Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY

Curriculum Design and Development Workshop: Backward Design and Constructivist Learning Theory Jasmine Montreuil, RD, CDE Ramona Aslahi, MDFR, CPC Ahmed Albuali, MD University of Toronto CHL5607

Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY Facilitators: Ramona Aslahi, MDFR, CPC Jasmine Montreuil, RD, CDE Ahmed Albuali, MD Intended Audience:

This workshop has been developed to target the needs of students enrolled in the Interprofessional Applied Practical Teaching and Learning in the Health Professions (INTAPT) program. The INTAPT program brings together a diverse group of health care providers who have a common interest in enhancing their skills as educators. Project outcomes: Our curriculum design workshop will provide a 4-hour experiential learning opportunity that facilitates both the knowledge and practice of the Backward Design model of curriculum design, which will be grounded in the Constructivist learning theory. The workshop will combine a range of learning strategies, such as mini lectures, small group discussions and critical reflection. Objectives: After participating in this workshop, learners will be able to Knowledge Describe 3 key steps in curriculum design. Discuss how constructivism can be integrated into 3 key steps of curriculum design and development. Skills Recognize practical applications of backwards design and constructivism. Attitudes Respect the ideas, opinions and questions of others. Assessment Strategies: Needs assessment: A needs assessment made up of five questions will be circulated to learners several months prior to the workshop. This will allow the facilitators to determine the knowledge, skills and attitudes of the group and identify any knowledge gaps that can be addressed in the workshop. Sending the assessment several months before will provide ample opportunity to target our audiences learning and ensure relevancy.

Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY

Diagnostic assessment: A pre-test will be conducted at the start of the workshop to determine prior knowledge of learners. Summative assessment: A post-test will be conducted at the end of the workshop to assess student learning. Reaction assessment: Learners will be asked to reflect on their experience in the workshop and write down what they thought went well and what they thought could have made the workshop better. This will assist facilitators in gathering opinions and experiences of learners. Learning Strategies: Mini lectures will be used to share any new information with the group Small group work and discussions will be used to provide an opportunity for learners to learn from each other and construct knowledge together. A Family Feud game will be used to synthesize and summarize key learning points. Reflection will be used to allow participants to deepen their learning and relate it to their own practice as health care providers.

Lesson Plan: Time 1:00-1:10 Content & Learning Activities Introduction Ice breaker Review needs assessment results Workshop outline and learning objectives Present format of workshop Facilitated by: Ahmed Pre-test (multiple choice questions based on workshop objectives) Facilitated by: Ramona Video clip presentation Facilitated by: Ahmed Content: Curriculum design and development overview: - Definition of common terms - Presentation of backward design model - Introduce 3 key elements: desired results, assessment evidence, learning experience and instruction.

1:10-1:15 1:15-1:20 1:20-1:40

Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY Learning strategies: Small group brainstorm Mini lecture Class discussion Facilitated by: Ramona Content: Constructivism overview: - Learning environment - Learning strategies - Role of the teacher and the learner Learning strategies: Small group brainstorming mind map Mini lecture Class discussion 1:55-2:00

1:40-1:55

Facilitated by: Jasmine Present case scenario (example of a curriculum, which will be designed and developed as a group) Content: Identify desired results What should learners know, understand, be able to do? How to develop goals and objectives Learning strategies: Small group activity Participants will be divided into teams of 3-4 and will be asked to brainstorm goals and objectives (knowledge, skills, attitudes) for the presented scenario. Groups will present their ideas

2:00-2:15

2:20-2:30

Mini lecture on developing goals and objectives. Class discussion and questions to consolidate learning. Facilitated by: Jasmine Break 2:30-2:45

2:45-3:00

Content: Determining evidence of learning How will it be determined that learners met the learning objectives? What evidence is there of learning? Assessment and evaluation Constructivist assessment Learning strategies: Small group activity In the same groups of 3-4, learners will be asked to brainstorm assessment and

Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY evaluation tools to use for the presented scenario. 3:00-3:10 3:10-3:20 Groups present their ideas Mini lecture on types of assessment and evaluation. Class discussion and questions to consolidate learning. Facilitated by: Ramona Content: Types of constructivist learning strategies

3:20-3:35

Learning strategies: Small group activity In the same groups of 3-4, learners will be asked to brainstorm types of learning strategies that could be used for the presented scenario. 3:35-3:45 3:45-4:00 Groups will present their ideas Mini lecture on constructivist learning strategies. Class discussion and questions to consolidate learning. Facilitated by: Jasmine Content: Summary of key concepts Learning strategy: Family Feud game 4:15-4:20 4:20-4:30 Facilitated by: Ramona Post-test to evaluate learning Facilitated by: Ramona Reflection Learners will be asked to write a short reflection of their learning. Facilitated by: Jasmine

4:00-4:15

Materials required: iClickers Flip chart paper Markers Laptop Projector screen and connectors

Workshop outline: BACKWARD DESIGN AND CONSTRUCTIVIST LEARNING THEORY References Choban, G., Edwards, R., Eisenberg, H., Fenn, P., Godwin, J., Haney, P., Wilson, C. (2004). An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness. Assessment framework, 1, 1-35. Kaufman, D. M. (2003). ABC of learning and teaching in medicine: Applying educational theory in practice. British Medical Journal, 326(7382), 213-216. Marshall, J., & Peters, M. (1985). Evaluation and education: The ideal learning community. Policy Sciences, 18(3), 263-288. McTighe, J. & Wiggins, G. (2005). Understanding by design. Alexandria, VA: ASCD Publications. Mohanna, K., Cottrell, E., Wall, D., Chambers, R. (2001). Teaching made easy .A manual for health professionals (third edition). Abington, UK: Radeliff Medical Press. Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33.

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