2. Introduce integrated aligned course design approach Add to
your repertoire of teaching techniques Identify implementation
guidelinesCJ
3. Benefits ChallengesJJ
4. Skip missing/matching; focus on mattersJC
5. S i t u a t i o n a l C o n t e x t Learning Outcomes
Teaching & Learning Activities AssessmentCC L.Dee Fink
(2003)
6. S i t u a t i o n a l C o n t e x t Learning Outcomes
Teaching & Learning Activities AssessmentCC L.Dee Fink
(2003)
7. V L.Dee Fink (2003)CC
8. CJ
9. Whats matching? missing? What does it mean? Why does it
matter?JJ
10. A B It doesnt Matter C DJC (Mazur, 2002)
11. CJ
12. Nothing is divine but what is Aristotle agreeable to reason
Immanuel Kant We are what we repeatedly do The liberty of the
individual John Stuart Mill must be limited; he must not make
himself a nuisance to other people JC
15. Which statement is correct about students in Spring 2011?
a. 73% Often or very often had serious conversations with students
of a different race or ethnicity than your own b. 57% Participated
in community service as part of a regular course c. 66% Often or
very often put together ideas or concepts from different courses
when completing assignments or during class discussions
Sourcehttps://www.oir.umn.edu/surveys/nsse/public/nsse_engagementJC
16. CC
17. Monitor & reconsider Identify own biasRealize theres
nosingle correct answer Susan Wolcott:
http://www.units.muohio.edu/led/Workshops/CC
Wolcott%20Wksp%20handouts.pdf
18. Learns about oneself and othersCJ
19. Connect icebreaker to course content Give students a task
to accomplishJC
20. CC
21. CJ
22. Below level of awarenessJC
23. CJ
24. JC
25. How was this exam like I expected? How was this exam
different?What parts did I feel well prepared for?What parts did I
not feel well prepared for?Was there a pattern to any mistakes I
made?What should I do differently next time?CC
26. 1. Connect the activity to your learning outcomes2. Tell
students why you are doing this3. Give clear and succinct
directions4. Give students a chance to prepare5. Insure individual
as well as group accountability CC
27. Tips on grading group work
http://tlt.its.psu.edu/suggestions/teams Grading Rubrics (Park
University) http://www.park.edu/cetl/quicktips/rubrics.html Active
Learning Techniques (Indiana State University
www.indiana.edu/~icy/document/active_learnin g_techniques.pdf
Immediate Feedback Forms http://www.epsteineducation.com/home/
CC
28. Fink, L. Dee. (2003). Creating significant learning
experiences. San Francisco: Jossey-Bass. Mazur, Eric. (1997). Peer
instruction a users manual. Upper Saddle River, NJ: Prentice Hall.
Michaelsen, L., et al. (Eds.)(2004). Team-based learning: A
transformative use of small groups in college teaching. CJ
29. 3 2 1 new ways question things you you you can have Learned
apply thisMJ
30. Sample Rubrics (Winona State
University):http://course1.winona.edu/shatfield/air/rubrics.htmActive
Learning in Large
Classes:http://www.uoguelph.ca/cera/Curriculum/White%20Paper/large%20classes.html