
relate to the ACRL Framework
can be assessed
use Bloom’s Taxonomy

Bloom's Taxonomy

Bloom’s taxonomy can be used as a guiding framework in the development of clear student learning outcomes by offering a hierarchical ordering of cognitive skills that can help teachers plan instruction and help students learn.

Notice the use of action verbs for each level.

Writing good student learning outcome statements:

Bloom’s taxonomy can be used as a guide for writing student learning outcomes. Student learning outcomes describe what we expect students to know and be able to do by the end of the class session.

A verb that identifies the performance to be demonstrated.
A learning outcome statement that specifies what learning will take place.
A broad statement reflecting the measure of acceptable performance.

Assessment Activities

Assessment

Assessments serve to measure the effectiveness of the SLOs. When planning a lesson, incorporating how you will know that the learning objectives were achieved is a part of the process.

2 types of assessment to consider:

Formative - spot checks of learning comprehension during the session

Summative - final check of learning outcomes after, or at the end of, the session

Because we largely are guest presenters, offering one-shot library instruction sessions, formative assessments are more likely to be used.

Formative Assessment Ideas

This type of assessment maintains student engagement during the session and helps the instructor to ensure that the learning outcomes are being achieved. These assessment activities can be done individually, in pairs or in small groups.

3-2-1 - 3 things you found out, 2 interesting things, and 1 question you still have
5 Words - What 5 words would you use to describe? Explain and justify your choices.
Polling - Ask questions should relate to the learning outcomes of the lesson. Poll Everywhere is a good option.
So, What? - Identify the main idea of the lesson. Why is it important?
Outline - Represent the organization by outlining it.
Explaining - Explain the main idea.
Question Stems - I believe that because _________. I am confused by _________.
Simile - What we learned today is like ____________.
Usefulness - Where might these skills be useful or applicable, besides for this class?
The Minute Paper - In 1 minute, describe the most meaningful thing you’ve learned.
Debrief - Reflect immediately after an activity.
Exit Slip - Have students reflect on lessons learned during class.
Misconception Check - Given a common misconception about a topic, students explain why they agree or disagree with it.
Quick Write – Write down what most confuses you.

Formative Assessment Ideas
Find more assessment ideas in this document