Sure, you could killtwo birds with onestone. But do youreally want deadbirds? All photo rights reserved.
+ Concrete as Composite Materials, Not as Solidified Substance
+ Do Highlight Idea 1 with picture Instead… Idea 2 with graphic Don’t plot entire data story Don’t plod or plow through Don’t read (to) the screen Idea 2 Idea 1 Don’t use so many words Transition Don’t assume their expertise Don’t disregard the screen = illustration / detail
Teaching by design Small Bite #1 Environmental Factors
Next Routes• Discuss Course Design Principles of JiTT Series • Develop an Ideal Outcome Statement•Review components of Environmental Factors. • Map Environmental Factors.
What Is Teaching by Design?Principles Practice • Ideal Impact • Lifelong learning orientation. • Tasks support complex learning. • Builds on core course concepts. • Backward Design • Begins with identification of cognitive, affective & skill-based student learning outcomes central to mastery of course focus. • Constructivism • Students construct meaning through relevant learning tasks. • Alignment • Teaching, learning & assessment activities built to support intended outcomes for range of students.
Constructing MeaningHow do course elements align? What (and how) am I learning? - with homework & class activities - knowledge sources - with feedback - unlearn & relearn - with assessments - ways of interactingHow does course connect? What ideas should I connect? - in terms of making meaning - among readings & lectures - to a “real world” audience - across course /courses - to discipline / profession - with community & workHow does students learning build? What did I learn today? - for constructing meaning - how did I learn? - for transferring learning - why did I learn? - for related outcomes - who helped me learn?
Design is a wholebrain process: Empathetic. Passionate.Creative, Practica l, Rational & Analytic.We aim tofoster these.
Environmental Factors Atmosphere Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Aims Intended Learning Outcomes Activities Assessment Activities Assessment Learning & Feedback &Teaching Activities Assessment Tasks ALIGNED COURSE DESIGN Adapted from John Biggs & Catherine Tang, and L. Dee Fink
Enacting the Design Apex Course Nodes Connections Interior Constructivism
the teachers the learnersthe knowledge we produce together
Environmental Factors play a significant role in creating learning environment likely to bring about ideal outcomes and intended student learning outcomes.
Ideal Course Outcome• What is the distinctive educational impact you would like for your course to have on your students – tomorrow, and 5 or 15 years out?• If you were a student in your course, what would you hope to be able to do by the end of / because of preparation & participation? Does the learning you hope for align with the teaching and learning your students will be engaged in while in your course?