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Assnment Instructions
Overview
After reading about the backward design method, you have undoubtedly noticed ways in which it meshes well with adult learning theory and some ways in which it does not. Backward design is currently the preferred approach for designing learning experiences for adults. You will return to this approach in future courses in the adult learning program. Becoming adept at backward design will help you establish best practices for designing adult learning experiences.
Instructions
For this assignment, write a paper in which you address the following:
Application

  • Describe ways in which traditional adult learning theories and models support and do not support curriculum design when using the principles of backward design.
  • Describe ways in which contemporary adult learning theories and models support and do not support curriculum design when using the principles of backward design.
  • Identify ways in which traditional and contemporary adult learning theories and models support backward design and ways in which they do not. Use appropriate terms related to theories and backward design as you identify at least five ways that theories can or cannot be applied to backward design.

Integration

  • Describe ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments.
    • Think about a course you teach. If you are not teaching, think about a course you have taken.
    • Describe changes you could make to bring the course in line with backward design methods. Reflect on whether those changes would be feasible for learners.
    • Support your ideas with theories and concepts presented in this course. Be certain to identify the specific theory and provide examples of how it could be used in, or how it contradicts, backward design. Discuss any difference in approaches for formal, informal, or nonformal learning environments.

Additional Requirements

  • References:Support your assertions with 4-5 references to current, scholarly resources. You may use your texts as additional references.
  • Written communication:Written communication is free of errors that detract from the overall message.
  • APA formatting:Resources and citations are formatted according to current APA style and formatting
  • Length:5–7 typed, double-spaced pages. (does not include cover page nor references)

 
 

Backward Design and Adult Learning Theories Scoring Guide

Due Date: End of Week 8
Percentage of Course Grade: 15%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe ways in which traditional adult learning theories and models support and do not support curriculum design when using the principles of backward design.
20%
Does not outline ways in which traditional adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR outlines only supportive or only nonsupportive aspects. Outlines ways in which traditional adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR describes only supportive or only nonsupportive aspects. Describes ways in which traditional adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR provides insight into practical application for only supportive or only nonsupportive aspects. Analyzes ways in which traditional adult learning theories and models both support and do not support curriculum design when using the principles of backward design and provides insight into practical application.
Describe ways in which newer adult learning theories and models support and do not support curriculum design when using the principles of backward design.
20%
Does not outline ways in which newer adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR outlines only supportive or only nonsupportive aspects. Outlines ways in which newer adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR describes only supportive or only nonsupportive aspects. Describes ways in which newer adult learning theories and models both support and do not support curriculum design when using the principles of backward design OR provides insight into practical application for only supportive or only nonsupportive aspects. Analyzes ways in which newer adult learning theories and models both support and do not support curriculum design when using the principles of backward design and provides insight into practical application.
Describe ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments.
20%
Does not outline ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments OR outlines only one or two of informal. formal, and nonformal learning environments. Outlines ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments OR outlines only one or two of informal, formal, and nonformal learning environments. Describes ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments OR provides insight into practical application for only one or two of informal, formal, and nonformal learning environments. Analyzes ways in which backward design can be used with adult learners in informal, formal, and nonformal learning environments and provides insight into practical application.
Describe changes you could make to a course to bring the course in line with backward design methods.
20%
Does not outline changes that could be made to a course to bring the course in line with backward design methods. Outlines changes that could be made to a course to bring the course in line with backward design methods. Describes changes that could be made to a course to bring the course in line with backward design methods. Describes changes that could be made to a course to bring the course in line with backward design methods and provides insight into practical application.
Apply principles of effective communication, including writing competently for the intended purpose.
20%
Does not apply principles of effective communication, including writing competently for the intended purpose. Inconsistently applies principles of effective communication, including writing competently for the intended purpose. Applies principles of effective communication, including writing competently for the intended purpose. Applies principles of effective communication, including writing competently for the intended purpose, with exceptional clarity and focus.

 

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