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Creating Engaging Learning Experiences that also Yield Evidence of Learning
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Creating Engaging Learning Experiences that also Yield Evidence of Learning

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    Creating Engaging Learning Experiences that also Yield Evidence of Learning Creating Engaging Learning Experiences that also Yield Evidence of Learning Presentation Transcript

    • THAT ALSO YIELD EVIDENCE OF LEARNING Creating Engaging Learning Experiences A Workshop for Emmanuel College Faculty Developed by Gail Matthews-DeNatale, Ph.D. Associate Director of Academic Technology at Simmons College
    • An Ambitious Agenda
      • Understanding of the Learner (20 minutes) - “Engaging Learning” Warm-Up Exercise - Follow-up resources to consider
      • Ideas and Strategies for Course Planning/Design (30 minutes) - Considering Outcomes and Evidence First - Backward Design Exercise
      • Questions and Discussion (10 minutes)
    • Understanding the Learner Photo by Ben Werdmuller, available through Creative Commons license at http://flickr.com/photos/benwerd/185925362/
    • When Have You Experienced Engaging Learning?
      • Format: Think, Pair, Share
      • Reflect on the most memorable learning experiences you've had in your life. You don’t have to limit yourself to school-based (formal) learning.
      • Pick one specific example to tell your neighbor .
      • “ Two breath” introduction of neighbors using these stories.
    • Dee Fink’s “Significant Learning” Taxonomy Source: http://www.ou.edu/pii/significant/WHAT%20IS.pdf
    • Other Dimensions and Perspectives Learning In General Example: John Bransford and Ann Brown
    • Other Dimensions and Perspectives Understanding Students as Individuals Example: Howard Gardner
    • Other Dimensions and Perspectives Understanding Generational Differences Example: Diana Oblinger
    • The Challenge of Course Design Shift our attention from learner to learning
    • Strategies for Course Design
      • My journey as a course developer
        • Circa 1989: First task is to select the textbook and/or readings
        • Circa 1994: First task is to select the course activities
        • Today: First task is to clarify goals and desired outcomes
      • Try Your Hand: Backward Design Exercise
    • Backward Design
      • Format: Reflect, Select, Brainstorm
      • What are your goals for your students ? What associated questions will engage and excite them?
      • Focus on one goal for one course that you would like to improve. What kinds of evidence would you need to assess their progress toward this goal?
      • Turning to your neighbor, brainstorm ideas for activities that would produce this evidence.
    • Stages in Backward Design 1 2 3 http://www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf