PKAL Upstate New York 2013 Regional Network Fall Meeting: Preparation Materials

Meeting Preparation Minimum Requirements

If limited time is available, at a minimum participants should read Backward design: why "backward" is best by Wiggins and McTighe, prepare a one-minute elevator speech about a STEM transformation project you are doing or would like to do, and view/read two of the videos/documents related to the morning session as outlined below. This should take no more than 1-1.5 hours. We encourage you to take a look at all of the videos and readings outlined below in order to maximize your meeting experience.

Preparation for the Morning Keynote, "Flipping the Classroom: AKA Using Student-centered Active-learning Approaches"

Please watch and read the following before the morning keynote. Feel free to re-watch or re-read in any order. Come to the meeting ready to discuss these materials.

The Flipped Classroom.

What a Flipped Classroom is Not.

Why I Flipped My Classroom.

What if Students Don't Watch the Videos?

5 Things I Wish I Knew When I Flipped My Class.

Performance-based Physics at Ithaca College.

Studio Physics versus Lecture Hall.

The Flip: End of a Love Affair, by S. Wright

Case Studies and the Flipped Classroom, by C. Freeman and N.A. Schiller

Preparation for the Afternoon Session, "Using Backwards (Reverse) Design to Effectively Incorporate Learner-Centered Activities in the Classroom"

Please read the following short article before the afternoon session.

Backward design: why “backward” is best, by G. Wiggins and J. McTighe.
The 3-page article gives a brief introduction to backward design and its three stages.

We have also identified several readings for participants who would like to know more about backwards design. The following are suggested readings.

Understanding by design, by J. McTighe.
This 14-page white paper provides a more detailed overview of backward design. It includes summaries of the underlying research from cognitive psychology and achievement studies. The article also answers some frequently asked questions.   

Teaching for understanding - part 1, by G. Wiggins.
In part 1 of this e-journal entry, Grant Wiggins discusses the differences between understanding and knowledge. The author includes a few examples.

Teaching for understanding - part 2, by G. Wiggins.
The focus of Part 2 of Wiggins’ e-journal entry is on the use of backward design in promoting divergent thinking. Through this process, students discover understanding for themselves.

Finally, the following case studies provide great insights to the application of backwards design principles in curricular revision.  Again, the following are suggested readings.

Understanding by design meets integrated science, by D. Wang and M. Allen.
This article is a case study of backward design in the context of a high school integrated science course. The authors provide good examples of enduring understandings and related assessments.  

Redesigning a large lecture course for student engagement: process and outcomes, by L.F. Reid.
The author completely describes the redesign and implementation of a geology course based on backward design. A main focus of this case study is research on the students’ perceptions of the course and their engagement in course activities.