Teaching by Design - Session 1 SlidesPresentation Transcript
Teaching by design Small Bite #1 Environmental Factors
Next Routes • Develop an Ideal Outcome Statement• Discuss Course Design Principles of JiTT Series• Review components of Environmental Factors • Map Environmental Factors
Imagine Ideal Course Outcome
Ideal Session 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 need to be part of while in your course?
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, Practical, 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 DesignApex – Your CourseNodes – Points of ConnectionInterior – Learning & Teaching Work
WHY PEDAGOGY? David Lusted, 1986“three agencies – the teacher, the learner and theknowledge they together produce….’teacher ≠ neutral transmitterstudent ≠ passiveknowledge ≠ immutable