Transcript W isconsin I nstructional D esign S ystem

Kirkwood Community College
Welcome to the WIDS Workshop
Welcome
 Tell your name and your position at the
college
 Share an item that you have with you that
tells something about you (from your purse,
briefcase, pocket, wallet, etc.)
 Share any questions you’d like to get
answered in this workshop
Preview Course Materials
 Packet
 WIDS PAT Library Books
Workshop Competency
Competency
Illustrate the WIDS Model
Linked Core Abilities
 Think critically
 Communicate clearly
Performance Standards
You will demonstrate competence:
 by completing the WIDS Model Framework activity for a unit study
Your performance will be successful when:
 framework includes one to three (1-3) related competencies
 framework includes linked program outcomes, general education outcomes
and/or external standards as appropriate
 framework includes a set of learning objectives that outline supporting skills,
concepts, procedures, processes and or principles that a learner needs to
perform the competency
 framework includes learning activities that help learners master the
competency
 framework includes an assessment strategy for the competency
 framework includes a set of criteria that form the basis for the assessment
checklist or rubric
What is WIDS?
What is WIDS?
 Worldwide Instructional Design System
 Created in 1993 by the WTCS Colleges
 Curriculum Model
 Software Package
 Designed by our users for our users
Who Is Using WIDS?
 Over 200 licenses worldwide (33 states
and 5 foreign countries)
 Technical colleges
 Community colleges
 Universities
 High schools
 Businesses
Some of Our Users
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16 WI Technical Colleges
MN State Community and Technical College
Saint Paul College, MN
Hennepin Technical College, MN
Bethel University, MN
South Central Community College, MN
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6 Canadian Colleges
Learning Resources, Cape Town, South Africa
Schoolcraft Community College, MI
State Fair College, MO
National American University
Why WIDS?
 Guidance and framework for
teachers
 Consistent curriculum model
and language
 Learner centered model
 Document
 Align/Link to standards
 Store electronically
 Prepare for accreditation visits
Basic Assumptions
Student learning is the organizing
principle of our schools
We want to achieve clarity about
learning outcomes
We coordinate teaching and
assessment to promote student
learning
Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for
Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning
Commission, NCA. 2001.
Doherty, Riordan, Roth. “Student Learning: A Central Focus for Institutions of Higher Education.” Alverno College
Institute, Milwaukee, WI.
The Challenge
 Determine outcomes for learners
 Design learning to achieve outcomes
 Develop assessments that measure
outcomes
 Develop criteria for assessing student
performance
 Connect outcomes, assessments, learning
Imagine this . . .
 You’ve just been hired to
teach
 It’s already the first day of
school
 The only materials you have
been given are a syllabus
and a text from the previous
teacher
 WHAT DO YOU DO NOW?
What you are facing is a typical
instructional design challenge
How do you
get ready to
teach?
Typical Questions
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Who are the learners?
What will I teach?
How should I present the
content?
How will I evaluate students’
work?
When will I know the students
have learned?
Components of
PBL:
Performance
Based Learning
WHO
Content and
Standards
Assessment
WHAT
WHEN
Instruction
HOW
Feature #1
 Competencies are
identified, verified, and
made public in advance
 All content decisions are
based on competencies
 This is part of the WHAT
Competencies
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Establish a soil nutrient plan
Determine a tillage and conservation plan
Determine a pest management plan
Manage crop storage
Plan nursing interventions
Competencies Drive Learning
and Assessment
Feature #2
 Assessment of a competency
asks a learner to PERFORM
the competency as the
primary source of evidence
that he/she has mastered it
 This is the WHEN
True Learning?
I TAUGHT
STRIPE HOW
TO WHISTLE
I DON’T HEAR
HIM
WHISTLING
I SAID I TAUGHT
HIM. I DIDN’T
SAY HE LEARNED
IT
From Checking for Understanding, King Features Syndicate.
Feature #3
 The criteria and conditions
for assessing achievement
are explicitly stated
 They are made public in
advance
 Assessment is criterionreferenced, not normreferenced
 This is part of the WHEN
Feature #4
 The learning activities and
teaching strategies relate
directly to the
competencies
 A variety of strategies are
used
 Activities are learner
centered
 This is the HOW
LEARNING
OUTCOME
(COMPETENCY)
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities
ASSESSMENT
Performance
Standards
Aligning Course Design Components
Misalignment between course objectives, classroom
activities and assessment can often be the basis of
students’ lack of learning. . . researchers have found that
lack of excellence in [student learning is] caused, not so
much by ineffective teaching, but by misalignment
between what instructors intend to teach, what they
actually teach, and what they test.
S.A. Cohen, Instructional Alignment: Searching for a Magic Bullet
Activity
 Complete the activity on pages 4 and 5 of
your packet by yourself.
 Then share your results with 2-3 other
people. Discuss
 How did you rate yourself?
 How would you like to rate yourself differently in
the future? (What would you like to change—if
anything?)
Course Map
 Examine the course map on page 6 of your
packet
 Complete your course map on page 7
Competencies Drive Learning
and Assessment
Competencies
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Describe an outcome of the course
Begin with a SINGLE action verb
Are measurable and observable
Require application of knowledge (application
level or above on Bloom’s taxonomy)
 Are clear and concise
Goal or Competency?
Goal
• General
• What I HOPE
students learn
• May or may not be
measurable
Competency
(Outcome)
• Specific
• What I ACTUALLY
teach and assess
• Measurable and
observable
Goal or Competency?
1.
2.
3.
4.
5.
6.
Know about the human body
Build a staircase
Learn software programs
Create a spreadsheet
Evaluate employee safety programs
Understand machining processes
Competency
 Using page 7, write a competency for each
item in the box.
Competencies
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

Describe an outcome of the course
Begin with a SINGLE action verb
Are measurable and observable
Require application of knowledge (application
level or above on Bloom’s taxonomy)
 Are clear and concise
Learning Objectives
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Facts
Concepts
Principles
Processes
Procedures
Activity
 Complete page 8 in your packet
 Share your ideas with a partner
Learning Activities
The Learning Cycle
Application
Practice
Motivation
Comprehension
Presentations Unit: Session 1
 ATTEND a lecture on 
Preparing a
Presentation.

BRAINSTORM situations where
you might have to persuade
someone at work.
ATTEND a lecture on Preparing
a presentation.
 BUILD sample presentations on
the board.
 DEVELOP key messages for
your presentation using the
Presentation Plan Sheet.
Presentations Unit: Session 5
 PREPARE your
presentation.
 CONFERENCE with your
instructor about your
presentation. BRING your
completed Presentation Plan
Sheet.
 MAKE changes if necessary.
Sample Learning Plan
Activity
 Identify several activities you can use to teach
the competency on your framework.
 Write them in the box on the bottom left.
Why Write
Performance
Assessment Tasks
Raise the Quality of Work
Learners Produce
 Performance standards give a
clear picture of what the end
result should look like
 Using that information learners
can produce a quality product
Write your name
Performance Assessment Task
Criteria
Rating
Name is written in cursive
Met Not Met
Name includes first name,
middle initial, and last name
Name is written in ink
Met Not Met
Met Not Met
Letters in the name are equally Met Not Met
spaced
All letters in the name are
Met Not Met
legible
Provide Data for Improving
Teaching/Learning
Talk About It
 What conclusions can you draw from this
data?
 How might you use this data to improve
teaching and learning?
 What is the value of scoring guides for
teaching and learning?
Provide Guidelines for Evaluation
and Grading
http://www.roobrix.com/
Activity
On your framework add
- The assessment strategy (condition)
- The criteria for success (checklist)
Sample Learning Plan
Share with a Partner
 One thing I can take away from today
 Any questions I still have to answer
Communicate
clearly
Handle chiropractic patients
on the phone and in person
Describe
characteristic
s of
professional
telephone
etiquette.
Identify
common
screening
scripts
Summarize
reasons
people call or
visit a
chiropractic
office.
Performance Standards
Role-play
learner
answers
phone by
Motivation Comprehension Practice
Applicationsecond
ring
SHARE your READ
BRAINSTOR ROLE
PLAY the
experiences pages 8M a list of
phone
with doctors’ 17 of the
characteristic
script
offices as a AMS Staff s a CA must found on
patient .
Manual.
exhibit.
pages 1417
learner
respond
s with
pleasant
tone
learner
uses
correct
script
Communicate
clearly
Handle chiropractic
patients on the phone and
in person
Performance
learne
learne
learner Standards
r uses
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respon correc
phone
t
ds
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in smallwith
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MotivatiComprehensiPractic Applicatiring
SHARE your READ pages BRAINSTORM ROLE PLAYseries of front-office
nt
on
onthe a list ofe
theon
phone
experiences
8-17 of
with doctors’ AMS Staff
characteristics script found events
tone
Handling
on
pages
14offices as a
Manual.
a CA must
17 of the AMS
patient .
Patients Role
Staff Manual.
exhibit.
Play
Describe
characteristics
of professional
telephone
etiquette.
Identify
common
screening
scripts
currently
being used in
chiropractic
offices.
Summarize
various
reasons an
individual
may call or
visit a
chiropractic
office.
(WC)