Essay / Blog Post
This essay reflects the measures I undertook in my large (150+ students) History 201 course at CSUSB to improve student performance and learning. Utilizing the pedagogical concepts of Backward design (Wiggins & McTighe, 2001) and Aligned curriculum design (Alfauzan & Tarachouna, 2017) I re-evaluated the course to ensure that course content, in class activities, student assessments, and teaching strategies were in line with student learning objectives (SLOs) and course aims. Designing in class activities with an explicit focus on SLOs and course aim made a significant difference in how students approached exams and developed higher order thinking skills (HOTS).
Saavedra, Yvette, "Addressing DWFI Rate Through Backward and Aligned Course Design" (2019). Q2S Enhancing Pedagogy. 34.