Designing courses for significant learning

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Presentation by Stewart Ross, Minnesota State University Mankato, introducing Dee Fink’s taxonomy of significant learning at Minnesota Campus Compact's, Designing Community-Engaged Courses and Assessment event,October 7, 2011.

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Designing courses for significant learning

  1. 1. DESIGNING COURSES for SIGNIFICANT LEARNING<br />A Workshop Offered by:<br /><ul><li>Stewart Ross, Ph.D. Dee Fink & Associates</li></ul>University of Minnesota<br />October 7, 2011<br />
  2. 2.
  3. 3. SPECIFIC GOALS for This Workshop<br /> <br />FOUNDATION KNOWLEDGE: Understand the basic terms and concepts <br />APPLICATION: Be able to use the model of Integrated Course Design (ICD)<br />INTEGRATION: Identify the relationship between what you are doing now as a teacher and the ideas of ICD <br />
  4. 4. SPECIFIC GOALS for This Workshop(cont.)<br />HUMAN DIMENSION:<br /><ul><li>SELF: Be more confident that you can do this
  5. 5. OTHERS: Work with others to create more powerful designs</li></ul>CARING: Identify the value of course design in teaching<br />LEARNING HOW TO LEARN: Know what else you want to learn about course design – and how to learn that.<br />
  6. 6. Agenda for Workshop<br />Big Picture of Teaching—Place of Course Design<br />Readiness Assessment Test<br />Integrated Course Design:<br /> -Situational Factors<br /> -Learning Goals<br /> -Feedback & Assessment<br /> -Teaching/Learning Activities<br /> -Making your course integrated<br />Does it work?<br />
  7. 7. PARADIGM SHIFT IN COLLEGE TEACHING<br />From: “TEACHING”<br />To: “LEARNING”<br /><ul><li>What is the difference?
  8. 8. Leads to new questions about our work as teachers.</li></li></ul><li>PARADIGM SHIFT IN COLLEGE TEACHING<br />From: “TEACHING”<br />To: “LEARNING”<br /><ul><li>What is the difference?</li></li></ul><li>HOW DO PEOPLE LEARN?<br />Transmit Knowledge?<br />
  9. 9. Transmission<br />Of <br />Knowledge<br />
  10. 10. Transmitting Knowledge?<br />
  11. 11. HOW DO PEOPLE LEARN?<br />Transmit Knowledge?<br />Constructivism<br />
  12. 12. HOW DO PEOPLE LEARN?<br />Transmit Knowledge?<br />Constructivism<br /><ul><li>Social Constructivism</li></li></ul><li>Social Constructivism:<br /><ul><li>We can construct our understanding of anything by ourselves, but...
  13. 13. it usually works much better to collaborate and dialogue with others</li></li></ul><li>End of course<br />During Course/College:<br />After College:<br />3 FEATURES OF A HIGH QUALITY LEARNING EXPERIENCE<br />3. The learning: ADDS VALUE<br />1. Students are: ENGAGED<br />2. Student effort results in: SIGNIFICANT & LASTING LEARNING<br />
  14. 14.
  15. 15.
  16. 16. Interacting with Students<br />Knowledge of the Subject Matter<br />Designing Learning Experiences<br />Managing the Course<br />FUNDAMENTAL TASKS OF TEACHING<br />Beginning of the Course<br />
  17. 17. 3 Ways of Designing Courses:<br /> “List of Topics”<br /> “List of Activities”<br />Need a way of designing courses that is:<br /><ul><li>Systematic
  18. 18. Integrated
  19. 19. Learning-Centered</li></li></ul><li>Readiness Assessment Test<br />www.epsteineducation.com<br />
  20. 20. # of SCRATCHES: # of POINTS:<br /> 1 - - - - 4<br /> 2 - - - - 2<br /> 3 - - - - 1<br /> 4 - - - - 0<br />
  21. 21. Integrated Course Design:<br />OVERVIEW<br />
  22. 22. Teaching &<br />Learning<br />Activities<br />Feedback & Assessment<br />INTEGRATED COURSE DESIGN:<br />Key Components<br />Learning Goals<br />S i t u a t i o n a l F a c t o r s<br />
  23. 23. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  24. 24. Integrated Course Design:<br />SITUATIONAL FACTORS<br />
  25. 25. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  26. 26. Situational Factors:<br />Collecting information about…<br /><ul><li>Specific Context
  27. 27. Expectations by people outside the course
  28. 28. Nature of the Subject
  29. 29. Nature of Students
  30. 30. Nature of Teacher</li></li></ul><li>Situational Factors<br />Specific Context of the Teaching/Learning Situation<br />Number of students<br />Level of course<br />Time structure<br />Delivery: Live – Hybrid – Online <br />Expectations of Others:<br />What expectations are placed on this course or curriculum by:<br />Society?<br />The University, College and/or the Department?<br />The Profession?<br />
  31. 31. Nature of the Subject<br />Primarily theoretical, practical, or some combination?<br />Convergent or divergent?<br />Important changes or controversies occurring?<br />Characteristics of the Learners<br />Their life situation (e.g., working, family, professional goals)?<br />Their prior knowledge, experiences, and initial feelings?<br />Their learning goals, expectations, and preferred learning styles?<br />
  32. 32. Characteristics of the Teacher(s)<br />My beliefs and values about teaching and learning?<br />My attitude toward: the subject, students?<br />My teaching skills?<br />My level of knowledge or familiarity with this subject?<br />
  33. 33. SPECIAL PEDAGOGICAL CHALLENGE<br />Premise:<br /><ul><li>Every course has a special pedagogical challenge.
  34. 34. The teacher needs to do something about that challenge in the first week (maybe the first day) of class.</li></li></ul><li>
  35. 35. What is YOUR special pedagogical challenge in teaching YOUR course?<br />
  36. 36. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  37. 37. Integrated Course Design:<br />LEARNING GOALS<br />
  38. 38. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  39. 39. FACULTY DREAMS<br />If you had a class that could and would learn anything and everything you wanted them to learn:<br />What is it that you would really like them to learn?<br />Write a paragraph or two that explains your dream. Share with others.<br />
  40. 40. Learning HOW to Learn<br /><ul><li>Becoming a better student
  41. 41. Inquiring about a subject
  42. 42. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  43. 43. Ideas</li></ul>Application<br /><ul><li>Skills
  44. 44. Thinking: Critical, Creative, & Practical
  45. 45. Managing projects</li></ul>Caring<br />Developing new…<br /><ul><li>Feelings
  46. 46. Interests
  47. 47. Values</li></ul>Integration<br />Connecting:<br /><ul><li>Ideas
  48. 48. People
  49. 49. Realms of life</li></ul>Human Dimensions<br />Learning about:<br /><ul><li> Oneself
  50. 50. Others</li></ul>Taxonomy of Significant Learning<br />
  51. 51. Formulating Significant Learning Goals:FOUNDATIONAL KNOWLEDGE<br />What key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future?<br />What key ideas or perspectives are important for students to understand in this course?<br />
  52. 52. Learning HOW to Learn<br /><ul><li>Becoming a better student
  53. 53. Inquiring about a subject
  54. 54. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  55. 55. Ideas</li></ul>APPLICATION<br /><ul><li>Skills
  56. 56. Thinking: Critical, Creative, & Practical
  57. 57. Managing projects</li></ul>Caring<br />Developing new…<br /><ul><li>Feelings
  58. 58. Interests
  59. 59. Values</li></ul>Integration<br />Connecting:<br /><ul><li>Ideas
  60. 60. People
  61. 61. Realms of life</li></ul>Human Dimensions<br />Learning about:<br /><ul><li> Oneself
  62. 62. Others</li></ul>Taxonomy of Significant Learning<br />
  63. 63. Formulating Significant Learning Goals:APPLICATION<br />What kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking?<br />What important skills do students need to learn? (e.g., physical, communication, “people” skills)<br />What complex projects do students need to learn now to manage?<br />
  64. 64. Learning HOW to Learn<br /><ul><li>Becoming a better student
  65. 65. Inquiring about a subject
  66. 66. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  67. 67. Ideas</li></ul>Application<br /><ul><li>Skills
  68. 68. Thinking: Critical, Creative, & Practical
  69. 69. Managing projects</li></ul>Caring<br />Developing new…<br /><ul><li>Feelings
  70. 70. Interests
  71. 71. Values</li></ul>INTEGRATION<br />Connecting:<br /><ul><li>Ideas
  72. 72. People
  73. 73. Realms of life</li></ul>Human Dimensions<br />Learning about:<br /><ul><li> Oneself
  74. 74. Others</li></ul>Taxonomy of Significant Learning<br />
  75. 75. Formulating Significant Learning Goals:INTEGRATION<br />What connections (similarities and interactions) should students recognize and make<br /> --Among ideas within the course?<br /> --Between the information, ideas & perspectives in this course and those in other courses or areas?<br /> --Between material in this course and the students’ own personal, social and work life?<br />
  76. 76. Learning HOW to Learn<br /><ul><li>Becoming a better student
  77. 77. Inquiring about a subject
  78. 78. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  79. 79. Ideas</li></ul>Application<br /><ul><li>Skills
  80. 80. Thinking: Critical, Creative, & Practical
  81. 81. Managing projects</li></ul>Caring<br />Developing new…<br /><ul><li>Feelings
  82. 82. Interests
  83. 83. Values</li></ul>Integration<br />Connecting:<br /><ul><li>Ideas
  84. 84. People
  85. 85. Realms of life</li></ul>HUMAN DIMENSION<br />Learning about:<br /><ul><li> Oneself
  86. 86. Others</li></ul>Taxonomy of Significant Learning<br />
  87. 87. Formulating Significant Learning Goals:HUMAN DIMENSION<br />What can or should students learn about themselves?<br />What can or should students learn about understanding <br /> and interacting<br /> with others?<br />
  88. 88. Learning HOW to Learn<br /><ul><li>Becoming a better student
  89. 89. Inquiring about a subject
  90. 90. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  91. 91. Ideas</li></ul>Application<br /><ul><li>Skills
  92. 92. Thinking: Critical, Creative, & Practical
  93. 93. Managing projects</li></ul>CARING<br />Developing new…<br /><ul><li>Feelings
  94. 94. Interests
  95. 95. Values</li></ul>Integration<br />Connecting:<br /><ul><li>Ideas
  96. 96. People
  97. 97. Realms of life</li></ul>Human Dimensions<br />Learning about:<br /><ul><li> Oneself
  98. 98. Others</li></ul>Taxonomy of Significant Learning<br />
  99. 99. Formulating Significant Learning Goals:CARING<br />What changes would you like to see in what students care about, i.e., feelings, interests, values? <br />
  100. 100. LEARNING HOW TO LEARN<br /><ul><li>Becoming a better student
  101. 101. Inquiring about a subject
  102. 102. Self-directing learners</li></ul>Foundational Knowledge<br />Understanding and <br />remembering:<br /><ul><li>Information
  103. 103. Ideas</li></ul>Application<br /><ul><li>Skills
  104. 104. Thinking: Critical, Creative, & Practical
  105. 105. Managing projects</li></ul>Caring<br />Developing new…<br /><ul><li>Feelings
  106. 106. Interests
  107. 107. Values</li></ul>Integration<br />Connecting:<br /><ul><li>Ideas
  108. 108. People
  109. 109. Realms of life</li></ul>Human Dimensions<br />Learning about:<br /><ul><li> Oneself
  110. 110. Others</li></ul>Taxonomy of Significant Learning<br />
  111. 111. Formulating Significant Learning Goals:LEARNING HOW TO LEARN<br />What would you like for students to learn about…<br /> --How to be a good student in a course like this?<br /> --How to engage in inquiry and construct knowledge with this subject matter?<br /> --How to become a self-directed learner relative to this subject?<br />
  112. 112. Taxonomy of Significant Learning<br />
  113. 113. In a course with significant learning, students will:<br />Understand and remember the key concepts, terms, relationship, etc.<br />Know how to use the content.<br />Be able to relate this subject to other subjects.<br />Identify the personal and social implications of knowing about this subject.<br />Value this subject and further learning about it.<br />Know HOW to keep on learning about this subject, after the course is over.<br />
  114. 114. Writing Significant Learning Goals for Your Course<br />For one of your own courses:<br />Write learning goals for 3 categories in the Taxonomy of Significant Learning.<br />Preface: “By the end of the course, my hope is that students will be able to….”<br />Suggestions:<br /><ul><li>Pay close attention to your VERBS
  115. 115. High “Visibility” Index</li></li></ul><li>Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  116. 116. Integrated Course Design:<br />FEEDBACK &ASSESSMENT<br />
  117. 117. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  118. 118. Forward-Looking Assessment<br />Feedback and Assessment:“EDUCATIVE ASSESSMENT”<br />Self-Assessment<br />Criteria and Standards<br />“FIDeLity” Feedback<br />
  119. 119. Criteria and Standards<br />Self-Assessment<br />Feedback<br />Feedback and Assessment:“EDUCATIVE ASSESSMENT”<br />Forward-Looking Assessment Task<br />
  120. 120. Educative Assessment: <br />EXERCISES<br />Forward-Looking Assessment Activities<br />Building a Rubric<br />Self-Assessment<br />Feedback<br />
  121. 121. Educative Assessment: <br />EXERCISES<br />Forward-Looking Assessment Activities<br />Building a Rubric<br />Self-Assessment<br />Feedback<br />
  122. 122. Forward Looking Assessment:WHAT IS IT?<br />Identify AUTHENTIC situations where students might actually use their knowledge <br />Create assignments and tests that require…<br /><ul><li>judgment/exploration rather than reciting or restating facts.
  123. 123. integrated use of skills.</li></li></ul><li>Educative Assessment: <br />EXERCISES<br />Forward-Looking Assessment Activities<br />Building a Rubric<br />Self-Assessment<br />Feedback<br />
  124. 124. Criteria and Standards<br />All major tasks should have:<br />2-5 CRITERIA (“yardsticks) that identify dimensions of high quality work.<br />Each Criteria should have STANDARDS (“markers” on the yardstick) that identify levels of quality.<br /><ul><li>Start by describing really good work and really poor work (= 2 standards).</li></li></ul><li>Educative Assessment: <br />EXERCISES<br />Forward-Looking Assessment Activities<br />Building a Rubric<br />Self-Assessment<br />Feedback<br />
  125. 125. Self Assessment<br /><ul><li>How can you create opportunities for students to assess their own work?</li></li></ul><li>Self Assessment<br />Create multiple opportunities for students to engage in self-assessment of their performance.<br />Students need to identify relevant criteria for assessing their work and the work of others.<br />Students need to practice using the criteria for quality on their own work.<br />
  126. 126. Educative Assessment: <br />EXERCISES<br />Forward-Looking Assessment Activities<br />Building a Rubric<br />Self-Assessment<br />Feedback<br />
  127. 127. Feedback<br />“Classroom Assessment Techniques” by Angelo and Cross<br />Examples:<br />Muddiest Point—students write down what was least clear to them<br />Minute Paper—helps both students and professor<br />3. Background Knowledge Probes<br />
  128. 128. “FIDeLity Feedback”<br />Frequent<br />Immediate<br />Discriminating (based on criteria and standards)<br />Lovingly or supportive approach used<br />
  129. 129. Integrated Course Design:<br />LEARNING ACTIVITIES<br />
  130. 130. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  131. 131. Holistic Active Learning<br />Experience<br /><ul><li>Doing, Observing
  132. 132. Actual, Simulated
  133. 133. “Rich Learning Experiences”</li></ul>Reflection<br /><ul><li>About the…
  134. 134. Subject
  135. 135. Learning Process
  136. 136. Via: Journaling, Learning Portfolios</li></ul>Information & Ideas<br /><ul><li>Primary/Secondary
  137. 137. In-class, out-of-class, online</li></li></ul><li>EXPERIENCE<br />REFLECTIVE DIALOGUE, <br />GETTING <br />INFORMATION <br />with:<br />& IDEAS<br />"Doing"<br />"Observing"<br /> Self<br /> Others<br />·<br />Original <br />·<br />Real <br />·<br />·<br />Reflective <br />·<br />Direct <br />Live <br />observation<br />dialogue<br />data<br />Doing, in <br />thinking<br />DIRECT<br />of <br />authentic <br /> (in or out <br />·<br />Original <br />·<br />Journaling<br />phenomena<br />settings<br /> of class)<br />sources<br />·<br />Secondary <br />data and <br />INDIRECT,<br />sources<br />VICARIOUS<br />·<br />Multiple Activities that Promote ACTIVE LEARNING<br />·<br />Case <br />·<br />Stories<br />studies<br /> (can be <br />·<br />accessed <br />Gaming, <br />via: film, <br />Simulations<br />Lectures, <br />literature, <br />·<br />Role play<br />textbooks<br />oral history)<br />·<br />Course <br />·<br />·<br />Students can reflect, <br />Teacher can assign<br /> students <br />website<br />and then engage in <br />to "directly experience" … <br />ONLINE<br />various kinds of <br />·<br />·<br />Internet<br />Students can engage in <br />dialogue online.<br />"indirect" kinds of experience <br />online<br />
  138. 138. RICH LEARNING EXPERIENCES<br />WHAT ARE THEY?<br /><ul><li>Learning experiences in which students are able to simultaneously acquire multiple kinds of higher level learning.</li></ul>WHAT ARE SOME EXAMPLES?<br />In-Class:<br /><ul><li>Debates
  139. 139. Role playing
  140. 140. Simulations
  141. 141. Dramatizations</li></ul>Out-of-Class:<br /><ul><li>Service learning
  142. 142. Situational observations
  143. 143. Authentic projects</li></li></ul><li>IN-DEPTH REFLECTIVE DIALOGUE<br />With Whom?<br /><ul><li>Oneself (journaling, learning portfolios)
  144. 144. Others (teacher, other students, people outside class)</li></ul>About What?<br /><ul><li>Subject of the Course:
  145. 145. Learning Process:
  146. 146. WHAT am I learning?
  147. 147. HOW do I learn: best, most comfortably, with difficulty, etc.?
  148. 148. What is the VALUE of what I am learning?
  149. 149. WHAT ELSE do I need or want to learn?</li></ul>Written Forms?<br /><ul><li>One-minute papers
  150. 150. Weekly journal writing
  151. 151. Learning portfolios (end-of-course, end-of-program)</li></li></ul><li>The Learning Portfolio: What Is It?<br />A flexible, evidence-based process that combines reflection and documentation.<br />A way of engaging students in ongoing, reflective, and collaborative analysis of learning.<br />A means of focusing on purposeful, selective outcomes for both improving and assessing learning.<br /> -Adapted from The Learning Portfolio (Anker, 2004) by John Zubizarreta<br />
  152. 152. LEARNING PORTFOLIOS:<br />Key Questions:<br />WHAT Did You Learn in this course?<br /><ul><li>Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc. </li></ul>HOW did you learn?<br /><ul><li>What helped you learn? What didn’t?
  153. 153. What does this tell you about yourself as a learner?</li></ul>What is the VALUE to you, of what you learned?<br /><ul><li>For your - Personal life? Social/Civic life? Professional life?</li></ul>What is your PLAN for FUTURE LEARNING?<br /><ul><li>WHAT ELSE do you want to learn?
  154. 154. HOW would you learn THAT?</li></li></ul><li>The Integrative Function of<br />LEARNING PORTFOLIOS<br />LEARNING PORTFOLIOS<br />
  155. 155. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  156. 156. Integrated Course Design:<br />INTEGRATION<br />
  157. 157. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  158. 158. INTEGRATING THE COURSE<br />3-Column Table<br />Weekly Schedule<br />Teaching Strategy<br />String of Activities<br />
  159. 159. INTEGRATING THE COURSE<br />3-Column Table<br />Weekly Schedule<br />Teaching Strategy<br />String of Activities<br />
  160. 160. 3-COLUMN TABLE:<br />Learning Goals: Assessment Activities: Learning Activities:<br />
  161. 161. Three Column Table Examples<br />Look at handout<br />
  162. 162. INTEGRATING THE COURSE<br />3-Column Table<br />Weekly Schedule<br />Teaching Strategy<br />String of Activities<br />
  163. 163. Week #: Mon Wed Fri<br />
  164. 164. INTEGRATING THE COURSE<br />3-Column Table<br />Weekly Schedule<br />Teaching Strategy<br />String of Activities<br />
  165. 165. TEACHING STRATEGY:<br /><ul><li>A particular COMBINATION of learning activities…
  166. 166. arranged in a particular SEQUENCE</li></ul>Two Examples:<br /><ul><li>Problem-based learning
  167. 167. Team-based learning</li></li></ul><li>“CASTLE-TOP” DIAGRAM:<br />A Tool for Identifying Your<br />TEACHINGSTRATEGY<br />Mon Wed Fri Mon Wed Fri<br />
  168. 168. TEACHING STRATEGIES<br />QUESTION:<br />This strategy creates a high likelihood that most students will…<br />Be exposed to the content.<br />Understand the content.<br />Be able to use the content.<br />Value the content.<br />
  169. 169. TEACHING STRATEGIES<br />QUESTION:<br />This strategy creates a high likelihood that most students will…<br />Be exposed to the content.<br />Understand the content.<br />Be able to use the content.<br />Value the content.<br />
  170. 170. INTEGRATING THE COURSE<br />3-Column Table<br />Weekly Schedule<br />Teaching Strategy<br />String of Activities<br />
  171. 171. X<br />X<br />X<br />X<br />X<br />X<br />X<br />X<br />
  172. 172. Learning Goals<br />Teaching and<br />Learning<br />Activities<br />Feedback & <br />Assessment<br />Criteria of “GOOD” Course Design<br />Significant<br />Learning<br />Integration<br />Educative<br />Assessment<br />Active <br />Learning<br />S I T U A T I O N A L F A C T O R S<br />In-Depth Situational Analysis<br />
  173. 173. Integrated Course Design:<br />DOES IT WORK?<br />
  174. 174. Does It Make a Difference?<br /><ul><li>Bill Weeks, University of Missouri at Rolla
  175. 175. Course: Coding in Computer Science
  176. 176. Small class (18 students), traditional time structure (M-W-F)
  177. 177. Initially: Lecture + homework
  178. 178. Results: Students overwhelmed by complexity – frustration – apathy – low course evaluations</li></li></ul><li>Changes Made:<br />1. Completely re-wrote his learning goals: (examples)<br /><ul><li>For a given communication channel, students will be able to compute the maximum rate of reliable transmission
  179. 179. Students will learn how to work effectively in a group setting.
  180. 180. Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes.</li></ul>2. New teaching strategy: Used TBL<br />3. Used reflective writing: Learning portfolios<br />4. Oral presentations<br />5. Had students re-submit their homework<br />
  181. 181. RESULTS:<br /><ul><li>Students did the readings, and did as well as before on exams of Foundational Knowledge.
  182. 182. TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”
  183. 183. STUDENTS:
  184. 184. …an interesting learning experience I will never forget…provided me with knowledge to carry out independent study.
  185. 185. I enjoyed this course to the fullest…course was entertaining and at the same time enlightening.</li></li></ul><li>TEACHER’S REACTION:<br /><ul><li>“Teaching such an excited group of students was an unforgettable experience.
  186. 186. It made my job seem worthwhile and very fulfilling.
  187. 187. I will be feeding off that student excitement for years.”</li></li></ul><li>RESOURCES FOR FURTHER LEARNING:<br /><ul><li> Print Resources
  188. 188. Each Other
  189. 189. Your Dreams</li></li></ul><li>THE END!<br />Higher Education:<br /> Let’s make it all that it can be and needs to be!<br />
  190. 190. THE END!<br />??<br />Higher Education:<br /> Let’s make it all that it can be and needs to be!<br />
  191. 191. OR, A NEW START?<br />Teaching for the 21st Century . . .<br />
  192. 192. Please contact me at:stewart.ross@mnsu.edu507-389-1098<br />

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