Backward Design Step 1: Identify Situational Factors
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Whether designing a new course or redesigning an existing course, the first step is identifying and reviewing the factors affecting major design components. Fink identifies these components as learning goals, feedback/assessment, and teaching/learning activities. If situational factors are not taken into account while developing these components, you run the risk of developing a course that doesn’t work for the students, doesn’t meet institutional goals, and doesn’t achieve the course outcomes. Fink identifies the following situational factors to consider.
Specific Course Content
- “What is the special situation in this course that challenges the students and [you] in the desire to make this a meaningful and important learning experience?” (Fink 77).
External Expectations
- “What does society at large need and expect in terms of the education of these students, in general, or concerning this particular subject?
- Are there accreditation requirements that affect the goals of this [course]?
- What curricular goals has the institution or department affected this course?” (Fink 76).
Subject Nature
- “Is this subject matter convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)?
- Is this subject primarily cognitive, or does it have physical elements?
- Is the field of study relatively stable during rapid change, or are competing paradigms challenging each other?” (Fink 77).
Instructor Characteristics
- “What prior experiences, knowledge, skills, and attitudes [do you] have in terms of…this course?
- [Have you] taught this subject before, or is this the first time?
- Will [you] teach this course again in the future, or is this the last time?
- [Do you] have a high level of competence in this subject, or is this new material for you?
Learning Characteristics
- “What is the life situation of the students at the moment: full‑time, part‑time, family, and work...?
- What life or professional goals do students have related to this [course]?
- What are their reasons for enrolling?
- What prior experiences, knowledge, skills, and attitudes do the students have (Fink 77).
See Also
- Backward Design Step 1: Identify Situational Factors
- Backward Design Step 2: Writing Course Learning Outcomes
- Backward Design Step 3: Define Course Structure
- Backward Design Step 4: Identify Unit Objectives
- Backward Design Step 5: Identify Evidence of Understanding
- Backward Design Step 6: Select Learning Activities For Your Course
- Backward Design Step 7: Integrate Course Elements
- Backward Design Step 8: Debug Your Course
- Backward Design Step 9: Evaluate Your Course