Art Center information literacy and curriculum development 
Day Two
Content we will cover Day two 
Recap of Day one 
Curriclum mapping 
The Teacher in you 
Significant learning 
Student enga...
Recap of day one 
Mission Statement 
4 pillars- refine and finalize 
Clarifying questions thus far?
http://www.flickr.com/photos/markandrewwebber/ 
Curriculum Mapping 
Helps focus your efforts 
Alleviates seeing the same s...
http://www.flickr.com/photos/markandrewwebber/ 
1. look at your departments and classes you regularly teach or think you s...
Appl ying 
what you learned 
Download the curriculum map grid and look at your assigned departments. Fill out the map for ...
Understanding your learners
Build your Art Center Student
Learners Like 
To be challenged 
To be respected 
A variety of techniques 
Real-life experiences 
Receiving prompt feedback
Student Comments 
“She is amazing... very talented and great at what she teaches. Intimidating though, because she is bril...
To be bored 
To be talked down to 
Inconsistency in expectations, grading, or treatment 
Learning without context 
Learner...
Student comments 
“even though i got an A in the class, i wouldn't recommend it. really boring and tests are kind hard. bu...
Other things besides learning styles can effect how your students learn 
Gender 
Culture 
Class 
Technology 
Peer to peer ...
Significant Learning 
Thinking back over your whole life, what were the two or three most significant learning experiences...
Questions to ask yourself 
Did it take place in a school? 
Was a professional teacher instrumental in making the learning ...
What’s Your Teaching Style?
Learning Theory
Doing 
Observable behavior 
Stimulus-response connections 
All behavior is learned 
Reinforcement 
Learning at own pace 
A...
Cognitivism 
Thinking 
Organization of information 
Perception & conceptualization of the world 
Relationship between conc...
Humanism 
Feeling 
Affective or feeling side of learning 
Self-actualization 
Self-development 
Personal meaning/relevance
Constructivism 
Creating knowledge 
Learners interpret experiences and facts 
Learners engage, grapple and seek to make se...
Social Cognition 
Group 
Social context to learning 
Transfer of learning 
Authentic learning environments
4 principles of constructivist assignments 
learners construct their own meaning 
new learning builds on prior knowledge 
...
Constructivist Assignments 
Three types of research assignments that utilize constructivist theory for teaching research s...
Research- re -Imagined 
Replicating tasks students might use in the workplace 
Evaluating real world information sources a...
How does this translate into your lesson plans? 
Start with your learning outcomes 
Develop assignments that will demonstr...
Questions to ask yourself before you plan to teach 
Which learning styles do I meet/not meet? 
Which learning theories do ...
http://www.flickr.com/photos/sescobar/ 
Repertoire for teaching
New Technologies
Less is more! 
Lesson Planning
The Big Picture 
Why We Do What We do? 
Overview of Assessment
TYPES OF ASSESSMENT 
Formative 
Summative 
Direct/Authentic 
Indirect 
4
Formative Assessment = One minute paper, clickers, reflective questions 
Summative Assessment= cumulative learning, portfo...
LEVELS OF ASSESSMENT 
COURSE LEVEL 
DEPARTMENTAL 
PROGRAMMATIC 
INSTITUTIONAL 
4
Library Evaluation Form = Programmatic Assessment 
One minute paper= Course level Assessment 
Institutional Assessment= GE...
What does assessment look like?
Student Attitudes Lower Division 
35.1 % Needs Improvement: Finding Full Text 
ALL self performance measures increased fro...
Student Comments Workshops
Student Attitudes Workshops/Lower Division
What does assessment of learning look like?
What’s Next? Send me your lesson plans, develop and Information Literacy Plan, practice what you have learned!
Pasadena daytwo
Pasadena daytwo
Upcoming SlideShare
Loading in...5
×

Pasadena daytwo

207

Published on

day two of pasadena training

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
207
On Slideshare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Pasadena daytwo"

  1. 1. Art Center information literacy and curriculum development Day Two
  2. 2. Content we will cover Day two Recap of Day one Curriclum mapping The Teacher in you Significant learning Student engagement Course activity toolkit Lesson planning Assessment 101
  3. 3. Recap of day one Mission Statement 4 pillars- refine and finalize Clarifying questions thus far?
  4. 4. http://www.flickr.com/photos/markandrewwebber/ Curriculum Mapping Helps focus your efforts Alleviates seeing the same students Lets you graphically see common courses across departments or majors Evidence for inclusion in certain courses
  5. 5. http://www.flickr.com/photos/markandrewwebber/ 1. look at your departments and classes you regularly teach or think you should teach 2. mark which standards are addressed/ideal for the course and what level they are being addressed 3. based upon this map you have a blueprint of which classes you should teach and which skills are being covered in the curriculum How to conduct a curriculum map by department
  6. 6. Appl ying what you learned Download the curriculum map grid and look at your assigned departments. Fill out the map for all of your departments – look for common courses!
  7. 7. Understanding your learners
  8. 8. Build your Art Center Student
  9. 9. Learners Like To be challenged To be respected A variety of techniques Real-life experiences Receiving prompt feedback
  10. 10. Student Comments “She is amazing... very talented and great at what she teaches. Intimidating though, because she is brilliant. Her papers are hard, but they really allow you to grow, and you feel accomplished when you are done. She made me want to go to grad school.” “Great course, well taught, excellent lectures, precise and accurate testing” “He is interesting to listen to in class because he is so involved in biology, and he tries to make jokes that aren't funny. He takes your picture, so within a few weeks, he knows everyone in the class, which is amazing since there are so many students.” “loved this guy! He is clear about what he expects and a fair grader.”
  11. 11. To be bored To be talked down to Inconsistency in expectations, grading, or treatment Learning without context Learners don’t Like
  12. 12. Student comments “even though i got an A in the class, i wouldn't recommend it. really boring and tests are kind hard. but she has really easy assignments that help make up for the test scores. she's really nice, but boring. i sat there and listened to my ipod the entire time.” “she is so unorganized and has absolutely no clue what the plan is most of the time (changes her mind after we have already competed assignments).. ssoooo frustrating!” “He tells us not to contact him during his office hours. He gets paid to be available during those office hours, yet he neglects his duty AND he disappears during class.” “he's probably the best looking horrible teacher i ever had.”
  13. 13. Other things besides learning styles can effect how your students learn Gender Culture Class Technology Peer to peer World Views Motivation Life Age
  14. 14. Significant Learning Thinking back over your whole life, what were the two or three most significant learning experiences you ever had? That is, list the moments (or events) in which you discovered something of lasting significance in your life.
  15. 15. Questions to ask yourself Did it take place in a school? Was a professional teacher instrumental in making the learning experience happen? Was a teacher-like figure (e.g., coach, minister, school counselor, theater director) instrumental in making the learning experience happen? If the answer to 3 or 4 is “yes,” then what did the teacher (or other person) actually do to help you learn? In general, what factors were instrumental in bringing about the learning?
  16. 16. What’s Your Teaching Style?
  17. 17. Learning Theory
  18. 18. Doing Observable behavior Stimulus-response connections All behavior is learned Reinforcement Learning at own pace Active participation Mastery Behaviorism
  19. 19. Cognitivism Thinking Organization of information Perception & conceptualization of the world Relationship between concepts
  20. 20. Humanism Feeling Affective or feeling side of learning Self-actualization Self-development Personal meaning/relevance
  21. 21. Constructivism Creating knowledge Learners interpret experiences and facts Learners engage, grapple and seek to make sense of things Can be a solo experience, or a group one
  22. 22. Social Cognition Group Social context to learning Transfer of learning Authentic learning environments
  23. 23. 4 principles of constructivist assignments learners construct their own meaning new learning builds on prior knowledge learning is enhanced by social interaction learning develops through “authentic” tasks
  24. 24. Constructivist Assignments Three types of research assignments that utilize constructivist theory for teaching research skills –Problem based learning –Real world scenarios –Peer to peer learning
  25. 25. Research- re -Imagined Replicating tasks students might use in the workplace Evaluating real world information sources and writing an essay or giving a speech about it Using Fantasy sports as a statistical and data analysis tool Scenario based annotated bibliographies Calibrated Peer Review Assignments Creation of discussion boards or wikis to compile and compare information collected by other students Portfolios
  26. 26. How does this translate into your lesson plans? Start with your learning outcomes Develop assignments that will demonstrate student attainment of learning outcomes Assess the end product student learning
  27. 27. Questions to ask yourself before you plan to teach Which learning styles do I meet/not meet? Which learning theories do I subscribe to? What tools can I employ ensure that I am an authentic teacher? What methods can I use to ensure my students are learning?
  28. 28. http://www.flickr.com/photos/sescobar/ Repertoire for teaching
  29. 29. New Technologies
  30. 30. Less is more! Lesson Planning
  31. 31. The Big Picture Why We Do What We do? Overview of Assessment
  32. 32. TYPES OF ASSESSMENT Formative Summative Direct/Authentic Indirect 4
  33. 33. Formative Assessment = One minute paper, clickers, reflective questions Summative Assessment= cumulative learning, portfolios, final exams Direct Assessment= Annotated bibliographies, in class worksheets, research papers Indirect Assessment = Observation or Surveys, interpretation or inference
  34. 34. LEVELS OF ASSESSMENT COURSE LEVEL DEPARTMENTAL PROGRAMMATIC INSTITUTIONAL 4
  35. 35. Library Evaluation Form = Programmatic Assessment One minute paper= Course level Assessment Institutional Assessment= GE learning objectives Curriculum Mapping = Department Assessment
  36. 36. What does assessment look like?
  37. 37. Student Attitudes Lower Division 35.1 % Needs Improvement: Finding Full Text ALL self performance measures increased from Good to Very Good with the exception of Finding Full Text which moved TWO places
  38. 38. Student Comments Workshops
  39. 39. Student Attitudes Workshops/Lower Division
  40. 40. What does assessment of learning look like?
  41. 41. What’s Next? Send me your lesson plans, develop and Information Literacy Plan, practice what you have learned!
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×