Easing into Course Redesign: Flipping and Backwards Alignment
In the past decade, new course approaches that minimize reliance on lecture are becoming more popular. In the flipped classroom, students read texts and watch recorded lectures before class. In the classroom, students practice application, translation, and problem solving under the direction of the instructor. In backward design, the instructor thinks of the course first in terms of learning outcomes. Assessments, content delivery, assignments, and course goals are then built from the original learning outcomes. Despite the popularity of these approaches, such radical redesigns of one’s course may seem overwhelming and unattainable in the race of the academic calendar. In this poster I will illustrate simple ways to begin to introduce these methods into one’s courses without attempting complete course redesigns. I hope to invite discussion about how colleagues have slipped these and other redesign elements into their traditional courses.
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