Transcript Significant Learning - Sinclair Community College
DESIGNING COURSES for SIGNIFICANT LEARNING
SINCLAIR COMMUNITY COLLEGE NOVEMBER 8, 2008 Stewart Ross Ph. D. Director Center for Excellence in Teaching and Learning Minnesota State University
Designing Courses for Significant Learning FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course Design INTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator.
HUMAN DIMENSION: Self: Be more confident that you Other: Work with others to create more powerful designs CARING: Identify the value of course design in teaching LEARNING HOW TO LEARN can do this : Know what else you want to learn about (after the workshop )
Designing Courses for Significant Learning
Ice Breaker: “A Vision of Today’s Students
”
THE AGENDA FOR THE WORKSHOP 1.
Big Picture of Teaching – Place of Course Design 2.
Some “Interior Reflection Dreaming Exercise 3.
Integrated Course Design:
Readiness Assessment Test on Reading
Situational Factors
Learning Goals
Teaching/Learning Activities
Feedback & Assessment
Making Your Course Integrated 4. Question: “Will it be worth the time it takes?” 5. Practicum: Apply to your own course
Designing Courses for Significant Learning PARADIGM SHIFT IN COLLEGE TEACHING From: “TEACHING” To: “LEARNING”
• What is the difference? • Leads to new questions about our work as
teachers.
Designing Courses for Significant Learning PARADIGM SHIFT IN COLLEGE TEACHING From: “TEACHING” To: “LEARNING”
• What is the difference? • Leads to new questions about our work as
teachers.
•
WHAT should we be doing?
3 FEATURES OF A HIGH QUALITY LEARNING EXPERIENCE
During Course/College: End of course After College: 1. Students are : ENGAGED 2. Student effort results in : SIGNIFICANT & LASTING LEARNING 3. The learning : ADDS VALUE
Designing Courses for Significant Learning PARADIGM SHIFT IN COLLEGE TEACHING From: “TEACHING” To: “LEARNING”
• What is the difference? • Leads to new questions about our work as
teachers.
• WHAT should we be doing? • HOW do students learn?
Designing Courses for Significant Learning
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
Transmission Of Knowledge
Designing Courses for Significant Learning
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
2. Constructivism
Designing Courses for Significant Learning
Constructivist View of Learning
• We can transmit “INFORMATION.” • But people have to take that
information and CONSTRUCT their own understanding of it, and figure out what they can do with it.
Designing Courses for Significant Learning
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
2. Constructivism 3. Social Constructivism
Designing Courses for Significant Learning
Social Constructivism:
• We
can construct our understanding of anything by ourselves, but...
• it usually works much better to
collaborate and dialogue with others
Designing Courses for Significant Learning
Five Minute University “Father Sarducci”
Designing Courses for Significant Learning FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interacting with Students Designing Learning Experiences Managing the Course Beginning of the Course
Designing Courses for Significant Learning
Question: What pedagogical problems do you deal with in your teaching?
Share them with someone sitting next to you.
Share them with the entire group.
Designing Courses for Significant Learning
THREE COMMON PROBLEMS:
• Lack of Interest: “Students are bored with my class and lose interest quickly.” • Poor Preparation: “Students don’t do the assigned readings before class.” • Poor Retention of Learning: everything they learned earlier.” “Students do well on the test, but on the next test or in the next course, they seem to forget
Designing Courses for Significant Learning
THREE COMMON PROBLEMS:
• Lack of Interest: “Students are bored with my class and lose interest quickly.” • Poor Preparation: “Students don’t do the assigned readings before class.” • Poor Retention of Learning: everything they learned earlier.” “Students do well on the test, but on the next test or in the next course, they seem to forget
Designing Courses for Significant Learning
Lack of Interest
1. Enhance the teacher’s lecturing skills.
2. Use more material from “cutting edge” research.
3. Re-design the course to replace lecturing with more active learning.
Designing Courses for Significant Learning
Poor Student Preparation
1. Assign more severe penalties for not doing the readings beforehand.
2. Give students a pep talk.
3. Re-design the course to give students a reason to do the readings.
Designing Courses for Significant Learning
Poor Retention of Learning
1. Make the tests better (or tougher) 2. Require students to complete a refresher course 3. Re-design the course to give students more experience with using what they have learned
Designing Courses for Significant Learning
Sinclair Community College Mission: “We help individuals turn dreams into achievable goals through accessible, high quality, affordable learning opportunities.”
Designing Courses for Significant Learning
FACULTY DREAMS
• If you had a class that could and
would learn anything and everything you wanted them to learn:
• What is it that you would really like
them to learn?
Designing Courses for Significant Learning
Readiness Assessment Test
www.epsteineducation.com
Designing Courses for Significant Learning 3 Ways of Designing Courses: 1. “List of Topics” 2. “List of Activities” 3. Need a way of designing courses that is:
• Systematic • Integrated • Learning-Centered
Designing Courses for Significant Learning Integrated Course Design:
OVERVIEW
INTEGRATED COURSE DESIGN: Key Components Learning Goals Teaching & Learning Activities Feedback & Assessment S i t u a t i o n a l F a c t o r s
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning Integrated Course Design:
SITUATIONAL FACTORS
Criteria of “GOOD” Course Design
Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning Situational Factors: Collecting information about…
• Specific
Context
• Expectations
by people outside the course
• Nature of the
Subject
• Nature of
Students
• Nature of
Teacher
Designing Courses for Significant Learning Situational Factors
• Specific Context
of the Teaching/Learning Situation
– Number of students – Level of course – Time structure – Delivery: Live – Hybrid – Online • Expectations of Others: – What expectations are placed on this course or
curriculum by:
• Society? • The University, College and/or the Department? • The Profession?
Designing Courses for Significant Learning
• Nature of the Subject – Primarily theoretical, practical, or some
combination?
– Convergent or divergent? – Important changes or controversies
occurring?
• Characteristics of the Learners – Their life situation (e.g., working, family,
professional goals)?
– Their prior knowledge, experiences, and
initial feelings?
– Their learning goals, expectations, and
preferred learning styles?
Designing Courses for Significant Learning
• Characteristics of the Teacher(s) – My beliefs and values about teaching and
learning?
– My attitude toward: the subject, students? – My teaching skills? – My level of knowledge or familiarity with this
subject?
Designing Courses for Significant Learning SPECIAL PEDAGOGICAL CHALLENGE Premise:
• Every course has a special
pedagogical challenge.
• The teacher needs to do something
about that challenge in the first week (maybe the first day) of class.
Designing Courses for Significant Learning SPECIAL PEDAGOGICAL CHALLENGE Examples:
World Geography: “This is important only if…” Statistics in Psychology: “Only the gods can do statistics…” Modern German History: “All German history is about…”
Criteria of “GOOD” Course Design
Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning Integrated Course Design:
LEARNING GOALS
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Fink’s Taxonomy of Significant Learning Foundational Knowledge
Formulating Significant Learning Goals: Foundational Knowledge
• What key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future?
• What key ideas or perspectives are important for students to understand in this course?
Fink’s Taxonomy of Significant Learning Foundational Knowledge Application
Formulating Significant Learning Goals: Application
• What kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking?
• What important skills do students need to learn?
• What complex projects do students need to learn now to manage?
Fink’s Taxonomy of Significant Learning Foundational Knowledge Application Integration
Formulating Significant Learning Goals: Integration
• What
connections
(similarities and interactions) should students recognize and make --Among ideas
within
the course?
--Between the information, ideas & perspectives in this course and
those in other courses or areas
?
--Between material in this course and
the students’ own personal, social and work life
?
Student Learning Communities
• Helps students learn how to
integrate different perspectives while focusing on connecting diverse people and disciplines
• Links courses so students take a set
of courses together, often with team teaching as a strategy
• Overcome the isolation of students
and subjects from each other
Fink’s Taxonomy of Significant Learning Foundational Knowledge Application Integration Human Dimension
Formulating Significant Learning Goals: Human Dimension
• What can or should students learn about themselves?
• What can or should students learn about understanding and interacting with others?
Fink’s Taxonomy of Significant Learning Foundational Knowledge Application Caring Integration Human Dimension
Formulating Significant Learning Goals: Caring
• What changes would you like to see in what students
care
about, i.e., feelings, interests, values?
Fink’s Taxonomy of Significant Learning Learning how to learn Foundational Knowledge Application Caring Integration Human Dimension
Formulating Significant Learning Goals: Learning How To Learning
• What would you like for students to learn about:
1. How to be good students in a course like this?
2. How to learn about this particular subject?
3. How to become self-directed learners of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning?
Taxonomy of Significant Learning Caring
Developing new… Feelings Interests Values
Learning How to Learn
Becoming a better student Inquiring about a subject Self-directing learners
Foundational Knowledge
Understanding and remembering: Information Ideas
Application
Skills Thinking: Critical, Creative, & Practical Managing projects
Human Dimensions
Learning about: Oneself Others
Integration
Connecting: Ideas People Realms of life
Taxonomy of Significant Learning
Designing Courses for Significant Learning In a course with significant learning , students will: 1. Understand and remember terms, relationship, etc.
the key concepts, 2. Know how to use the content.
3. Be able to relate this subject to other subjects.
4. Understand the personal and social implications of knowing about this subject.
5. Value this subject and further learning about it.
6. Know how to keep on learning subject, after the course is over.
about this
Sample Learning Goals from an Introductory Psychology Course
• Foundational knowledge
Explain selected fundamental concepts in psychology in your own words
• Application
Think like a psychologist by using psychological theories to solve real world problems and engaging in psychological research
Sample Learning Goals from an Introductory Psychology Course cont’d
• Integration Relate psychological concepts & theories to your own experience including relationships with others, day-to-day events & experiences, articles & books you have read, and/or talks, films, programs, performances viewed & attended • Human Dimension Identify your strengths & weaknesses as a group member through self reflection & the feedback of other group members
Sample Learning Goals from an Introductory Psychology Course cont’d
• Caring Demonstrate the valuing of the psychological perspective in one or more ways including taking further courses in psychology, reading a journal or magazine such as Psychology Today • Learning how to learn Using scoring guides developed by the strategies for improvement , and/or seeking out talks or films on psychological topics instructor, analyze your own performance on selected class assignments and develop
Selected Objectives for Application Goal
• Identify various research methods and the types of
problems they might best investigate
• Distinguish between independent and dependent variables • Read a journal article and identify the various parts of the
research study
• Use one theory of motivation to analyze a case study
concerning a third-grade student and to offer recommendations to the teacher
• Participate in an in-class experiment and write up the
experiment & results in standard psychological report format
• Conduct a qualitative research study in a small group, write
up the results in standard psychological report format, & give an oral presentation on the study
• Develop an argument for the proper use of psychological
testing
• Design a psychological assessment instrument
Selected Objectives for Learning How to Learn Goal
• Reflect upon prior experiences in school and how they may
affect your experience in this class
• Identify your entering assumptions about the subject area
of the course
• Identify personal challenges encountered in doing various
classroom exercises and assignments throughout course
• Develop strategies to address these challenges • Reflect on your performance in a group alone and with
other group members and use to enhance your performance in a small group
• Reflect upon the implications of your performance on a
personality assessment instrument for yourself as a learner and as a group member
• Reflect back on the course to assess how your view of the
subject area has changed and how the various activities and assignments contributed to this change
Learning Outcomes for a course on preparing to be a band director
– Foundational Knowledge: Knowledge about the various
instruments, conducting techniques, etc.
– Application: Ability to use conducting techniques, give
instruction on multiple musical instruments, etc.
– Integration: Ability to integrate individual instruments and
players into the whole band or orchestra, the music into the whole school curriculum, etc.
– Human Interaction: A clear understanding of themselves as
player, teacher and conductor, plus an ability to interact with others - students, parents, administrators, etc.
– Caring: An interest and excitement about music and young
people, a professional attitude toward their responsibilities.
– Learning How to Learn: As novice teachers, a plan to know how
to keep on learning how to improve the various abilities required for this profession.
Writing Significant Learning Goals for Your Course
• Select one course you teach and
experiment writing one learning goal of each type using Fink’s Taxonomy on the three-column table.
• As you write the goals, think about the
following as a preface for each goal: “By the end of the course, I hope my students will be able to….”
• Pay attention to the verbs you use; try to
make them concrete and specific. Avoid words like “understand,” “appreciate,” “be acquainted with”
“Thanks…now I know why I hate classical music”
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Student Learning Communities
• Began taking hold in 1990s • Aids students in integrating different
perspectives and disciplines
• New kind of interaction between students,
faulty, staff, and citizens in community.
• Links courses, often with team teaching • Puts the subject “in the center” while
teachers and students sit in a circle around the subject, learning together.
Designing Courses for Significant Learning Integrated Course Design:
FEEDBACK & ASSESSMENT
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment Self-Assessment Criteria and Standards “FIDeLity” Feedback
Feedback and Assessment: “EDUCATIVE ASSESSMENT” Forward-Looking Assessment Task Criteria and Standards Self-Assessment Feedback
Forward Looking Assessment
• Focus on what students should be able to
DO in the future.
• Students imagine themselves in a situation
where people are actually using this knowledge.
• Create assignments and tests that require
judgment/exploration rather than reciting or restating facts.
• Focus on real-life context • Focus assessment on integrated use of
skills
Backward Looking Assessment
Multiple choice test on what was presented previous three weeks in reading and class: 1. When did J.S. Bach die?
a. 1750 b. 1725 c. 1710 d. 1770 2. Which instrument is most unlike the others?
a. Violin b. Cello c. Trombone d. Viola
Forward Looking Assessment
Concerto Grosso in G major, Op. 6, no.1 George Frideric Handel A tempo giusto (1685-1759) Allegro Adagio Allegro Petite Symphonie in Bb (1851) Charles Gounod (1818-1893) Adagio - Allegretto Andante Cantabile Scherzo: Allegro moderato Duet – Concertino Finale: Allegretto Allegro moderato Rondo: Allegro ma non troppo Richard Strauss (1864-1949) Michael Rowlett, clarinet Wade Irvin, bassoon
Developing Forward Looking Assessments
• Take a few minutes to think about
the type of assessments you do in your courses.
• Write down a list of forward looking
assessments you already use (if any).
• Try to think of at least one forward
looking assessment you could create for your course.
• Share with a partner
Criteria and Standards
• Clear and appropriate assessment
criteria and standards are necessary.
• Develop rubrics when possible and
construct a 2-5 point scale with descriptive statements of good and poor versions of traits
• Identify criteria that count in
evaluation
• Try out scale with a sample of
students or colleagues and revise.
Creating Rubrics
• Create a “pass/fail” rubric for one
learning outcome for the course you are going to create or redesign.
• What do students need to do in order
to demonstrate a passable level?
• How would you add other levels of
competence to achieve a rubric of 3 5 levels of achievement?
Self Assessment
• Create multiple opportunities for
students to engage in self assessment of their performance.
• Students need to identify relevant
criteria for assessing their work and the work of others.
• Students need to practice using the
criteria for quality on their own work.
7 Principles of FORMATIVE FEEDBACK
1. Facilitate the development of self-assessment (reflection) in learning.
E.g., Request the kinds of feedback students would like when they hand in work.
2. Encourage teacher and peer dialogue around learning.
Use one-minute papers about learning, assignments, and feedback.
Ask students to identify examples of feedback comments they found particularly helpful.
3. Help clarify what good performance is (the goals, criteria, and standards expected).
Provide better definitions of requirements using carefully constructed criteria sheets and performance level definitions.
7 Principles of FORMATIVE FEEDBACK
4 . Provide opportunities to close the gap between current and desired performance.
Increase the number of opportunities for resubmission of work.
5. Deliver high quality information to students about their learning.
Relate feedback to predefined criteria.
Provide feedback soon after a submission.
Provide corrective advice, not just information on strengths/weaknesses.
6. Encourage positive motivational beliefs and self-esteem.
Provide opportunities for low-stakes tasks with feedback before giving high-stakes task with grades.
Provide grades on written work only after students have responded to feedback comments.
7 Principles of FORMATIVE FEEDBACK
7. Provide information to teachers that can be used to help shape the learning.
Have students identify where they are having difficulties when they hand in assessed work.
Use anonymous one-minute papers at end of a class session.
• Source: Enhancing student learning through effective
formative feedback, by C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. Ross, & B. Smith. Higher Education Academy, York, England. June, 2004.
Feedback
“Classroom Assessment Techniques” by Angelo and Cross Examples: 1. Muddiest Point—students write down what was least clear to them 2. Minute Paper—helps both students and professor 3. Background Knowledge Probes
Critical Incident Questionnaire - Stephen Brookfield
During last 5 minutes of final class of the week students answer the following questions: 1. Most engaged moment as learner 2. Most distanced moment as learner 3. Most helpful action of professor (peer) 4. Most puzzling action of professor (peer) 5. What surprised you most this week?
Teacher summarizes answers at the beginning of the first class of the next week
“FIDeLity Feedback”
• F
requent
• I
mmediate
• D
iscriminating (based on criteria and standards)
• L
ovingly or supportive approach used
Educative Feedback & Assessment Exercise
Situation
– You are teaching an “Introduction to
Botany” course. You have asked students to design a research project to test a hypothesis about factors affecting plant growth.
Application Task
– Identify three criteria that would be
appropriate for assessing this project.
Designing Courses for Significant Learning Integrated Course Design:
LEARNING ACTIVITIES
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning A MODEL OF ACTIVE LEARNING (The Basic Version) PASSIVE LEARNING: A C T I V E L E A R N I N G : EXPERIENCE REFLECTIVE DIALOGUE, with: RECEIVING INFORMATION & IDEAS DOING SELF OBSERVING OTHERS
Designing Courses for Significant Learning
Why should all course have some component of active learning?
Let’s let Ben Stein help us with that question….
Designing Courses for Significant Learning HOLISTIC ACTIVE LEARNING
•
Information & Ideas Primary/Secondary In-class, out-of-class, online
•
Experience
Doing, Observing Actual, Simulated “Rich Learning Experiences”
•
Reflection
About the…
Subject Learning Process
Via: Journaling, Learning Portfolios
Multiple Activities that Promote ACTIVE LEARNING
DIRECT INDIRECT, VICARIOUS ONLINE
GETTING INFORMATION & IDEAS Original data Original sources
Secondary data and sources
Lectures, textbooks
Course website
Internet
EXPERIENCE "Doing" Real Doing, in authentic settings
"Observing" Direct observation of phenomena REFLECTIVE DIALOGUE, with: Self Others
Reflective thinking
Live dialogue
Journaling (in or out of class)
Case studies Gaming , Simulations Role play
Stories (can be accessed via: film, literature, oral history) Teacher can assign students to "directly experience" …
Students can engage in "indirect" kinds of experience online Students can reflect, and then engage in various kinds of dialogue online.
HOLISTIC ACTIVE LEARNING: A Case Study In a course on “ Leadership for Engineers, ” teacher does the following: the
• Begins the course by asking students to think about
what leadership means to them , individually and then collectively.
• Then the class reads a book or case study about people in
leadership positions (e.g., Abraham Lincoln).
• Following this, they re-visit the central question of
“ What constitutes leadership ” ? and revise their earlier definition accordingly.
• This sequence is repeated throughout the course: – students read something
– revisit the central question – read something new – revisit the central question – etc.
Designing Courses for Significant Learning Question #1:
Which of the three components of holistic active learning does this course include possible) – as described above? (More than one component is 1. Information and Ideas 2. Experience 3. Reflection
Designing Courses for Significant Learning
Question #2: How might you strengthen the “Experiential” component?
Designing Courses for Significant Learning RICH LEARNING EXPERIENCES WHAT ARE THEY?
• Learning experiences in which students are
able to simultaneously acquire kinds of higher level learning.
multiple WHAT ARE SOME EXAMPLES?
In-Class:
• Debates • Role playing • Simulations • Dramatizations
Out-of-Class:
• Service learning • Situational observations • Authentic projects
Designing Courses for Significant Learning IN-DEPTH REFLECTIVE DIALOGUE With Whom?
• Oneself (journaling, learning portfolios) • Others (teacher, other students, people outside class)
About What?
• Subject of the Course: • Learning Process: • WHAT am I learning? • HOW do I learn: best, most comfortably, with
difficulty, etc.?
• What is the VALUE of what I am learning? • WHAT ELSE do I need or want to learn?
Written Forms?
• One-minute papers • Weekly journal writing • Learning portfolios (end-of-course, end-of-program)
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning Integrated Course Design:
INTEGRATION
Criteria of “GOOD” Course Design Significant Learning Learning Goals Active Learning Teaching and Learning Activities Integration Feedback & Assessment Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis
Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table 2. Weekly Schedule 3. Teaching Strategy 4. String of Activities
Designing Courses for Significant Learning
INTEGRATING THE COURSE 1. 3-Column Table
2. Weekly Schedule 3. Teaching Strategy 4. String of Activities
3-COLUMN TABLE:
4.
5.
6.
Learning Goals: Assessment Activities: Learning Activities:
1. 2.
3.
Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
3. Teaching Strategy 4. String of Activities
Week #: Mon Wed Fri 1 2 3 4 ..
..
12 13 14 15
Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table 2. Weekly Schedule
3. Teaching Strategy
4. String of Activities
Designing Courses for Significant Learning
TEACHING STRATEGY
:
• A particular
COMBINATION learning activities… of
• arranged in a particular
SEQUENCE Two Examples:
• Problem-based learning • Team-based learning
Designing Courses for Significant Learning “ CASTLE-TOP” DIAGRAM: A Tool for Identifying Your TEACHING STRATEGY In-Class Activities: Out-of Class Activities: Mon Wed Fri ?
?
?
?
Mon Wed Fri Assessm’t & Feedback
TEACHING STRATEGIES
In class: Out of class: Lecture Read text Lecture Homework exercises Lecture Review Exam
QUESTION :
•
This strategy creates a high likelihood that most students will… 1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
TEACHING STRATEGIES
In class: Out of class: Read text Readiness Assurance Test: Individual Group Homework exercises Application problems (Small Groups) Review Exam: Content Application Culminating Project
QUESTION:
•
This strategy creates a high likelihood that most students will… 1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table 2. Weekly Schedule 3. Teaching Strategy
4. String of Activities
1 ..
..
7 8 9 10 11 12 13 14 15 MONDAY WED.
X X X X X X FRIDAY X X
Designing Courses for Significant Learning Model of Integrated Course Design Learning Goals Teaching/ Learning Activities Feedback & Assessment S i t u a t i o n a l F a c t o r s
Designing Courses for Significant Learning Integrated Course Design:
DOES IT WORK?
Designing Courses for Significant Learning DOES IT MAKE A DIFFERENCE?
Case #1
• Jane Connor, SUNY-Binghamton • Course: Multi-Cultural Psychology • Primary Learning Goal: • To help students learn about – and learn
how to interact with – people who are different from themselves
Designing Courses for Significant Learning COURSE DESIGN FEATURES:
• CONTENT
: Used Readiness Assessment Tests from TBL
• STORIES
: Had speakers come in (students, people from community)
• REFLECTIONS
: Both before and after readings; before and after stories
• RICH LEARNING EXPERIENCE
:
• For a 4-week period, students had to put
themselves in contact with someone different from themselves – preferably someone (or group with whom they were uncomfortable)
Designing Courses for Significant Learning RESULTS?
• Students did the readings – and understood them. • As a result of the “strategy” (readings + dialogue
with others + special experiences + multiple reflections):
• Students reported, almost to a person, that
this course “transformed” them.
• Teacher won the university’s primary teaching
award.
• Dean of Student Affairs: 11 of 16 students said
this was “the most valuable course in their whole college experience.”
Designing Courses for Significant Learning Does It Make a Difference?
Case #2
• Bill Weeks, University of Missouri at Rolla • Course: Coding in Computer Science • Small class (18 students), traditional time
structure (M-W-F)
• Initially: Lecture + homework • Results: Students overwhelmed by
complexity – frustration – apathy – low course evaluations
Designing Courses for Significant Learning Changes Made: 1. Completely re-wrote his learning goals : (examples)
• For a given communication channel, students will be able to
compute the maximum rate of reliable transmission
• Students will learn how to work effectively in a group
setting.
• Students will be able to direct their own learning in relation
to understanding, designing, and evaluating new codes.
2. New teaching strategy : Used TBL 3. Used reflective writing : Learning portfolios 4. Oral presentations 5. Had students re-submit their homework
Designing Courses for Significant Learning RESULTS:
• Students did the readings, and did as well as
before on exams of Foundational Knowledge.
• TEACHER
: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”
• STUDENTS
:
• …an interesting learning experience I will
never forget…provided me with knowledge to carry out independent study.
• I enjoyed this course to the fullest…course
was entertaining and at the same time enlightening.
Designing Courses for Significant Learning TEACHER’S REACTION:
• “Teaching such an excited group of
students was an unforgettable experience.
• It made my job seem worthwhile and
very fulfilling.
• I will be feeding off that student
excitement for years.”
Designing Courses for Significant Learning FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course Design INTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator.
HUMAN DIMENSION: Self: Be more confident that you Other: Work with others to create more powerful designs CARING: Identify the value of course design in teaching LEARNING HOW TO LEARN can do this : Know what else you want to learn about (after the workshop )
Designing Courses for Significant Learning RESOURCES FOR FURTHER LEARNING:
Print Resources
Each Other
Your Dreams
507-389-1098
Designing Courses for Significant Learning
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