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On March 21, 2021, nearly 500 eager attendees joined Dr. Sheila Simpkins for an informative webinar that delved into the intricacies of modern teaching methodologies. The online training, hosted in conjunction with the Ministry of Education Directorate in the Asir region and Rijal Alma, focused on a progressive approach to course design known as the "Backwards Model."

The webinar started on a thought-provoking note as Dr. Simpkins posed a question to her audience: "What is your role in the classroom?" According to her, the answer shapes the foundation of any successful course design.

Dr. Simpkins, a fervent advocate for reshaping conventional pedagogical methods, stressed the importance of educators transitioning from a direct transmission style to a constructivist approach, echoing the best practices proposed in contemporary educational research. Within this construct, she presented Bloom's taxonomy as a crucial tool that could assist instructors in crafting objectives for lessons, units, courses, and programs. In her view, this methodology harmonizes perfectly with a constructivist teaching-learning environment, one where teachers take on the role of facilitators and students actively participate in their own education.

Further highlighting the importance of fostering higher-order thinking skills, Dr. Simpkins encouraged teachers to set learning objectives that spur students towards analyzing, evaluating, and creating.

Dr. Simpkins then delved into the principles of the "backwards model" of course design, which advocates for a results-oriented approach. She proposed three essential questions that teachers should contemplate:

1. What is the intended outcome for my students by the end of this sequence of work?
2. How will I measure their progress and achievements?
3. What are the most effective strategies to support students on this journey?

All aspects of course design, she emphasized, should resonate with a constructivist teaching-learning approach. With that in mind, Dr. Simpkins offered several key recommendations:

• Course learning objectives should be student-centric, tangible, and observable/measurable, ideally using Bloom's taxonomy.
• Assessments and assignments should align with the learning objectives and be authentic. That is, the same tasks used for learning should also be used to evaluate students' progress. These assessments, ranging from role plays and presentations to student portfolios and journals, should provide direct evidence of learning. Rubrics should be utilized for performance measurement, with traditional paper-based assessments kept to a minimum.
• Teaching strategies should align with the assessment methods, demonstrating the principle, "how you assess is how you teach" and vice versa.
• The selection of course content and materials, like textbooks and films or guest speakers, should complement the topics and aid in achieving the learning objectives.
• Finally, the creation of a course schedule and the sequencing of activities should ensure adequate practice, progressive skill building, and ample time for feedback.

Dr. Simpkins concluded her webinar asserting that this approach significantly enhances the educational process, making it more student-centric, engaging, and effective.