Teaching that sicks Jane O'Brien slides


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  • See handouts from session for activities for this portion of the workshop.
  • See handouts from session for activities for this portion of the workshop.
  • Dee Fink divides learning into these six components and posits that they are interrelated rather than sequential. The three on the right are similar to Bloom’s taxonomy. By human dimension Fink means skills like teamwork and communication. Caring has to do with motivation and valuing the subject matter. Learning to learn includes reflecting on learning and how to improve.
  • November 2008 | By Natasha Haugnes & Jennifer Russell | Office of Faculty Development | Academy of Art University, San Francisco, CAThe Academyhttp://pareonline.net/getvn.asp?v=9&n=2
  • Teaching that sicks Jane O'Brien slides

    1. 1. Six Core Principles for Creating Memorable Presentations and Courses Ilene Alexander, Jane O’Brien, Christina Petersen
    2. 2. What makes this information memorable? Arts & Humanities Social SciencesNatural Sciences STEM Sciences
    3. 3. C
    4. 4. C
    5. 5. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Intended Learning Intended Learning Outcomes Outcomes InstructionLearning & TeachingLearning & Teaching Assessment Activities Feedback & Assessment Components/Tasks
    6. 6. To succeed in this class you’llTo succeed in this class have to do all readingsyou’ll have to work hard before class, rewrite eachand be committed. paper & review notes weekly
    7. 7. This class will require that I guess it’ll be a lot of commonyou think critically about sense and probably we won’tthe theories presented use the book that much.
    8. 8. You can:• Explain why there is no one right answer to this issue• Identify and correct for your personal biases• Explore evidence from several perspectives• Set criteria and make a recommendation• Plan to monitor and adjust for changing conditions
    9. 9. GoalsBroadSpecific OutcomesNarrow!
    10. 10. V L.Dee Fink (2003)
    11. 11.  Select one broad course or unit goal  Student A will….. Define it in concrete terms  Refer to HANDOUT – pages 2 & 3 Record on white board & discuss  Is this outcome concrete enough?  Would greater specificity help or hinder?
    12. 12.  Learning goal:  Appreciate differences Learning outcomes:  Describe an experience where multiple viewpoints resulted in a better outcome
    13. 13. Credible - make it real
    14. 14. Environment Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Curriculum Intended Learning OutcomesInstruction Assessment Feedback &Learning &Teaching Assessment Tasks Activities
    15. 15.  Engaging and worthy problems Questions of importance Actual or similar to issues faced by adult citizens / consumers / professionals in the field Wiggins (1993)
    16. 16. Jessica martin
    17. 17.  Straight As in high school may mean better health later in life  Murder rates affect IQCorrelation tests scores: Study  Sincere smiling Cause promotes longevity  OMG! Texting and IM-ing doesnt affect spelling
    18. 18.  Learning Outcome: Initial task: Credible task:
    19. 19.  Return to your learning outcome Design an authentic task in which students can demonstrate mastery of that outcome Record on white board and discuss 2
    20. 20. Outstanding Meets Fails to meet November 2008 | By Natasha Haugnes & relative to requirements in requirements requirements every respect Jennifer Russell | Office of FacultyCharacteristic 1 Development | Academy of Art University, San Francisco, CACharacteristic 2 The AcademyCharacteristic 3
    21. 21. The Truth
    22. 22.  Frequent  Instructor  Peer  Self Forward-looking
    23. 23. Credible Clear Frequent Savvy Task Criteria Feedback Assessment
    24. 24.  Websites re: real assignments  http://sciencecases.lib.buffalo.edu/cs/  http://writing.mit.edu/wcc/resources/teachers/createwritingassignments#creating Repository of rubrics  http://course1.winona.edu/shatfield/air/rubrics.htm Peer Feedback  http://rer.sagepub.com/content/70/3/287.full.pdf  http://www.academicaffairs.mnscu.edu/facultydevelopment/resources/pod/Packet6/helpingstudent shelp.html Test writing and scoring  http://wayback.archive-it.org/1961/20100806070228/http://www.pass-it.org.uk/resources/031112- goodpracticeguide-hw.pdf