Applying the Science of Learning to College Teaching

In How Learning Works Ambrose et al. cite four basic criteria for applying the science of learning to college teaching:

Not only are these principles research-based but they are also:

Starting with these principles Ambrose et al. expand upon the three stages of backward design:

  1. Identify desired results.
  2. Determine acceptable evidence.
  3. Plan learning experiences and instruction

The authors of Understanding by Design encourage teachers to ask: What kind of intellectual scaffolding is provided to guide students through the important ideas? How are students expected to use those ideas to make meaning of the many facts? What performance goals would help students know how to take notes for maximal effec- tive use by the course’s end?

They then provide a 1-Page Template with Design Questions for Teachers (Figure 1.2) with an initial design frame. An example template is elaborated upon in Figure 1.3 which supports backward design thinking by making the longer-term goals far more explicit than is typical in lesson planning. Teachers can follow those goals through Stages 2 and 3 to ensure that the design is coherent.

UbD Design Standards are presented in Figure 1.4 to address and verify the coherence of the unit and the authors note: "In summary backward design yields greater coherence among desired results key performances and teaching and learning experiences resulting in better student performance—the purpose of design."