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ElementsofSuccessful
CourseDesignIgorAkpovo,Ph.D
FacultyConsultantforInnovativeTeaching
JanelleColeman,Ph.DFacultyConsultantforAssessment
JohnWalker,M.A.ExperienceLearningAssessmentCoordinator
teaching.utk.edu
Bytheendofthissession,participantswill…
1. Applyatleastoneconceptualplanningmodelwhencreatingaspectsoftheircourse.
2. Articulatethecharacteristicsandbenefitsofclearlearningoutcomes.
3. Identifystrategiesforengagingstudentsthroughthelearningprocess.
AreasofNeed• Establishingaclearorganizationforyourcourse.• Ensurethatformativeandsummativeassessmentsareproperlyintegrated.• Makingcontent/materialrelevanttostudents.• Ensuringthatstudentsareengagedasactiveparticipantsintheirlearning.
PlanningTools
PlanningCourseContent:WhattoConsider?1. Contextofthecoursewithinthelarger
curriculumoftheprogram:• LeveloftheCourse• RequiredorElective
2. Disciplinaryornational/regionalstandardsthatdictatewhatmustbecovered
3. StudentCharacteristics/Backgrounds
4. LearningEnvironment
PlanningMethod#1:ConcentricCircles
howtousetimeeffectivelyforcollege;howtothinkabout
academicgoals;howtotalktoyouradvisor;howtoprioritize
howtousethelibrary(basics);methodsforeffectivereadingeffectivestudy(forcollege);waystoplanforgraduation
EnduringUnderstandings
forFYS:
ImportanttoKnoworDo:
Worth beingfamiliarwith
Otherservicesoncampus;ideasaboutgettingmostofcollegeeducation
PlanningMethod#2:Difficult(Threshold)Concepts
• Whatarethedifficultconcepts?• Examineunits.• Adda“star”totheonesthatmaycauseproblemsformanystudentsconsistently.• Research/analysisonhowbesttoaddressdifficulties.
ConceptualPlanningActivity
• Identifyasetofskillsorconceptsthatyouwouldlikestudentstolearninyourclass.
• UsingtheConcentricCircleModel,prioritizethoseskillsand/orconcepts.
• Next,putastarnexttothoseskillsorconceptsthatmightbethresholdconceptsforyourstudents.
• Insmallgroups(3or4),discusshowyoumightmitigatethosedifficultiesinyourcourse.
PlanningMethod#3:ThreeColumnApproachtoCourseDesign
StudentLearningOutcomes
“Whatwill the studentbeabletodo?”
FormativeAssessment
“Whatwillstudentsdotodemonstratetheyare
learningthecontent?”(i.e.,whattheyarecurrently
learning)
SummativeAssessment
“Whatwillthestudentsbeabletodotoindicatethattheylearnedaconcept
withinatimeframe?”(i.e.whattheyhavelearned)
1.
2.
3.
SettingtheCourseDevelopingClearLearningOutcomes
SettingClearLearningOutcomes…
So,whyisthisimportant?
ImportanceofClearLearningOutcomesandObjectives
• Providesinstructor,studentwithanoverviewofcourse.
• Identifiesbehaviorsandskillsstudentsareexpectedtolearn.
• Helpsstudentsbeawareoftheirlearningresponsibility.
• Createsroadmapforcourseplanning.
• Providesoutlineandcontextforinstructortodevelopcourseexamsandotherassessedassignments.
CharacteristicsofStrongLearningOutcomes(SLOs)
Outcomes•OutcomesareSpecific.•OutcomesareMeasurable.•OutcomesareAchievable.•OutcomesareRelevant.•OutcomesareTime-framed.
OutcomesareSMART!
Remember Understand Apply Analyze Evaluate Create
CountDefineDescribeDrawIdentifyLabelListMatchNameOutlinePointQuoteReadRecallReciteRecognizeRecordRepeatReproduceSelectStateWrite
AssociateComputeConvertDefendDiscussDistinguishEstimateExplainExtendExtrapolateGeneralizeGiveexamplesInferParaphrasePredictRewriteSummarize
ApplyCalculateChangeClassifyCompleteComputeDemonstrateDiscoverDivideExamineGraphInterpolateManipulateModifyOperatePrepareProduceShowSolveSubtractTranslateUse
AnalyzeArrangeBreakdownCategorizeCombineDesignDetectDevelopDiagramDifferentiateDiscriminateIllustrateInferOutlinePointoutRelateSelectSeparateSubdivideUtilize
AppraiseAssessCompareConcludeContrastCriticizeCritiqueDetermineGradeInterpretJudgeJustifyMeasureRankRateRelateSupportTest
ComposeCreateCombineConnectDesignDeviseGroupIntegrateModifyOrderOrganizePlanPrescribeProposeRearrangeReconstructReorganizeReviseRewriteTransform
LearningOutcomesbyCategory:Whatstudentsdo
CommonPitfallswithSLOs
• “Double-barreled”outcomes• Usingvagueverbs(e.g.,
“understand”and“know”)• Wordyoutcomes(e.g.,
“studentswilldemonstratetheabilityto…”)
• Outcomesstatedasgoals
WeakLearningOutcomes• Studentswillknowtheelementsfromtheperiodictable.
• StudentswillbeabletounderstandandapplythePythagoreanTheorem.
• Studentswilldemonstratetheabilitytoanalyzeanddescribethehistoricalperspectivesofourworldandappreciatethecontributionsofthoseperspectives.
• Studentswillobtainaresearchgrant.
StrongLearningOutcomes• Givenaparagraph,thestudentwillidentifyten
rulesofgrammarthatareusedinitsconstruction.
• Studentswillpresentinformationabouttheirresearchtoageneralaudience.
• Bytheendofthiscourse,studentswilldistinguishbetweenahypothesis,atheory,andalaw.
LearningOutcomesActivityHowdowemakeweakoutcomesstronger?
ImportanceofAligningLearningOutcomesWithAssessments
• Itensuresthevalidity,reliability,andtransparencyoftheassessments.
• Ithelpstoensurethatthe'right'skillsandknowledgearebeingassessedattherighttimeusingappropriatemethods.
• Itprovidesdependableevidence ofhowwellstudentsarereachingthedesiredoutcomes.
• Itreinforces tostudentswhatneedstobemasteredandhelpsthemtracktheirprogressinthecourse.
AssessmentTypesandStrategies
AssessmentProcess
Evidence
FeedbackAdjustInstruction&Learning
Formativevs.SummativeAssessment
• Formativeassessmentisassessmentfor learning.Itsfocusisonfutureachievement.
• Summativeassessmentisassessmentof learning.Itassesseswhathasbeenlearnedinthepast.
• TheseformsofassessmentareNOTmutuallyexclusive;theyshouldbeusedinconjunctionwithoneanothertomeasurestudentlearning.
ExamplesofFormativeAssessment
ExamplesofSummativeAssessment
TestYourKnowledge!
Howmuchhaveyoulearnedaboutassessment?
Engagement
MakingYourContentMatter!
ActiveLearning
• WhatIhear,Iforget.• WhatIhearandsee,I
rememberalittle.• WhatIhear,see,andask
questionsaboutordiscuss withsomeoneelse,Ibegintounderstand.
• WhatIhear,see,discussanddo,Iacquireknowledgeandskill.
• WhatIteach toanother,Imaster(Silberman,1996).
ActiveLearning(con’t.)
• Activelearningreferstoabroadrangeofteachingstrategieswhichengagestudentsasactiveparticipantsintheirlearning.
• Activelearningactivitiesengagestudentsindoingsomethingbesideslisteningtoalectureandtakingnotestohelpthemlearnandapplycoursematerial.
ActiveLearningStrategies
• Opendiscussions• Games• Think-Pair-Share• PeerReview• RolePlaying,etc.• Smallgroupdiscussions• Demonstration• ExperientialLearning
ExperientialLearning
Experientiallearning isanapproachtoeducationthatemphasizesengagedstudentlearningthroughdirectexperienceandintensereflectiontoincreaseknowledgeandacquirelifelonglearningandproblem-solvingskills.
WhyisELImportanttoStudents’Education?
• CurrentEducationalBenefits• GenerationZ(bornbetween1995-2010)• ResearchshowsthatusingEListhemosteffectivewaythatthesestudentslearn.*
• FutureCareerandProfessionalBenefits• EmployersarelookingfornewemployeeswiththeskillsthataredevelopedthroughELexperiences.
*Seemiller,C.&Grace,M.(2016)GenerationZGoestoCollege.SanFrancisco:Jossey-Bass.
TLIResources• Assessment• CourseDesign• InclusiveTeachingPractices• OnlineTeachingPractices• ExperientialLearning• Service-learning https://teaching.utk.edu/
UpcomingworkshopsalsoavailableontheTLIwebsite!
Thankyou!
Questions?