Transcript Slide 1

Teaching and Learning
at Augustana:
Effective Course Design
for Liberal Learning
Steve Klien, Director,
Center for Faculty Enrichment
Mark Salisbury, Director,
Institutional Research and Assessment
The students
are coming…
Some initial questions:
How many of you have had training in:
 teaching undergraduate students?
 theories of teaching and learning?
When were your best moments as a student?
What did your best teachers do?
This morning we will…
1.
2.
3.
4.
shift our teaching frame to student learning
introduce “Integrated Course Design”
develop learning objectives for a class
connect class activities and student
assessments to learning objectives
5. consider lesson and course planning
… and answer your questions and concerns!
Shifting the frame to
student learning outcomes
College teaching paradigm moving from input
(content) to outcomes (learning results)
• “liberal learning” (AAC&U)
• “deep learning” (Millis)
• “high-impact practices” (Kuh)
• “significant learning experiences” (Fink)
Fink’s Taxonomy of Significant Learning
ICD: Integrated Course Design (Fink)
LEARNING
GOALS
TEACHING
AND
LEARNING
ACTIVITIES
FEEDBACK
AND
ASSESSMENT
SITUATIONAL FACTORS
ICD: Integrated Course Design (Fink)
Situational factors:
•
•
•
•
•
specific context of the learning situation
general context of the learning situation
nature of the subject
characteristics of the learners
characteristics of the teacher
…then, “backward design” of the course
Learning Goals and Objectives
1. Augustana Student Learning
Outcomes (SLOs)
2. IDEA Center SRI Learning Objectives
3. [Fink’s Taxonomy of Significant Learning]
Augustana Student Learning Outcomes
INTELLECTUAL
SOPHISTICATION
• Understand
• Analyze
• Interpret
INTERPERSONAL
MATURITY
• Lead
• Relate
• Communicate
INTRAPERSONAL
CONVICTION
• Create
• Respond
• Wonder
IDEA Center Learning Objectives
Basic cognitive background
Intellectual development
#1: Factual knowledge
#7: Appreciation of
#2: Principles / theories
intellectual activity
Application of learning
#2: Develop personal values
#3: Apply course material
#11: Analyze and evaluate
#4: Develop professional skills Lifelong learning
Expressiveness
#9: Find, use inquiry resources
#6: Develop creative capacities #12: Acquire interest in
#8: Develop oral / writing skills
learning more by inquiry
#5: Acquire team skills
Learning Goals: Exercise!
• examine your course syllabus, reflect on
your course – what should students learn?
• articulate three (3) key learning outcome
goals in brief sentences with active verbs
(“Students will _______...”)
• identify which Augie SLOs and IDEA Center
objectives connect best to these goals
Learning Goals: Exercise!
• What did you come up with for goals?
• What was…
– most difficult?
– most surprising?
• Questions, observations, concerns?
10 minute Intermission
Achieving the goals:
the “3 column table”
Learning Goals
1.
What do I
2.
want my
3.
students
4.
to be able
5.
6. to do?
Assessment
Activities
What will
I use to
see if
they can
do it?
Learning Activities
What will
I do to
prepare
students
to do it?
Sample, using Fink’s taxonomy
Learning Goals
1. Basic Knowledge
2. Application
3. Integration
4. Human Dimension
5. Caring
6. Lifelong Learning
Assessment
Activities
Learning Activities
Assessment for
Significant Learning (Fink)
“Audit-ive Assessment”
“Backward-looking”
assessment
Basis for
a grade
• useful for summative
assessment of content
understanding
• …but limited for higher
orders of learning
Assessment for
Significant Learning (Fink)
“Educative Assessment”
“Forward-looking”
assessment
Self-assessment
Clear criteria
“FIDeLity”
feedback
Frequent
Immediate
Discriminating
Better
learning
Loving
Sample, using Fink’s taxonomy
Learning Goals
Assessment
Activities
1. Basic Knowledge
Exams, quizzes
2. Application
Case study project
3. Integration
Analytical essay
4. Human Dimension Peer evaluation
5. Caring
Reflective blogging
6. Lifelong Learning
Learning portfolio
Learning Activities
“Active Learning” Activities
“active learning” (Bonwell and Eison, qtd. in Fink,
emphasis added):
• “[involving] students in doing things and
thinking about the things they are doing”
• (versus passive reception of information)
“Active Learning” Activities
(“RICH”)
EXPERIENCE
• doing
• observing
INFO & IDEAS
• locating in sources
• accessing in, out
of class
REFLECTIVE
DIALOGUE
• solo, written
• conversation
Sample, using Fink’s taxonomy
Learning Goals
Assessment
Activities
Learning Activities
1. Basic Knowledge
Exams, quizzes
Reading, lecture
2. Application
Case study project
In-class exercises
3. Integration
Analytical essay
Group discussion
4. Human Dimension Peer evaluation
Team collaboration
5. Caring
Reflective blogging
Service learning
6. Lifelong Learning
Learning portfolio
Inquiry project
“3 column table”: Exercise!
• select one (1) key learning outcome goal
that you developed earlier
• identify a form of graded assessment you
can use to determine if the goal is met
• sketch out the learning activity(-ies) you
would provide to enable students to
complete the assessment
“3 column table”: Exercise!
• What was your key goal? What did you
come up with for an assessment? activities?
• What was…
– most difficult?
– most surprising?
• Questions, observations, concerns?
Developing the course schedule
More “3 column backward design”: learning
goals to assessment to activities
• culminating project(s): 1 or 2 during the
course; students must pull learning together
• then, how must you prepare students to
succeed in the project(s)?
– think in terms of 3-5 units / modules,
rather than chapters, content topics
Developing the sequence of topics
Activities, Assignments
Unit introductions
Unit 4
Unit 3
Unit 2
Unit 1
Developing the sequence of
learning activities
the “castle-top” instructional strategy (Fink)
Developing the sequence of
learning activities
Developing the sequence of weeks
ICD for Liberal Learning
Benefits of this approach:
 outcome-focused (rather than content-focused)
 learning-focused (rather than instructionfocused)
 active and functional (rather than passive and
purely informational)
 … and so it’s student-focused (rather than
teacher-focused)
Questions? Discussion?
Works Cited
American Association of Colleges & Universities. “What is a 21st Century Liberal
Education?” American Association of Colleges & Universities. 2014. Web. 30 July
2014 <http://www.aacu.org/leap/what_is_liberal_education.cfm>
Fink, L. Dee. “A Self-Directed Guide to Designing Courses for Significant Learning.” Dee
Fink & Associates. Aug. 2005. Web. 30 July 2014
<http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf >
Kuh, George D. “High-Impact Educational Practices.” American Association of Colleges &
Universities. 2014. Web. 30 July 2014 <http://www.aacu.org/leap/hip.cfm>
Millis, Barbara J. “IDEA Paper #47: Promoting Deep Learning.” IDEA Education – IDEA
Papers. 2010. Web. 30 July 2014 <http://ideaedu.org/sites/default/files/
IDEA_Paper_47.pdf>