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Curriculum Work with PFRH
Sara Hill September 19, 2013
• Faculty Support • Course “Audits” • Curriculum Alignment
2
Overview
Course “Audits” inputs and outputs
• Teaching = input
• Learning = output
3
Curriculum Process
Evidence of Teaching (inputs)
• Course observations • Course syllabi/Course sites • Course evaluations
4
Course Audit
Evidence of Learning (outputs)
• Learning Objectives • Course syllabi/ Course sites • Learning activities • Assessments
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Course Audit
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Course Audit
Cognitive Level of LOs
• Bloom’s Taxonomy • SOLO Taxonomy
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Bloom’s Taxonomy
Alignment
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Image Source: Public Domain Pictures.net
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Role of Learning Objectives
• Course design • Guide for students • “Evidence” of learning • Alignment with competencies
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Problem Learning Objectives
• Describe • Remembering/ reproducing Explain?
• Identify • An existing trend? Something new?
• Discuss • Context? Evidence of achievement?
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Course Audit
Learning Activities
• Active • Passive
Why Use Active Learning?
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Students taught through active learning methods learn two to three
times more than those taught through traditional lectures
Source: Hake, R. R. (2002) Lessons from the physics-education-reform effort. Ecology and Society 5(2) Article 28.
The Role of Lectures
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“It is the one who does the work who does the learning.”
-- Terry Doyle
Source: Doyle, T. (2011). Learner Centered Teaching: Putting the Research on Learning into Practice. Sterling, VA: Stylus Publishing, LLC.
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Lecture Best Practices
• No more than 20 minutes • Minimize/avoid bulleted PPT • Engage students
• Polling • Small groups • 2-minute writing assignments • See Classroom Assessment Techniques
Stepping out from behind the Curtain
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Variety
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Image Source: Wikimedia Commons
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Elements of Active Learning Doing and Reflecting
• Critical thinking • Individual responsibility for learning • Open ended • Well-designed, aligned
Active Learning During Class Sessions
• Discussion • Student-led review sessions • Debates • Problem-based learning • Case-based learning • Brief written responses
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Active Learning & Technology Explore, Create, Curate, Review, Share
• Polling • Wolfram Alpha • VoiceThread • YouTube • Discussion forums • Twitter • Wikis / basic web pages
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Course Audit
Learning Assessment
• Formative (few courses) • Summative
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Formative Assessment
Lets students and faculty monitor progress
You do not have to grade/read everything!
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Formative Assessment
• Required but not graded • Can be anonymous • In class or before/ after class • Technology or index cards • Peer review
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Summative Assessment
• Exams • Allow time to write strong
questions
• Papers • Clear purpose • Consider length/grading /deadlines
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Summative Assessment
• “Authentic” • Redundancy/guidelines Memos Policy briefs Presentations
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Guest Lecturers
• Course objectives • Presentation objectives • Review content & alignment • Frame or ask students to
frame
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Competency Alignment
Changes
Alignment based upon evidence of learning
NOT course descriptions
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Aligning Courses & Competencies
• Different format • Different criteria
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Competency Doc from 2006
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Current Competency Doc
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Depth of Competency Achievement
• Process, not a product • Changes in knowledge, beliefs, behaviors or attitudes • Not done to students, but rather something students themselves do
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Quality Learning
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Concept
Image Source: Wisconsin.gov
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Formative Stage
Image Source: Heartfelt (E-bay)
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Quality Learning--Innovation
Image Source: http://www.solidform.co.uk/blog/2012/10/30/the-galaxy-soho-beijing-china-by-zaha-hadid-architects.html
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Resources and References • Anderson, L. W. and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon. • Berry, W. (2008). Surviving the lecture: A pedagogical alternative. College Teaching, 56(3). 149-154. • Biggs, T. and Tang, C. (2011). Teaching for quality learning at university. New York: McGraw Hill • Bonwell. C. C. & Eison, J. A. (1991) Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No.1. Washington DC: George Washington University. • Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing, LLC. • Felder, R., & Brent, R. (2009). Active learning: An introduction, ASQ Higher Education Brief, 2 (4).
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Resources and References • Hansen, E. J. (2011). Idea-based learning: A course design process to promote conceptual understanding. Sterling, VA: Stylus Publishing LLC. • Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus/Association for American Higher Education • Marton, F., and Säljö, R. (1976). On qualitative differences in learning: I-outcome and process.” British Journal of Educational Psychology, 46, 4–11. • Wiggins, G. P., & McTighe, J. A. (2005). Understanding by design. Washington, DC: ASCD