Instructional Insights: Building Well Aligned Courses Using Performance-Based Backward Design

Abstract

This paper describes an example of collaborative course development, in which occupational therapy faculty members designed a two-course sequence for teaching content related to occupational therapy with children and youth. They used a backward course design approach and performance-based learning objectives to create alignment between Accreditation Council for Occupational Therapy Education (ACOTE) standards, course assignments and instructional content. The authors present examples from their course design, along with evidence-based resources to guide educators working on developing new courses or revising existing courses. Outcomes achieved from four years of teaching and refining the developed courses are also described.

Keywords:

• Backward design
• course design
• learning objectives

Acknowledgements

The authors thank Michelle Gorenberg, OTR/L for her insights and feedback on this article.

Declaration of interest

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Shruti Gadkari

Shruti Gadkari, Assistant Professor, School of Occupational Therapy at Pacific University, Hillsboro, OR, USA. Caroline McCarty Harkins, Assistant Professor, School of Occupational Therapy at Pacific University, Hillsboro, OR, USA. Robbie Pock, Instructional Designer at Center for Educational Technology and Curricular Innovation at Pacific University, Hillsboro, OR, USA.