Art Center information literacy and curriculum development
Content we will cover Day two
Recap of Day one
The Teacher in you
Course activity toolkit
Recap of day one
4 pillars- refine and finalize
Clarifying questions thus far?
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
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
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!
To be challenged
To be respected
A variety of techniques
Receiving prompt feedback
“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.”
To be bored
To be talked down to
Inconsistency in expectations, grading, or treatment
Learning without context
Learners don’t Like
“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.”
Other things besides learning styles can effect how your students learn
Peer to peer
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.
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?
All behavior is learned
Learning at own pace
Organization of information
Perception & conceptualization of the world
Relationship between concepts
Affective or feeling side of learning
Learners interpret experiences and facts
Learners engage, grapple and seek to make sense of things
Can be a solo experience, or a group one
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
learning is enhanced by social interaction
learning develops through “authentic” tasks
Three types of research assignments that utilize constructivist theory for teaching research skills
–Problem based learning
–Real world scenarios
–Peer to peer learning
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
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
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?
Repertoire for teaching
The Big Picture
Why We Do What We do?
Overview of Assessment
TYPES OF ASSESSMENT
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
LEVELS OF ASSESSMENT
Library Evaluation Form = Programmatic Assessment
One minute paper= Course level Assessment
Institutional Assessment= GE learning objectives
Curriculum Mapping = Department Assessment
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