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