Strategies to Design Intentional Curriculummams.rmit.edu.au/7kaffxro2tvr.pdf · 2013-06-07 ·...
Transcript of Strategies to Design Intentional Curriculummams.rmit.edu.au/7kaffxro2tvr.pdf · 2013-06-07 ·...
Strategies to Design Intentional Curriculum
A Diversity of LearnersINCLUSIVE TEACHING AT RMIT
Page 1 of 4www.rmit.edu.au/teaching/inclusive
Anticipate your likely audience Consider the diversity of the student cohort in the design of your course:
• Ifyouarenewtothiscourseconsultcolleagueswhohavetaughtthecoursepreviouslytoaskaboutthestudentcohortoraccessiexplore(https://iexplore.rmit.edu.au/iexplore/)forinformation.
• ConsultyourprogrammanageraboutthepreviousProgramAnnualReview(PAR)dataonthestudentcohort.
• Considerhowyouwillcatertotheneedsofdifferentgroupsinyourcohort.
• Determineothercoursesstudentsmighthavedonepriortoyoursanddesignthecoursewiththewholeprograminmind.
• Usereal-worldexamplesfromdiverse,globalperspectivestoillustratekeyideasandproblems.
Consider the diversity of the student cohort in the design of your assessments:
• Usearangeofassessmentsmethodstocaterfordifferenttypesoflearners.
• Designyourassessmentsusingascaffoldedapproachtoassistinstudentsuccess.
• Treatassessmentasanintegralpartofyourcoursedesign.
• Providechoicetostudentsinassessmenttaskstocaterfordifferentlearningstyles
“When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing.”AdrienneRich,Invisibility in the Academe.
Strategies to Design Intentional Curriculum
I can see my world
Strategies to Design Intentional Curriculum
A Diversity of LearnersINCLUSIVE TEACHING AT RMIT
Page 2 of 4www.rmit.edu.au/teaching/inclusive
Adopt a flexible curriculum to respond to a diverse student cohort
Consider the diverse needs of your students in the design of the course curriculum:
Includeinyourcurriculumdesign:
• Activitiesthatencouragestudentstodrawonpriorknowledgeandexperience.
• Opportunitiesthatencouragestudentstomakeconnectionsbetweenknowledgeandapplication.
• Differentmodesoflearninginyourdesign(facetoface,flippedclassroomsandblendedlearning).
• Learningandassessmentactivitiesrelevanttostudentlivesandcareeraspirations.
• Learningactivitiesforvisual,auditoryandkinaestheticlearners
• Reflectcurrentindustrypracticeandaccreditation(AQFandprofessionalbody)standards.
• Opportunitiesforstudentstoexplorespecifictopicssothattheycancreateunderstandingandexperiencedeeperlearning.
• AvarietyoflearningactivitiestoaccommodatedifferentTeachingSpaces(www.rmit.edu.au/browse;ID=1opmzu7tunng1)
FormoreinformationondeliveryrefertoStrategiestoteachexplicitly.
Access a range of methodologies to deliver activities that support different learning needs and styles:
Therearemanytheories,pedagogiesandprinciplesthatsupportaninclusiveteachingpractice;helpustounderstandmoreclearlyhowandwhystudentslearn;andassistustodesigneffectivelearningexperiences,tasksandassessments.SeeStrategiesforTeachingExplicitlyforfurtherdetails
Use technology to facilitate a more inclusive curriculum:
• Usetechnologytomakelearningmoreaccessibleforallstudents.
• Usebothsynchronousandasynchronouscommunicationchannels.
• Uploadalllearningmaterialsintothecourseonlinespace.
• Ensureallonlinelearningmaterialsareaccessible,wellorganized,easilyidentifiedandfoundbystudents.
Design curriculum to be responsive to changes in circumstance:
• Designyourcurriculumsoitcanbeeasilychangedtocaterforoff-campusstudentsorblendedlearningdeliveryifneedbe.
• Annuallycheckyouronlinematerialstoensuretheyreflectthetimeandcircumstanceofdelivery.
Ensure your curriculum design is accountable
Design curriculum to comply with the regulatory requirements:
• DesignlearningactivitiesandassessmentsatthecorrectAQFlevel.
• Designcourselearningandassessmentactivitiestoreflectthelearningoutcomesofyourprogram.
• Ensurethevolumeoflearningisappropriatewhencoursesaredeliveredindifferentmodes.
• Familiariseyourself,andcomplywith,RMITpolicyinyourassessmentdesign.RMITAssessmentPolicies.
Strategies to Design Intentional Curriculum
A Diversity of LearnersINCLUSIVE TEACHING AT RMIT
Page 3 of 4www.rmit.edu.au/teaching/inclusive
Use a collaborative approach to the design of curriculum
Liaise with industry to ensure industry focused outcomes:
• Obtainfeedbackfromindustryonthetypesoflearningactivitiesandassessmentsyouhavedesignedtoensuretheyarecurrentandrelevant.
• Ensureyourcoursedesignandassessmentsworktogethertoassiststudentsintheirpreparationforindustry.
Integrate the development of graduate attributes, Work Integrated Learning (WIL) and English Language Proficiency Skills into your course:
• Designassessmentstoassistinbuildingthegraduateattributesexpectedfromyourprogram.
• Reflectindustrypracticesinthedesignofyourlearningactivitiesandassessments.
• FamiliariseyourselfwithRMIT’sGraduateAttributes.
• AccessWILforguidelinesonWILandpracticalplacementguides.
• AccessTheStudyandLearningCentre(SLC)forinformationonhowtoembedEnglishlanguageproficiencyandacademicskillsintoyourprogram.
Build collaborative opportunities for students:
• Designactivitiesthatpromoteinteraction,collaborationandsharedreflectionamongstudents.
Make your design decisions transparent
Ensure design decisions are clear:
• Createassessmentswithaclearalignmenttothecourselearningoutcomesandexplaintheselinkstostudents.
• Explaintoyourstudentswhyyouhavechosenlearningmaterials,activitiesandassessmentmethods.
• Makeexpectedoutcomescleartostudents.
• Giveclearinstructionstostudentsonwhatyouwantthemtodoandpreparethemexplicitlyforassessments.
• Buildfeedbackprocessesintotheassessmentdesignandexplainhowtheseshouldbeusedforbetterperfomance.
Align learning outcomes with learning activities and assessment:
• Specifytheknowledge,values,andskillsthatstudentsareexpectedtoachieveattheendofthecourse.
• Clearlyarticulateyourexpectationsandthecoursegoals,learningoutcomesandrequirementsinyourCourseGuidePartBandinyourfirstsession.Reiteratetheseduringthecourseateachnewtopic.
• Followlogicalstepstoleadtothepreparationforassessmenttasksandskill/knowledge/capabilitydevelopment.
• Preparethecoursesothatcontinuityismaintainedi.e.sessionsleadonfromthepreviousclassandconnecttothenextwithmatchingreadingsandresources.
Strategies to Design Intentional Curriculum
A Diversity of LearnersINCLUSIVE TEACHING AT RMIT
Page 4 of 4www.rmit.edu.au/teaching/inclusive
Ensure your curriculum design is equitable
Avoid bias and stereotypes: Ensure there are no inherent biases that disadvantage some students in your chosen assessments.
• Ensuretherearenoinherentbiasesthatdisadvantagesomestudentsinyourchosenassessments.
• Usearangeofexamplestoensureallstudentscanrelate.
Provide students with transparent guidelines for their assessment:
• Makeassessmentrubricsavailabletostudentsearlysotheyhaveasolidunderstandingofrequirements.
• Provideclearwritteninstructionstostudentsonhowtocompleteassessmentsandallowclasstimetoanswerquestionsonimpendingassessments.
• Providestudentswithexemplarsonwhichtheymaymodeltheirperformance.
Use technology to broaden access to learning:
• Provideonlineaccesstolearningmaterialsforstudentsunabletoattendclasses.
• Provideflexibleoptionsforassessmentifrequired.
Ensure curriculum content does not perpetuate stereotypes:
• Ensureyoudonotusematerialsthatcouldbedeemeddiscriminatorybyanygroupsinyourcourse.
• Providearangeofnon-biasedscenariosforlearningactivities.
• Createculturallyneutraland/orbalancedactivities.
Design learning and assessment activities to reduce the need for reasonable adjustment:
• Provideacomfortableenvironmentandavailabletimessoyouareapproachableifstudentsneedtodiscussassessments.
• Engagestudentsindiscussionsaboutassessmentandcoursedesigntoalleviatetheneedforreasonableadjustment.
• Makereasonableadjustmentsifrequired.