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Purpose Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement EME. Moreover, there is still an evident gap with respect to understanding how EME teachers turn curricula into actual teaching and students’ learning. By addressing this gap, the present study provides recommendations for EME teacher training. Approach Finland, with its long EME traditions, was the present study’s context. Data saturation, i.e. adequate data richness and thickness [Fusch, P. I., and L. R. Ness. 2015. “Are We There Yet? Data Saturation in Qualitative Research.” The Qualitative Report 20 (9): 1408–1416] was achieved by interviewing four teachers, each from a different English-medium master’s programme, following the think aloud method. The interviews focused on curriculum implementation and the aspects guiding it. Findings As a result of the thematic analysis, two distinctive themes were identified. First, the curriculum implementation in EME programmes seems teacher-oriented and activity- and content-driven, whereas ideally it should be more learning-centred. Second, the EME teachers seem to be operating to a great extent very independently, hence there appears to be a lack of programme-level co-operation. Value As a contribution to developing EME teacher training, this study recommends promoting the combination of the backward design and community of practice via teacher training. Moreover, the study advocates teacher training that is less focused on individuals, and keener on supporting and training programme staff as collective entities. peerReviewed

読み・書き・計算といった基本スキルに加えて、いま学びの場で強調される、抽象化能力・システム思考・実証力・協働力といった新しいコンペテンシーは、まさしく探求力であり、将来教壇に立つ学生にも不可欠なスキルと言える。一方、アクティブラーニング（AL）は、プライベートな営みに終始しがちな学びにパブリックな営みを取り入れ、宣言的知識はもとより手続き的知識の理解・定着にも有用だと考えられる。しかし、ALのみで完結する「学び」は本末転倒である。次代の生徒・学生を育成する教員養成のプロセスでも、プライベートな探求力の獲得が大きな目標であり、ALは学びの一部に過ぎない。そこでは、「目標→活動→内容」の順番、つまり「逆向き設計」で学びを設計することが重要である。本論では、探求者としての教員（英語・歴史）を養成する観点から、メタ認知能力の開発も視野に入れながらアクティブラーニングの位置づけについて考える。

Backward Design is a well-known method for curricular development in which an instructor first identifies desired learning ends and then “works backwards” to determine the necessary means to these ends. Unfortunately, its use in the design of undergraduate chemistry curricular components is not necessarily widespread. This paper will provide a primer on how to use Backward Design to develop chemistry laboratory curricula including learning objectives that go beyond chemistry content. In addition to the foundational steps of Backward Design, curricular considerations will be discussed that address aspects of teaching and learning that are unique to the field of chemistry and facilitate a more inclusive, scaffolded, and intentional curriculum. A “Backward Design of Chemistry Laboratories Quick Guide” is provided in the Supporting Information for this paper to assist faculty in the use of the Backward Design curriculum development method.

Teknologi membantu kita mendapatkan informasi dalam waktu singkat. Dengan koneksi internet, kita bisa dengan mudah mendapatkan informasi apapun. Tetapi ada masalah darurat literasi di Indonesia. Pertanyaan yang muncul di benak peneliti adalah, "Bagaimana mungkin Indonesia, negara dengan jumlah perpustakaan terbanyak ke-2 di dunia, mengalami darurat literasi?" Namun ternyata yang dimaksud dengan literasi lebih dari sekedar membaca dan menulis. Literasi adalah kemampuan menafsirkan informasi secara kritis sehingga setiap orang dapat mengakses ilmu pengetahuan dan teknologi sebagai upaya meningkatan kualitas hidup. Oleh karena itu, perlu disadari pentingnya peran pendidik Kristen dalam berkontribusi untuk meningkatkan keterampilan literasi peserta didik guna membangun pemahaman tentang wawasan Kristen Alkitabiah. Peneliti mencoba menggunakan Backward Design Model untuk meningkatkan kemampuan literasi mahasiswa. Metode penelitian yang digunakan adalah metode kualitatif deskriptif. Subjek penelitian adalah mahasiswa program studi Pendidikan Agama Kristen dan Ilmu Sosial pada mata kuliah Basic Science. Peneliti menerapkan Model Backward Design dengan tahapan: Menentukan Tujuan dan Target Pembelajaran (menentukan tujuan), Perencanaan Penilaian dan Perencanaan Kegiatan Pembelajaran. Tahapan-tahapan tersebut terbukti mampu meningkatkan kemampuan literasi mahasiswa yang mengambil mata kuliah Basic Science yaitu dalam meningkatkan minat baca, memberikan kesadaran kepada mahasiswa untuk memilih sumber yang dapat dipercaya dan mengasah kemampuan mahasiswa untuk mengkritisi masalah yang ditugaskan oleh dosen dengan berdasarkan pada wawasan Kristen Alkitabiah.

One of the most important questions posed by faculty and curriculum designers is, what content should be included in my online course design? To answer this question, it is important to reflect on ...

The new normal imposed on us by the COVID-19 pandemic restricted the traditional ways we would teach high school students who are eager to participate in introductory astronomy projects on our university campus. This turned out to be a blessing in disguise as we were forced to come up with creative ways to get around this obstacle. The outcome is an outline of a pedagogically sound and even more robust instructional plan for an astronomy course using RSpec in conjunction with freely available databases. In addition to the traditional topics, the new model will allow an instructor to explore emission lines of variable Be stars like Gamma Cas and the classification of supernovae by an interpretation of their spectra. We argue that this new model should be used even if we return to the old normal.

This article describes an approach to addressing health literacy and the infodemic surrounding coronavirus disease 2019 (COVID-19) as a way to develop communication skills among students in an undergraduate public health program. The project was designed for an upper-level health communications course, but it could be adapted for any health education or public health course where health communication to address misinformation is an objective. It is well suited for face-to-face, online, and hybrid settings. This project utilizes several evidence-based pedagogical approaches, including backward design, use of open educational resources, and experiential learning. While the project described here focuses on COVID-19 and associated social media infographic development, the instructional strategies have been applied to other health issues in previous terms and can be easily adapted to any current health issue and communication product that will engage learners while developing communication competencies.

Creative thinking has been considered a vital foundation for students. Owing to existing instructional strategies, students are not well promoted for creative thinking. This study addresses this challenge by proposing an instructional approach that integrates the strengths of backward instructional design and lateral thinking to promote students’ creative thinking. A series of learning activities were developed in the context of grade-5 Information Technology subject in Thailand. Each learning activity was designed to develop a major element of creative thinking in an authentic experience. The students were encouraged to think, participate, and interact with different points of view based on either internal or external stimulation. The approach has been tested and improved before the implementation. To investigate the effectiveness of the proposed instruction on developing students’ creative thinking, this study conducted a quasi-experimental research method for 12 weeks with 60 fifth graders in a school in Thailand. All students were grouped by cognitive styles and joined in two lateral techniques (30 students with field dependence and 30 students with field independence cognitive style). The results of their creative thinking from TTCT-Figural (Form A) showed that all students have significantly improved their creative thinking after learning with the proposed learning activities. Students with field dependence thinking style improved their scores from 53.83 to 78.77 (t = 15.525, p = 0.000), while those with field independence thinking style improved their scores from 46.93 to 78.13 (t = 14.564, p = 0.000).

目標言語が何であれ，「何をめざして教えているのか」という問いに対する 回答を，外国語教師は持っていなければならない。本研究は，「外国語教育の 最終目的は，人間形成である」という観点から，當作靖彦氏が提唱する「ソー シャルネットワーキングアプローチ（以下SNA）」に関する探究・検討を行った。 その結果，（１）SNA が21 世紀に求められるキー・コンピテンシーの獲得を めざしていること，（２）SNA では「つながり」が最重視されていること， （３）SNA は「メソッド」ではなく，具体的実践方法の開発が現場レベルで求め られていること，（４）SNA がバックワード・デザインによって成立しているこ と，が明らかになった。今後，SNA の枠組みで数多くの実践が積み重ねられ， 成果と課題についての情報が広く共有されることによって，SNA はさらに発展し ていくと考えられる。

This study aimed to investigate the role of the backward design approach to improve undergraduate students' writing skills. A limited number of studies have been conducted on this issue internationally; however, this was the first study undertaken in the Pakistani context. The study employed a quantitative approach and quasi-experimental design. The data was collected through a quantitative pre and post questionnaire dispensed to 175 undergraduate students enrolled in the first year of the Bachelor of Studies program in a university in Pakistan. The findings offered a broad picture of the positive role of the intervention on undergraduate students writing skills. The difference proved that the backward design approach has a substantial effect on improving students' writing skills in this study.

This study investigates the impact of an augmented reality library orientation on first-year undergraduate students’ feelings of anxiety toward the library and confidence using the library. This pa...

The present study aimed to analyze the link between Backward Design and IB curriculum, which is frequently mentioned and recommended as an alternative in overcoming the problems of our existing education. We also explored the implications of school curriculum design. This study has the following two major research lines. The first was to analyze the link between the Backward Design and IB curriculum. The results were derived through literature research and feedback from seven experts. The second was to explore the implications of such a relevance analysis for the Goals (Objectives) and assessments of school curriculum design. Several scholars, as well as the Daegu and Jeju education offices, acknowledge the advantages of IB education and strive to introduce it into public education. With the prospective increase of the number of IB-certified schools in Korea, such analysis and exploration of implications are expected to have a positive impact on our education in the future.

This study considers the degree to which a language user’s own will is recognized in language education. It also looks at the use of Japanese transitive and intransitive verbs to reexamine the differentiation between language use that is native-like, and language use that is representative of the learner’s self. The reexamination indicates that shifting previous approach to a more usage-centric acquisition process can create opportunities for language users to make expressive choices focused on what they wish to say. This shift may be accomplished by introducing backward design and critical pragmatics into teaching practices, thereby enabling the pursuit of self-representing language use, and prompting individuality in each learner without binding the learner solely to linguistic rules.

The Backward Design Model (BDM) is a curriculum approach in language teaching, which begins with the specification of learning outcomes that are the basis for developing instructional processes and input (Richards, 2013). This study aims to display a theoretical analysis of how the integration of the BDM has impacted English as a Foreign Language class. Thus, this study provides the results of reviewing research-based articles about how the integration of the BDM has benefited EFL teachers and students. These benefits are related to the main elements of the BDM, namely, designing learning to provide enduring understandings, assessing students’ performance based on acceptable evidence, and planning learning experiences and instructions based on desirable outcomes. The results indicated that the BDM indeed brought benefits to EFL teachers and students, revealing that this model's efficient application can help (a) teachers better understand the procedural knowledge of learning and (b) students improve their English language skills. ABSTRAK Backward Design Model merupakan pendekatan kurikulum dalam pengajaran bahasa yang diawali dengan spesifikasi hasil belajar yang menjadi dasar untuk pegembangan proses dan masukan pembelajaran (Richards, 2013). Penelitian ini bertujuan untuk menampilkan analisis teoritis tentang bagaimana integrasi Backward Design Model (BDM) berdampak pada kelas b ahasa Inggris sebagai b ahasa a sing. Penelitian ini merupakan hasil dari telaah artikel berbasis penelitian tentang bagaimana integrasi BDM bermanfaat bagi para guru dan siswa EFL. Manfaat ini berkaitan dengan elemen utama BDM yaitu merancang pembelajaran untuk pemahaman yang bertahan lama, penilaian kinerja siswa berdasarkan bukti yang dapat diterima, dan merencanakan pengalaman dan instruksi pembelajaran berdasarkan hasil yang diinginkan. Hasil penelitian menunjukkan bahwa BDM memang membawa manfaat bagi para guru dan siswa. Hasil penelitian juga mengungkapkan bahwa penerapan model yang efisien ini membantu para guru untuk memiliki pemahaman yang lebih baik tentang pengetahuan prosedural pembelajaran dan juga membantu siswa untuk meningkatkan kemampuan berbahasa Inggris mereka.

Purpose To ensure that students are learning the most important information and developing the most important skills and to make certain that any externally mandated standards are met, professors need to intentionally plan their courses. This tutorial will provide a description and comparison of three classes of course design (forward, central, and backward) and two well-regarded frameworks for facilitating efficient and effective backward design (Integrated Design and Understanding by Design). Explanations of key terminology and examples from the redesign of a graduate voice disorders course will be provided. Conclusions Following the Understanding by Design framework for backward course design not only resulted in a well-organized course that facilitated achievement of a learner-centered, knowledge and skill–centered, and assessment-centered environment but also greatly increased the confidence of the instructor and the participation of the students. Intentional course planning can facilitate more efficient and effective learning sessions, resulting in both instructor and student satisfaction. The information provided in this tutorial can be adapted for any communication sciences and disorders course and with any level of faculty experience.

General chemistry laboratory curriculum reform is underway at a midsized state university through a collaborative, inclusive, and iterative approach. Using a backward design approach, faculty collaborated to actualize a shared vision, define laboratory learning objectives, and outline considerations for inclusivity during summer workshops that guided the process of curriculum design. With support from an instructional designer from the Center for Innovative Teaching and Learning, as well as faculty development support through an HHMI Inclusive Excellence grant, the faculty have designed and implemented the new curriculum, assessed the implementation, and continue to make iterative change based on student data and reflection. The goal of this report is not to provide a new set of chemistry laboratories, rather, we share our framework to provide an example of how to implement a collaborative and inclusive laboratory redesign.

This study was attempted to design the “Purpose and Character of Education” unit in the high school 「Education」subject using the backward design 2.0 model. In this study, literature research and development research methods were used. The backward design unit presented as a result of this study has the following characteristics. First, it was designed for 3 weeks (6 hour) to be used in high school pedagogy classes, but it could be operated freely by expanding or reducing the number of hours or range according to the school situation. Second, the possibility of transfer and understanding could be increased by applying concepts such as transfer, code, evaluation criteria, performance tasks, pre-evaluation, and process monitoring in accordance with the components of the backward design 2.0 model. Third, the minimum contents were included in this backward design unit so that the school teachers could approach this unit more friendly. Fourth, the performance tasks presented in this study will be able to be operated by integrating with the units of the "career and occupation" subject.

Curriculum transformations represent opportunities to innovate; however, there are few examples to inform this process. In 2018, the University of North Carolina at Chapel Hill (UNC) Adams School of Dentistry began to transform the predoctoral curriculum to improve content integration, enhance team-based experiences, and develop leaders. Part of this experience has been crafting a conceptual curriculum guide or "blueprint" that outlines a vision for the design process and ensures the transformation achieves its goals. We describe how we created the UNC Blueprint for our revised curriculum, which defines who our graduates are, what they know, and what they can do. This approach has led us to develop a mapping taxonomy to ensure the student outcomes are appropriately aligned with content, instruction, and assessment throughout the curriculum. Last, we encourage others to be agile in their approach, create a common language among their teams, and frequently engage faculty to facilitate the process.

Background There is a significant need for a non-biohazardous, educational platform to equip and maintain the surgical skills required by urology trainees and low-volume implanters for inflatable penile prosthetic (IPP) placement. Aim To design and develop an anatomic, hydrogel-based simulation platform for training and evaluate IPP placement using modern education theory. Methods The backward design concept was used as a framework in the design and development of an IPP simulation platform. Steps included delineating requirements from a physicians’ perspective, translating requirements into engineering tasks (deliverables), developing a prototype, and pilot validation. Using a combination of 3-dimensional printing and hydrogel casting, a genitourinary tract model was constructed to replicate the appropriate steps of IPP placement guided by expert feedback. Full-immersion IPP simulations were performed through both infrapubic and penoscrotal approaches by 4 expert surgeons under operative conditions. Questionnaires evaluating the simulation’s realism, value as a training tool, and further recommendations were completed. Outcomes Using backward design educational pedagogy, a high-fidelity, full-procedural IPP simulation was fabricated and verified as an adequate educational tool for training and assessment. Results An expert consensus on the anatomic landmarks, steps and substeps, instruments, and errors to be included in the model was reached using a hierarchical task analysis and was successfully translated into a prototype hydrogel model. Experts performed all appropriate steps of IPP surgery and rated the simulation highly in terms of its realism and value as a training tool. On average, experts agreed that the model could function as a training tool, assessment tool, prerequisite for IPP accreditation, and requirement before live surgery. Experts stated they would have their trainees ideally complete an average of 1.75 models before live surgical training. All experts believed an operative checklist would be an ideal assessment tool.

The rapid transition of courses to an emergency remote teaching and learning format at the onset of the COVID-19 pandemic in early 2020 created challenges across the university landscape for faculty and students and, inevitably, affects the future of higher education. We drew upon education theory, evidence-based teaching practices, and insights from a rapid-response survey of academics in the fields of public health, health promotion, and health communication about their perspectives on the impact of COVID-19. This article aims to help educators explore potential strategies to incorporate the lessons and reality of the pandemic into their curriculum. Shifting expectations and bringing pedagogy to the remote tools are among the several suggestions offered here to ease frustration and teach students in the short- and long-term. We encourage academics to consider the situational factors that can affect teaching and learning by putting forth a series of questions to reflect upon when reassessing the real-life context of a course.

The purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The au...