COURSE CALENDARGRAD 8101: Spring 2011

McKeachie Chapters are from the13th editionCP = in Course Packet, posted on MyU

use z.umn.edu/ida8101 as URL for accessingNOTE: some weeks are currently hidden; this will change on 30 January

HO = Handed out in a class session

18 January – Class 1: LearningClass 1, NOTE 1 – You will not meet as a full class but will meet with one or two others who are registered for the course. The co-instructors will set of the pairs/trios to meet and send that information to you on 14 January 2011, and posted to the Course Portal.

Goals:At the end of this session participants will:

Engage – through active reading and multiple discussion opportunities – recent scholarship of learning and teaching research on learning as a foundational concept to be understood by teachers and students in higher education

Translate understanding of learning into documents – one written and one visual – that will convey individual ideas/understandings about learning to an audience of disciplinary peers, cross-disciplinary colleagues, and teaching mentors/supervisors.

Reading to Complete before meeting your Class 1 discussion partner(s):Class 1, NOTE 2 - fuller description the following assignment and related activities in the email that delivered this document to you

GRAD 8101 Course Syllabus, the narrative section (attached to this email) Complete the following readings on learning

o As you move through the readings, take time to annotate in the margins of a paper copy or create a short document with notes if reading an electronic document. Annotations might take the form of comments, questions, notes, summaries; bring the annotations/readings to the meeting with your discussion partner.

Stephen Brookfield on adult learning: http://www3.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_AdultLearning.cfm

Frank Coffield, et al on learning: read Chapter 1 “Back to Basics” and complete Activities 1 & 2 in the chapter as you read: http://tlp.excellencegateway.org.uk/ecpd/ecpd_modules/downloads/coffield_if_only.pdf (PDF also posted to Course Portal)

Patrick Troup on human development as a component of learning: http://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/documents/asset/ohr_68497.pdf (PDF also posted to Course Portal)

Activities & Assignments to be Completed: Having completed the required readings, bring the readings and your notes (paper or

electronic form) to the meeting with your class discussion partner.

The structure of that discussion session should roughly follow this format: o take some time to introduce yourselves (see the teacher introductions in the

syllabus as an example of what you might share) o focus the main segment of your conversation on learning: what is learning –

based on your readings, on your experience, your observations and experienced in your courses, lab, discipline(s), cultures, circle of friends (those who’ve continued on to graduate education and those who never would have wanted to), and family. You’ll have noticed that we paired you with someone outside of your field/discipline, so consider whether, when, why learning is understood similarly and differently across your fields and between you two as individuals.

o close by drafting a shared working definition for learning as you would want your students to understand and experience learning in courses you teach.

Finally, once you’re home, in some place working on your own, draw or diagram – with paper and pencil, with art supplies, with a camera and print outs, with cut up magazines, with computer tools, with some combination of these – how it is you understand learning and how you would like learning to happen for the students in your classes. Bring the drawing/diagram to Class 2 (we’ll make use of these in Class 3 and will review the depictions as we plan for that class session)

25 January – Class 2: Course Overview and IntroductionClass 2, NOTE 1: This is our first full class, in the classroom meeting. You’ll receive a reminder/update by 21 January.

Goals:At the end of this session participants will:

Begin building a learning community See their fellow participants as a knowledge resource Understand the importance of the first-day in setting the tone for a course

Reading (all readings to be complete before a class meeting) GRAD 8101 Course Syllabus, the narrative and calendar sections, both located on

the Course Moodle page Finding My Teaching Voice: http://www.stat.wisc.edu/~nordheim/Deel_Finding

%20my%20teaching%20voice.doc McKeachie: Chaps. 2 & 3 On the Development of Learning Cultures: http://z.umn.edu/learningscotland

Due: Bring copies of work completed in response to Class 1 assigned readings, partner

discussion, writing and drawing prompts. Bring a print out of the course syllabus or load it onto your laptop for use during class

– both narrative and calendar sections.

In Class Activities:Jigsaw Whole Class Discussion

Question Forum Formative Assessment

1 February – Class 3: Teaching for LearningGoals:At the end of this session participants will:

Appreciate the paradigm shift taking place in higher education Understand that active learning is an essential component of that shift Understand how teaching intersects with context, personality, and discipline

Required Reading: Barr & Tagg “From Teaching to Learning”: http://ilte.ius.edu/pdf/ Barr Tagg.pdf Halpern & Hakel “Applying the Science of Learning to the University & Beyond” CP Nelson “…Different Approaches to Teaching and Learning” CP McKeachie: Ch. 20

Due: Active Reading Assignment and Base Group Introductions

In-Class Activities:Base Groups Turn in Grade ContractReview Co-facilitation Sign Up for Co-facilitation session

8 February – Class 4: Significant Learning & Class Session DesignGoalsAt the end of this session participants will:

Understand the components of planning a class session Acknowledge the importance of an engaged, open class climate Understand links among three components of Fink’s Significant Learning construct as

these apply to a class session Be able to begin applying “backward design” concepts to class session design Create basic learning objectives for a class session

Required Reading: McKeachie: Chaps. 5 & 16 Bloom’s Taxonomy of Educational Objectives: Sample Key Descriptors HO Fink’s Learning Taxonomy and Design for Significant Learning HO Smith’s Engaged Learning concept diagrams HO Classroom/Instructional Patterns HO Some Common Teaching Patterns HO

Due: Active Reading Assignment

Recommended Reading: “Using a Curriculum Vitae”: http://careers.ucr.edu/SiteCollectionDocuments/CV.pdf

The CV Doctor from The Chronicle of Higher Education (following links for your general disciplinary designation): http://chronicle.com/article/The-CV-Doctor-Is-Back-/49086/?sid=at&utm_source=at&utm_medium=en

Teaching Philosophy Sample Exercises: http://cte.uwaterloo.ca/teaching_resources/tips/teaching_philosophy_sample_exercises.html

In Class Work Session: Developing an initial plan for your co-facilitation sessionIn-Class Presentation: Conveying Your Professional Self – CVs & Teaching Philosophies

NOTE: You’ll turn in TPhil draft at deadlines included in this syllabus; you’ll sign up today for a date by which you’ll turn in your first CV draft.

15 February – Class 5: Deep Learning, 1: Interactive Lectures – Co-facilitations begin

Goals: At the end of this session participants will:

Appreciate active lecturing as improving learning within a lecture format Explore active learning techniques in lecture situations Understand the “bookends” model for active lecturing

Required Reading: McKeachie: Ch. 6, 18 & 19 Miller on Interactive Labs CP Trahar on International Higher Education Landscape, focusing on pages 11-15

http://escalate.ac.uk/3559 “Designing Smart Lectures”: On-line Workshop

http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/index.html

Due: Teaching Philosophy Initial Draft. Bring 2 copies, each with Active Reading Assignment (a revision memo) attached. You'll submit follow-up electronic copies of the TPhil with revision memo to the instructors by __________________.

22 February – Class 6: Deep Learning, 2: Creating Discussions (& Groups) That Work

Goals:At the end of this session participants will:

Understand a variety of strategies for designing effective group activities Analyze different engaged learning strategies Understand the advantages as well as the pitfalls of cooperative learning

Required Reading: McKeachie, Chaps 9 & 11 Discussion as a Way of Teaching from Stephen Brookfield’s site at

http://stephenbrookfield.com/Dr._Stephen_D._Brookfield/Workshop_Materials.html Bowering on Group Work in a Bilingual Program

http:// www.isetl.org/ijtlhe/articleView.cfm?id=139 Review video case studies – more on this in class email update.

Due: Active Reading Assignment

1 March – Class 7: Designing a CourseGoals:At the end of this session participants will:

Understand the basic components of the course design process Appreciate the centrality of goals and objectives in course design Explore how goals and objectives drive course content and design

Required Reading: In the Beginning: Course Design by Objectives CP Designing Effective and Innovative Courses

http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/toc.html The Evolution of a Biology Course: From Student Passivity to Student Accountability

http://www.evergreen.edu/washcenter/resources/assess/a2evolbi.htm Strategies for Inclusive Teaching and Course Design

http://www.crlt.umich.edu/gsis/P3_1.html

Due: Active Reading Assignment

In-Class Activity: Syllabus Activity #1: Description, Goals and Objectives Early Semester Evaluation

8 March – Class 8: Syllabus DesignGoals: At the end of this session participants will:

Explore the relationship between student-centered teaching/learning and assignment-centered course design

Practice linking assignments and course activities to course goals and objectives Understand the syllabus as an extension of course design components

Required Reading: The Purposes of a Syllabus CP Syllabus – On-Line Workshop: http://oct.sfsu.edu/design/syllabus/index.html Developing Interesting Assignments:

http://teaching.berkeley.edu/compendium/sectionlists/sect21.html Johnson & Smith “Designing Appropriate Scaffolding…” CP Classroom Expectations Guidelines:

http://www1.umn.edu/usenate/policies/classexpectguide.html

Due: Active Reading Assignment TPhil revision must be e-mailed by ______________.

In-Class Activity: Syllabus Activity #2: Assignment-Centered Planning

22 March – Class 9: Cultural Diversity as an Everyday Component of Teaching and Learning

Goals:At the end of this session participants will have:

Engaged the idea that cultural diversity is an everyday aspect and asset of teaching and learning in higher education

Explored ways to address biases/assumptions that may emerge in teaching and learning interactions

Required Reading: McKeachie, Ch. 12 Additional readings to be determined

Due: Active Reading Assignment

In-Class Activity: Case Studies

29 March – Class 10: Assessment of LearningGoals:At the end of this session participants will:

Understand the advantages and disadvantages of selected formative and summative assessments of student learning

Understand ways to employ various formative and summative assessment strategies Draw connections between formative and summative student assessment and

teaching effectiveness

Required Reading: McKeachie on Grading: Ch. 7-10 Engendering Competence CP Desrochers, et al “Student Assessment: A Comparison” CP

Due: Active Reading Assignment

In-Class Activity: Syllabus Pair Activity, Assignments and Assessments

5 April – Class 11: Assessment of TeachingGoals:At the end of this session participants will:

Appreciate the importance of regularly assessing teaching Understand the relationship between assessments of learning and of teaching Explore gathering and using student feedback on teaching

Required Reading: McKeachie: Chaps. 22 & 23 (continues on next page) Berk “Survey of 12 Strategies to Measure Teaching Effectiveness” CP Review sample teaching evaluation/assessment instruments from co-teachers

In-Class Activity: Corners Activity

Due: Syllabus update including week-by-week/topical outline for the course

Draft of Sample Assignment and Assessment for A contractSign Up for day to turn in full draft of syllabus

12 April – Class 12: Deep Learning, 3Goals: At the end of this session participants will:

Explore advanced deep learning strategies Consider how these might be used in their classes/disciplines

Required Reading: McKeachie: Chaps 14, 15 & 17

Due: Active Reading Assignment – Preliminary Syllabus with revision memo

19 April – Class 13: Microteaching Session with Peer ObservationGoals:At the end of this session participants will:

Practice active lecturing Provide feedback to peers on presentation and active learning techniques Experience the role of student and the role of teacher in a lecture format

Required Reading: Developing a Peer Observation Program with University Teachers CP Peer Review of Teaching,

http://www1.umn.edu/ohr/teachlearn/resources/peer/index.html

Due: Prepare a full class session lesson plan integrating the practices of “interactive

lecturing" – you'll present a segment of this as your microteaching experience Active Reading Assignment focused on observation of teaching (A contract).

In-Class Activity: Practice sessions of active lecturing

26 April – Class 14: Understanding Classroom DynamicsGoals:At the end of this session participants will:

Appreciate the connection between instructor-created classroom environment and student behavior

Assess various strategies for preventing and responding to classroom problems

Required Reading: Student Conduct Issues CP McKeachie: Ch. 13 Strategies for Dealing with Difficult Behavior CP Wing/Rifkin on mediation of conflicts CP

Due: Active Reading Assignment

3 May – Class 15: Professional and Personal GrowthGoals:At the end of this session participants will:

Appreciate the value of learning circles as a strategy for deepening discussion Understand the importance of closure in a course Appreciate the importance of balancing their personal and professional lives

Required Reading: Learning Circles CP What I Wish I Had Known Before I Taught a Large Class CP Quick Starting Faculty CP

**ELECTRONIC PORTFOLIOS DUE TO BOTH INSTRUCTORS BY 4 PM ON 10 MAY**