BENEFITS of GOOD COURSE DESIGN for TBL USERS · 2017-07-20 · Designing Courses for Significant...
Transcript of BENEFITS of GOOD COURSE DESIGN for TBL USERS · 2017-07-20 · Designing Courses for Significant...
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BENEFITS of GOOD COURSE DESIGN for TBL USERS
Presentation by:
L. Dee Fink, Ph.D.
Educational Consultant in Higher Education
Author: Creating Significant Learning Experiences
TBLC ConferenceOrlando, FloridaMarch 4, 2017
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Good Course Design and TBL
Reasons that TBL is so powerful:
• Uses small group dynamics
• Powerful sequence of activities
• Good guidelines for how to help “groups” morph into “teams”
However,…
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Good Course Design and TBL
Getting Better Over Time
Quality of
Teaching
When YouBegan Teaching
NOW Near Future
C
B
TBL
TBL & Good Course Design
“Tweak my teaching”
A
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Good Course Design and TBL
Quick Review of my model of
Learning-Centered Course Design:
1. Taxonomy of Significant Learning
2. Model of Integrated Course Design
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Good Course Design and TBL
1. The Taxonomy of Significant Learning
➢ Origin
➢ Kinds of Learning
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Fink’s Taxonomy of Significant Learning
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Taxonomy of Significant Learning
Caring
Developing new…
• Feelings• Interests
• Values
Learning HOW to Learn
• Becoming a better student
• Inquiring about a subject
• Self-directing learners
Human DimensionsLearning about:
• Oneself
• Others
IntegrationConnecting:
• Ideas•Bodies of Knowledge•Realms of life
Foundational KnowledgeUnderstanding and remembering:• Information• Ideas
Application
• Skills
• Thinking: Critical, Creative, & Practical
•Managing projects
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Designing Courses for Significant Learning
Quick Review of:
1. Taxonomy of Significant Learning
2. Model of Integrated Course Design
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S i t u a t i o n a l F a c t o r s
INTEGRATED COURSE DESIGN:
Key Components
Learning Outcomes
Feedback & Assessment
Teaching &LearningActivities
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Outcomes
SignificantLearning
EducativeAssessment
Active Learning
Integration
Feedback & Assessment
Teaching andLearningActivities
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Good Course Design and TBL
2
3
Learning Outcomes1. Xxx2. Xxx3. Xxx4. Xxx5. Xxx6. xxx
Learning
Outcomes
Ass’m’t
Activ.
Learn.
Activ.
1. Xxx
2. Xxx
3. Xxx
4. Xxx
5. Xxx
6. Xxx
4
3-Column Table
Week: Mon Wed Fri
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Weekly Schedule
Learning ACHIEVED
5
6
Learning IMAGINED
Big Dream Culminating Project
1
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Good Course Design and TBL
QUESTION:
What can good course design do
to help current TBL users?
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Good Course Design and TBL
3 Ways Course Design Can Help:
A.
B.
C.
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitlyon powerful kinds of learning, rather than on topics.
B.
C.
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Good Course Design and TBL
3 Ways of Designing Courses:
1. “List of Topics”
2. “List of Activities”
3. Need a way of designing courses that is:
• Systematic
• Integrated
• Learning-Centered
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Taxonomy of Significant Learning
Caring
Developing new…
• Feelings• Interests
• Values
Learning HOW to Learn
• Becoming a better student
• Inquiring about a subject
• Self-directing learners
Human DimensionsLearning about:
• Oneself
• Others
IntegrationConnecting:
• Ideas•Bodies of Knowledge•Realms of life
Foundational KnowledgeUnderstanding and remembering:• Information• Ideas
Application
• Skills
• Thinking: Critical, Creative, & Practical
•Managing projects
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Designing Courses for Significant Learning
In a course with significant learning, students will:
1. Understand and remember the key concepts,
terms, relationship, etc.
2. Know how to use the content.
3. Be able to relate this subject to other subjects.
4. Understand the personal and socialimplications of knowing about this subject.
5. Value this subject and further learning about it.
6. Know how to keep on learning about this
subject, after the course is over.
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Good Course Design and TBL
Example of Course-Specific Learning Goals: For a course on “Legal Issues in Accounting”
“By the end of the course, students will be able to…”
1. F.K.: Understand & define major terms & concepts related to law and accounting.
2. Applic.: Compare and contrast opposing legal principles, choose a position and defend it.
3. Integ.: Identify the relationship between needs for legal integrity and compliance with accounting principles.
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Good Course Design and TBL
Example of Course-Specific Learning Goals: For a course on “Legal Issues in Accounting”
“By the end of the course, students will (be able to)…”
4. Hum. Dim.:
A. SELF: See themselves as confident and competent accountants.”
B. OTHER: Work effectively as a member of an accounting team.
5. Caring: Want to be legal and ethical in their accounting work.
6. How to Keep on Learning: Research and apply new court cases to legal accounting issues.
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitlyon powerful kinds of learning, rather than on topics.
BENEFIT??
➢ Ensures that you have your
course focused on important
kinds of learning!
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitlyon powerful kinds of learning, rather than on Topics.
B. Provides the tools for proper alignment of course goals and course activities.
C.
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S i t u a t i o n a l F a c t o r s
INTEGRATED COURSE DESIGN:
Key Components
Learning Outcomes
Feedback & Assessment
Teaching &LearningActivities
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3-COLUMN TABLE:
Learning Outcomes: Assessment Activities: Learning Activities:
1. Found. Know.
2. Application
3. Integration
4. Human Dim.:
• Self, Others
5. Caring
6. Learning How to Learn
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3-COLUMN TABLE:
Learning Outcomes: Assessment Activities: Learning Activities:
1. Found. Know.
2. Application
3. Integration
4. Human Dim.
• Self, Others
5. Caring
6. Learning How to Learn
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3-COLUMN TABLE:
Learning Outcomes: Assessment Activities: Learning Activities:
1. Found. Know. • Multiple-choice tests
2. Application • Case studies
3. Integration • Essays, focused on Integration
4. Human Dim.
• Self, Others
• Reflective essays
5. Caring • Statements of preferences
6. Learning How to Learn
• Learning portfolios
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3-COLUMN TABLE:
Learning Outcomes: Assessment Activities: Learning Activities:
1. Found. Know. • Multiple-choice tests
2. Application • Case studies
3. Integration • Essays, focused on Integration
4. Human Dim.
• Self, Others
• Reflective essays
5. Caring • Statements of preferences
6. Learning How to Learn
• Learning portfolios
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3-COLUMN TABLE:
Learning Outcomes: Assessment Activities: Learning Activities:
1. Found. Know. • Multiple-choice tests
• Reading
2. Application • Case studies • In-class problem solving, with fdbk.
3. Integration • Essays, focused on Integration
• Discussion (small group?)
4. Human Dim.:
• Self, Others
• Reflective essays • Reflections, essays
5. Caring • Statements of preferences
• Community projects
6. Learning How to Learn
• Learning portfolios
• Project: learn something new
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitly on powerful kinds of learning, rather than on Topics.
B. Provides the tools for proper alignment of course goals and course activities.
BENEFIT??
➢ Ensures that you have the activities necessary to generate the kinds of learning you say you want!
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitly on powerful kinds of learning, RT on Topics.
B. Provides the tools for proper alignment of course goals and course activities.
C. Prompts you to generate powerful SEQUENCES of Learning Activities.
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Designing Courses for Significant Learning
Mon Wed Fri Mon Wed Fri
In-ClassActivities:
? ? Assessm’t &
Feedback
Out-of-Class
Activities:
? ?
“CASTLE-TOP” DIAGRAM:
A Tool for Identifying Your
TEACHING STRATEGY
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Designing Courses for Significant Learning
1st Set of Learning Activities
2nd Set of Learning Activities
Culminating Project
3rd Set of Learning Activities
S E M E S T E R
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Good Course Design and TBL
Powerful SEQUENCES of Learning Activities:
1. Rich Learning Experiences
➢ A special new experience
➢ Reflection
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Good Course Design and TBL
RICH LEARNING EXPERIENCES
WHAT ARE THEY?
• Learning experiences in which students are able to simultaneously acquire multiplekinds of higher level learning.
WHAT ARE SOME EXAMPLES?
In-Class:• Debates• Role playing• Simulations• Dramatizations
Out-of-Class:• Service learning• Situational observations• Authentic projects
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Good Course Design and TBL
• CONTENT: Used Readiness Assessment Tests from TBL
• STORIES: Had speakers come in (students, people from community)
• REFLECTIONS: Did both before and after speakers; before and after readings
• RICH LEARNING EXPERIENCE: 4 weeks…➢ Severe disability from a stroke
➢ Cultural group - negative feelings
➢ “Pagan” religious service
➢ Drag show with some gay friends
EXAMPLE of a TBL Course with Rich Learning Experiences:
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Good Course Design and TBL
Powerful SEQUENCES of Learning Activities:
1. Rich Learning Experiences
➢ A special new experience
➢ Reflection
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Good Course Design and TBL
St1 St2
Teacher/Coach
“TAKING CHARGE OF ONE’S OWN LEARNING”
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Good Course Design and TBL
St1 St2
Meta-Learner:?
Teacher/Coach
•
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Good Course Design and TBL
St1 St2
Own Learning/Development
Meta-Learner:?
Own Knowing/Beliefs
Own Thinking
Own Performance
Own Caring/Values
Teacher/Coach
•
One Who Takes Charge of their…
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Good Course Design and TBL
IN-DEPTH REFLECTIVE DIALOGUEWith Whom?
• Oneself (journaling, learning portfolios)• Others (teacher, other students, people outside class)
About What?• Subject of the Course:• Learning Process:
• WHAT am I learning?• HOW do I learn: best, most comfortably, with
difficulty, etc.?• What is the VALUE of what I am learning?• WHAT ELSE do I need or want to learn?
Written Forms?• One-minute papers• Weekly journal writing• Learning portfolios (end-of-course, end-of-program)
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LEARNING PORTFOLIOS:
Key Questions:
1. WHAT Did You Learn in this course?
• Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc.
2. HOW did you learn?
• What helped you learn? What didn’t?• What does this tell you about yourself as a learner?
3. What is the VALUE to you, of what you learned?
• For your - Personal life? Social/Civic life? Professional life?
4. What is your PLAN for FUTURE LEARNING?
• WHAT ELSE do you want to learn? • HOW would you learn THAT?
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Good Course Design and TBL
The Sequence of…
Rich Learning Experiences + Reflection
= POWERFUL Learning Experience
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Good Course Design and TBL
Powerful SEQUENCES of Learning Activities:
1. Rich Learning Experiences
➢ A special new experience
➢ Reflection
2. “String of Activities” – focused on “Learning how to keep on learning”
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Good Course Design and TBL
Week 1:
Week 15:
Culminating Project: L-PF• Part 4: Create a PLAN for your
near-future learning about college teaching
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Good Course Design and TBL
Week 1:
Week 15:
Week 3: Find Resources on Teaching & Learning
Week 5: Find 10 major topics on college-level teaching
Week 7: Select the 4 topics most urgent for you
Week 9: Select 1 topic – and learn about it NOW
Week 13: For 3 remaining topics – Identify a learning strategy for each one
Week 14: Topics & Learning strategies = PLAN for future professional development
Week 15: Insert your Plan as Part 4 in your Learning Portfolio [Culminating Project the for course]
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Good Course Design and TBL
Multiple Sets of ACTIVITY SEQUENCES:
1. Rich Learning Experiences
➢ A special new experience
➢ Reflection
2. “String of Activities” – focused on “Learning how to keep on learning”
3. Educative Assessment
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Good Course Design and TBLFeedback and Assessment:“EDUCATIVE ASSESSMENT”
Criteria and Standards
Important Learning
Forward-Looking Assessment Task
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Good Course Design and TBL
RUBRIC: A Tool for
Assessing Complex Student Work
1. Criteria:What are the different, important characteristics of “High Quality Work”?
2. Standards:How good is “good enough”?
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Good Course Design and TBLFeedback and Assessment:“EDUCATIVE ASSESSMENT”
Criteria and Standards
Self-Assessment
Important Learning
Forward-Looking Assessment Task
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Good Course Design and TBL
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Good Course Design and TBL
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Good Course Design and TBL
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Good Course Design and TBLFeedback and Assessment:“EDUCATIVE ASSESSMENT”
Criteria and Standards
Self-Assessment
FIDeLity Feedback
Important Learning
Forward-Looking Assessment Task
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Good Course Design and TBL
“FIDeLity Feedback”
• Frequent
• Immediate
• Discriminating (based on criteria and standards)
• Lovingly [or, supportive approach used]
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Good Course Design and TBLFeedback and Assessment:“EDUCATIVE ASSESSMENT”
Criteria and Standards
Self-Assessment
FIDeLity Feedback
Important Learning
Forward-Looking Assessment Task
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Good Course Design and TBL
3 Powerful SEQUENCES of Learning Activities:
1. Rich Learning Experiences
➢ A special new experience
➢ Reflection
2. A “String of Activities” – focused on “Learning how to keep on learning”
3. Educative Assessment – Students come out of the Assessment process knowing more than they did going into it!
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitly on powerful kinds of learning, rather than on topics.
B. Provides the tools for proper alignment of course goals and course activities.
C. Prompts you to generate powerful SEQUENCES of Learning Activities.
BENEFIT??
➢ Dramatically increases the power of your activities to achieve high quality learning!
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Good Course Design and TBL
3 Ways Course Design Can Help:
A. Prompts you to focus explicitlyon powerful kinds of learning, rather than on topics.
B. Provides the tools to ensure proper alignment of course activities with course goals.
C. Prompts you to generate powerful sequences of learning activities.
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Good Course Design and TBL
Ernesto Ocampo:Universidad Católica del Uruguay
His experience in adding good course design to TBL??
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Good Course Design and TBL
RESOURCES for Learning More about
Good Course Design:
✓ Print Resources (Books)
✓ Website:
www.designlearning.org• Collection of Examples• Listserv
✓ 2-Week Online Course
• www.optimizelearning.org
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Good Course Design and TBL
Getting Better Over Time
Quality of
Teaching
When YouBegan Teaching
NOW Near Future
C
B
TBL
Add Good Course Design
“Tweaking my teaching”
A
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Good Course Design and TBL
THE END!
Higher Education:
Let’s make it all that it can be and needs to be!