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.

3. SPECIFIC GOALS for This Workshop FOUNDATION KNOWLEDGE: Understand the basic terms and concepts APPLICATION: Be able to use the model of Integrated Course Design (ICD) INTEGRATION: Identify the relationship between what you are doing now as a teacher and the ideas of ICD

5. OTHERS: Work with others to create more powerful designsCARING: Identify the value of course design in teaching LEARNING HOW TO LEARN: Know what else you want to learn about course design – and how to learn that.

6. Agenda for Workshop Big Picture of Teaching—Place of Course Design Readiness Assessment Test Integrated Course Design: -Situational Factors -Learning Goals -Feedback & Assessment -Teaching/Learning Activities -Making your course integrated Does it work?

9. Transmission Of Knowledge

10. Transmitting Knowledge?

11. HOW DO PEOPLE LEARN? Transmit Knowledge? Constructivism

16. Interacting with Students Knowledge of the Subject Matter Designing Learning Experiences Managing the Course FUNDAMENTAL TASKS OF TEACHING Beginning of the Course

18. Integrated

20. # of SCRATCHES: # of POINTS: 1 - - - - 4 2 - - - - 2 3 - - - - 1 4 - - - - 0

21. Integrated Course Design: OVERVIEW

22. Teaching & Learning Activities Feedback & Assessment INTEGRATED COURSE DESIGN: Key Components Learning Goals S i t u a t i o n a l F a c t o r s

23. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

24. Integrated Course Design: SITUATIONAL FACTORS

25. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

27. Expectations by people outside the course

28. Nature of the Subject

29. Nature of Students

31. Nature of the Subject Primarily theoretical, practical, or some combination? Convergent or divergent? Important changes or controversies occurring? Characteristics of the Learners Their life situation (e.g., working, family, professional goals)? Their prior knowledge, experiences, and initial feelings? Their learning goals, expectations, and preferred learning styles?

32. Characteristics of the Teacher(s) My beliefs and values about teaching and learning? My attitude toward: the subject, students? My teaching skills? My level of knowledge or familiarity with this subject?

35. What is YOUR special pedagogical challenge in teaching YOUR course?

36. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

37. Integrated Course Design: LEARNING GOALS

38. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

39. FACULTY DREAMS If you had a class that could and would learn anything and everything you wanted them to learn: What is it that you would really like them to learn? Write a paragraph or two that explains your dream. Share with others.

41. Inquiring about a subject

44. Thinking: Critical, Creative, & Practical

46. Interests

48. People

50. OthersTaxonomy of Significant Learning

51. Formulating Significant Learning Goals:FOUNDATIONAL KNOWLEDGE What key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future? What key ideas or perspectives are important for students to understand in this course?

53. Inquiring about a subject

56. Thinking: Critical, Creative, & Practical

58. Interests

60. People

62. OthersTaxonomy of Significant Learning

63. Formulating Significant Learning Goals:APPLICATION What kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking? What important skills do students need to learn? (e.g., physical, communication, “people” skills) What complex projects do students need to learn now to manage?

65. Inquiring about a subject

68. Thinking: Critical, Creative, & Practical

70. Interests

72. People

74. OthersTaxonomy of Significant Learning

75. Formulating Significant Learning Goals:INTEGRATION What connections (similarities and interactions) should students recognize and make --Among ideas within the course? --Between the information, ideas & perspectives in this course and those in other courses or areas? --Between material in this course and the students’ own personal, social and work life?

77. Inquiring about a subject

80. Thinking: Critical, Creative, & Practical

82. Interests

84. People

86. OthersTaxonomy of Significant Learning

87. Formulating Significant Learning Goals:HUMAN DIMENSION What can or should students learn about themselves? What can or should students learn about understanding and interacting with others?

89. Inquiring about a subject

92. Thinking: Critical, Creative, & Practical

94. Interests

96. People

98. OthersTaxonomy of Significant Learning

99. Formulating Significant Learning Goals:CARING What changes would you like to see in what students care about, i.e., feelings, interests, values?

101. Inquiring about a subject

104. Thinking: Critical, Creative, & Practical

106. Interests

108. People

110. OthersTaxonomy of Significant Learning

111. Formulating Significant Learning Goals:LEARNING HOW TO LEARN What would you like for students to learn about… --How to be a good student in a course like this? --How to engage in inquiry and construct knowledge with this subject matter? --How to become a self-directed learner relative to this subject?

112. Taxonomy of Significant Learning

113. In a course with significant learning, students will: Understand and remember the key concepts, terms, relationship, etc. Know how to use the content. Be able to relate this subject to other subjects. Identify the personal and social implications of knowing about this subject. Value this subject and further learning about it. Know HOW to keep on learning about this subject, after the course is over.

116. Integrated Course Design: FEEDBACK &ASSESSMENT

117. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

118. Forward-Looking Assessment Feedback and Assessment:“EDUCATIVE ASSESSMENT” Self-Assessment Criteria and Standards “FIDeLity” Feedback

119. Criteria and Standards Self-Assessment Feedback Feedback and Assessment:“EDUCATIVE ASSESSMENT” Forward-Looking Assessment Task

120. Educative Assessment: EXERCISES Forward-Looking Assessment Activities Building a Rubric Self-Assessment Feedback

121. Educative Assessment: EXERCISES Forward-Looking Assessment Activities Building a Rubric Self-Assessment Feedback

126. Educative Assessment: EXERCISES Forward-Looking Assessment Activities Building a Rubric Self-Assessment Feedback

127. Feedback “Classroom Assessment Techniques” by Angelo and Cross Examples: Muddiest Point—students write down what was least clear to them Minute Paper—helps both students and professor 3. Background Knowledge Probes

128. “FIDeLity Feedback” Frequent Immediate Discriminating (based on criteria and standards) Lovingly or supportive approach used

129. Integrated Course Design: LEARNING ACTIVITIES

130. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

132. Actual, Simulated

134. Subject

135. Learning Process

139. Role playing

140. Simulations

142. Situational observations

145. Learning Process:

146. WHAT am I learning?

147. HOW do I learn: best, most comfortably, with difficulty, etc.?

148. What is the VALUE of what I am learning?

150. Weekly journal writing

155. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

156. Integrated Course Design: INTEGRATION

157. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

158. INTEGRATING THE COURSE 3-Column Table Weekly Schedule Teaching Strategy String of Activities

159. INTEGRATING THE COURSE 3-Column Table Weekly Schedule Teaching Strategy String of Activities

160. 3-COLUMN TABLE: Learning Goals: Assessment Activities: Learning Activities:

161. Three Column Table Examples Look at handout

162. INTEGRATING THE COURSE 3-Column Table Weekly Schedule Teaching Strategy String of Activities

163. Week #: Mon Wed Fri

164. INTEGRATING THE COURSE 3-Column Table Weekly Schedule Teaching Strategy String of Activities

168. TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… Be exposed to the content. Understand the content. Be able to use the content. Value the content.

169. TEACHING STRATEGIES QUESTION: This strategy creates a high likelihood that most students will… Be exposed to the content. Understand the content. Be able to use the content. Value the content.

170. INTEGRATING THE COURSE 3-Column Table Weekly Schedule Teaching Strategy String of Activities

171. X X X X X X X X

172. Learning Goals Teaching and Learning Activities Feedback & Assessment Criteria of “GOOD” Course Design Significant Learning Integration Educative Assessment Active Learning S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

173. Integrated Course Design: DOES IT WORK?

175. Course: Coding in Computer Science

176. Small class (18 students), traditional time structure (M-W-F)

177. Initially: Lecture + homework

179. Students will learn how to work effectively in a group setting.

180. Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes.2. New teaching strategy: Used TBL 3. Used reflective writing: Learning portfolios 4. Oral presentations 5. Had students re-submit their homework

182. TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”

183. STUDENTS:

184. …an interesting learning experience I will never forget…provided me with knowledge to carry out independent study.

186. It made my job seem worthwhile and very fulfilling.

188. Each Other

190. THE END! ?? Higher Education: Let’s make it all that it can be and needs to be!

191. OR, A NEW START? Teaching for the 21st Century . . .

192. Please contact me at:stewart.ross@mnsu.edu507-389-1098