Transcript Document

Student Learning by
Design
Daniel T. Flynn & Dawn Hunter
Institute for Excellence in Teaching
Chapman University
Session Roadmap
Designing for Student Learning
• Understanding the Chapman Context
• Differentiating Instruction
• Strategies to Enhance the Learning
Process
• WORKSHOP format—questions always!
The Context of Learning at Chapman
Course design is more than a list of course content
• Content Knowledge
Content Knowledge
• Learning Objectives
• Instructional Methods
• Accreditation
• Pedagogical Content
Knowledge
• Classroom Management
Policy
• Assessment
• Scholarship
• Curriculum Handbook
• Faculty Manual
Pedagogical Knowledge
• Syllabi Best Practices
Syllabus
Assessment
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Student Learning
Outcomes
Student Learning Outcomes
Course Learning Outcomes
Program Learning Outcomes
Institutional Learning Outcomes
This Session has Outcomes
After this session, active participants
will be able to:
• Understand the significance of course design
guided by a syllabus
• Locate Chapman Syllabi Resources
• Program Learning Objectives
• Course Approval System/Approved Syllabi
• Previous Syllabus Handouts
• Understand the difference between the
“Syllabus” and the syllabus handout.
What Does the Syllabus Do?
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List required Resources (readings, texts, links, etc.)
Sets out the Calendar of activities and readings
Establishes the Point of Contact between Student and Instructor
Sets Tone of class
Describes the Educational Purpose of course
Establishes the Logistics
Helps students Assess their Readiness
Provides Learning Resources
Defines Responsibilities
Serves as a Contract
“All course syllabi submitted in curricular proposals must follow the
guidelines for course syllabi and the sample syllabus format.”
Required Contents– Curriculum Handbook p. 26
Guidelines for Various Components—Curriculum Handbook
pp. 26-29
Sample Syllabus – Curriculum Handbook pp. 30-34
O’Brien, Millis, and Cohen, 2008
Chapman Courses Have Defined Syllabi
Called the “Syllabus.”
• All Chapman courses are defined and approved as per the
Curriculum Handbook (p. 26).
Chapman Courses Have Defined Syllabi
Called the “Syllabus.”
• All Chapman courses are defined and approved as per the
Curriculum Handbook (p. 26).
• Chapman Course Syllabi can be found within the Course Approval
System or from your department
ACTIVITY:
Navigate to The Syllabus of a course you will be teaching in the fall.
• Login to MyWindow, click on “Faculty” tab.
• Course Approval System is listed at right
• Login to Course Approval System
• Navigate to your course via
Modeling: Navigate to Lehnhoff’s Brit Lit as an example
Program Learning Objectives are the
Foundation to Course Development
• All Chapman courses are defined and approved as per the
Curriculum Handbook.
• Chapman Course Syllabi all reference Program Learning
Objectives
ACTIVITY:
Navigate to the Program Learning Objectives for a course you will
be teaching in the Fall.
• Chapman Main Website, Academics, Learning at Chapman.
• Program Learning Outcomes link is listed in center
• Listed by degree program
• Navigate to your course via its degree program
“Syllabus” and Syllabus Handouts
“Syllabus”
All required items from
Curriculum Handbook
Syllabus Handout
All required items from the
Curriculum Handbook
Weekly schedule of readings
Your instructional philosophy
Assignment rubrics
Student- and lesson-level
learning objectives
ACTIVITY:
Navigate to previous student handouts located at Chapman Online
Syllabus.
• Login to MyWindow, click on “Faculty” tab.
• Select A-Z Index at right
• |S|, click Syllabi (view)
• Navigate to Chapman University 2013 Fall term
• Find a syllabus handout from a previous instructor
Outcomes Link to Learning
From Overbaugh & Schultz
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Knowledge Dimension
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
Student Learning Objectives
Are CONNECTED to ASSESSMENT
http://www.humboldt.edu/celt/tips/writing_student_learning_outcomes/
Student Learning
Objectives
Assessment
Aligned with
SLOs
Assessment
What is Assessment?
The systematic gathering, analysis, and
interpretation of student produced evidence to
determine how well student learning matches stated
expectations.
Formative Assessment to
Inform Instruction
Formative Assessment
The formative assessment process provides information
needed to adjust teaching and learning while instruction is still in
happening. The process serves as practice for the student and a check
for understanding during the learning process. The formative
assessment process guides instructors in making decisions about
future instruction
Examples of Formative
Assessment
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Observation
Quizzes
Clicker questions
Discussion
Q&A
Practice presentations
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
Summative Assessment to
Evaluate Student
Summative Assessment
The goal of summative assessment is to evaluate student learning at
the end of an instructional unit by comparing it against some standard
or benchmark.
• Summative assessment should be aligned with SLOs
• Summative assessment is usually High Stakes
Examples of Summative
Assessment
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Lab reports
Midterm exams
Final projects
Papers
Senior recitals
Information from summative assessments can be used formatively when
students or faculty use it to guide their efforts and activities in subsequent
courses.
http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
WRAP UP: SLOs and Assessment are
the bookends of quality course
design.
http://www.humboldt.edu/celt/tips/writing_student_learning_outcomes/
This Session’s Outcomes
After this session, active participants
will be able to:
• Understand the significance of course design
guided by a syllabus
• Locate Chapman Syllabi Resources
• Program Learning Objectives
• Course Approval System/Approved Syllabi
• Previous Syllabus Handouts
• Understand the difference between the
“Syllabus” and the syllabus handout.
Differentiated Learning
“I teach the way my best teachers
taught me.”
“I suppose it is tempting,
if the only tool you have is a hammer,
to treat everything as if it were a nail.”
Abraham Maslow, 1966, The Psychology of Science
Differentiated Learning
Characteristics of Our Students
Bain, 2004; Swinicki & McKeachie, 2011
Read/Written
Visual
Aural –orKinestetic
Differentiated Learning
Characteristics of Ourselves
ACTIVITY:
Go to bit.ly/sivark2014 and complete the VARK Questionnaire.
NOTE your preferred learning style(s).
Differentiated Learning
Characteristics of Ourselves
ACTIVITY:
Go to bit.ly/sivark2014 and complete the VARK Questionnaire.
NOTE your preferred learning style(s).
SHARE BACK:
How was that experience?
What awareness developed as you think about course planning ?
Next:
Dawn Hunter—
The LEARNING PROCESS:
Designing Instruction to
facilitate student learning
Planning is More Than Just
Following “The Syllabus.”
Preparing to Teach—at each lesson
Bain, 2004
Countdown for Course Preparation
• 3 months out
• 2 months out
• 1 month out
• 1 week out
Svinicki & McKeachie, 2014
Motivated Students Learn
Strategies for Fostering Motivation:
Motivated Students Learn
ACTIVITY:
Think-Pair-Share.
What are some ways you motivate your students other than grades?
NOTE your preferred learning style(s).
Strategies for Fostering Motivation:
• Expect engagement (explicit, cultural aspects of
participation)
• Be an engaging teacher (passionate,
approachable, authentic)
• Use praise and criticism effectively (informational,
privately)
• Create a “safe” environment to learn (fear factor –
learning is short lived)
• Promote student autonomy (meaningful learning –
options)
• Teach things worth learning
• Expect and facilitate students success (rebuild
confidence if necessary, provide resource
suggestions)
[Barkley, 2010]
Active Learning Strategies
Engage & Motivate Students
Active Learning Strategies
Activity:
Quick write – How can you employ
active learning in your content
area?
Active Learning Strategies:
• Clarify roles of teacher and students
• Help students develop learning strategies (devices that
help retrieve, acquire and integrate information)
• Activate prior knowledge and apply knowledge to new
situations
• Teach for retention (emotional connection, making sense
of knowledge – fits in with what is already known,
meaningful – a reason to remember information)
• Provide opportunities for practice
• [Barkley, 2010]
Building Communities Builds
Learning
Strategies for Building Communities:
Strategies for Building Communities (welcoming,
valued, contributing members):
• Move away from an authoritarian role (shared responsibility for
learning)
• Promote class civility
• Learn student’s names and encourage them to learn each other’s
names (photo roster available for each class)
• Ice breakers (don’t have to be “touchy/feely” can relate directly to
course content)
• Be consciously inclusive
• Use principles of universal design (useable by all people)
• Use small groups/group work effectively
• Involve all students in discussions (“think-pair-share,” craft effective
prompts, teach students how to benefit from discussions)
• Have fun!
• Celebrate community
• [Barkley, 2010]
Challenging Students Benefits
Students
Strategies for Ensuring Students are Appropriately
Challenged:
Strategies for Ensuring Students are
Appropriately Challenged:
• Assess baseline knowledge
• Pay attention to content pacing (“minute paper”/”quick write”;
“what questions remain”; “what did you learn in class today”)
• Facilitate students learning of how to self-assess (learning logs,
“optimal challenge zone”)
• Differentiate instruction (level of instruction; vary materials and how
they can be accessed; range of modes of instruction; vary required
products; classroom set up/space; vary the way time is spent: whole
group/individually/small group, what can students do if they finish
early?)
• Scaffolding support for learning (modeling, think out loud, anticipate
where mistakes might be made, chunk information and break into
smaller parts, discuss work with peers)
• [Barkley, 2010]
Alternatives and Supplements to Lecture
& Discussion
How we teach is generally influenced
by:
• Our philosophy of teaching (influenced by
teaching models we have experienced)
• Our abilities, skills, and comfort zones
• The class being taught
• The specific goals being emphasized at a
particular time
[Svinicki & McKeachie, 2014]
Be deliberate – careful select
and vary pedagogy:
Transformative
Critical, Radical, Liberation
Contemplative
Edutainment
Experiential Learning
Service Learning/Civic engagement
Research
Etc.
Within each of these pedagogical models
we can use:
- formal and informal group work,
- role playing,
- debates,
- gallery walks,
- readers/artists/writers/performance theatre,
- music,
- instructional “games,”
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visual artifacts,
quote prompts,
deconstructing academic controversy,
analytic teams to critically read materials,
book clubs,
graphic organizers,
“big ideas,”
inquiry activities,
problem posing/solving,
case studies,
reflective journals/learning logs,
“make it your own” projects,
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jigsaw strategies,
observation,
community walks,
interviews,
ethical dilemmas,
stand where you stand,
critical incident questionnaires/moments,
triad listening,
poster sessions,
simulations,
guest speakers,
etc.
Having the students do most of
the work!
Questions?
Thank You!
Dan Flynn
[email protected]
Dawn Hunter
[email protected]
References:
Bain, K. (2004). What the best college teachers do. Cambridge, MA:
Harvard University Press.
Barkley, E. F. (2010). Student engagement techniques: A handbook for
college faculty. San Francisco, CA: Jossey-Bass.
Gross Davis, B. (2009). Tools for teaching (2nd ed.). San Francisco, CA:
Jossey-Bass.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips:
Strategies, research, and theory for college and university
teachers (14th ed.). Belmont, CA: Wadsworth, Cengage Learning.