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Teaching by Design - Session 1 Slides

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Teaching by Design - Session 1 Slides

  1. 1. Teaching by design Small Bite #1 Environmental Factors
  2. 2. Next Routes • Develop an Ideal Outcome Statement• Discuss Course Design Principles of JiTT Series• Review components of Environmental Factors • Map Environmental Factors
  3. 3. Imagine Ideal Course Outcome
  4. 4. 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?
  5. 5. 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.
  6. 6. 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?
  7. 7. Design is a wholebrain process: Empathetic. Passionate. Creative, Practical, Rational & Analytic.We aim tofoster these.
  8. 8. 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
  9. 9. Enacting the DesignApex – Your CourseNodes – Points of ConnectionInterior – Learning & Teaching Work
  10. 10. WHY PEDAGOGY? David Lusted, 1986“three agencies – the teacher, the learner and theknowledge they together produce….’teacher ≠ neutral transmitterstudent ≠ passiveknowledge ≠ immutable
  11. 11. Environmental Factors / Atmosphere Situational Context 1st Level - Learning and Learners2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms AIMS - Intended Learning & Development Outcomes ACTIVITIES - Teaching & Learning ASSESSMENT - Feedback, Tasks &Tests
  12. 12. Environmental Factors play a significant role in creating learning environment likely to bring about ideal outcomes and intended student learning outcomes.
  13. 13. Environmental Factors Situational Context 1st Level - Learning and Learners2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms Students & Classroom & Cultures Co-Curriculum
  14. 14. Environmental Factors Situational Context 1st Level - Learning and Learners2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms Department & Discipline & Institution Community
  15. 15. Resources• Handouts referenced in this presentation are in the “Teaching by Design section at http://z.umn.edu/idaportal

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