module 7 putting all together and designing the course
Post on 30-Dec-2015
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The sequence of steps for course design is DIFERENT from the course natural flow!
Content Activities Assessment Goals
Natural Course Flow
Course Design Flow
Goals Assessment ActivitiesContent
Do NOT design your course in the same sequence you will teach it!
Why course design should follow a different sequence of steps?
To make sure course activities and assessments will develop the desired outcomes!
By having the Course Objectives in mind since the beginning of
the course design, professors will be able to create aligned
assessments and activities
Course Design Overview
1. Start with the end in mind!
Define
Learning
Objectives
Create
Learning
Activities
Create
Assessments
The Backward Design
2. Think from Student’s Perspective!
1. Start with the end in mind!
What are the main ideas you want students to
learn?
BIG IDEA
Boil them down until getting observable behaviors
Learning Objectives
What students should be able to do by the end of
the course?
Action Verb + Direct Object
They are the course FOCUS!
But how about other educational standards?
Important to know and do
Worth to be familiar withSuperficial knowledge
Big IdeasCore Concepts
Work only on the lower levels of Bloom Taxonomy!(Knowledge, Comprehension and Application)
PRIORITIZE!
If the rest of the content are not considered BIG IDEAS, they will be classified as “worth to know”
What to do with them?
2. Think from Students’ Perspective!
Assessments and Learning Activities should be interesting to STUDENTS!
Meaningful
Authentic Tasks / LCT Strategies
Provide continuous feedback
Engaging
Assessment should target Learning
Objectives!
Students should demonstrate they are able to perform the objectives
Assessment criteria should be clear to students!
Use Rubrics
Strategies!Use
Learning activities should be centered on students!
Current knowledge and skills
Desired knowledge and skills
Lesson Plan
The purpose of a lesson is to develop students to a higher level of understanding!
In order to succeed, professors need to engage students in the learning process!
The LCT Model
Provides a more purposeful framework for teachers,
curriculum specialists, and administrators to strategically design
courses and use learner-centered teaching approaches to
develop students’ higher-order thinking, career skills, and
personal awareness and empowerment
Focus on Learning Approaches
• Focus on student thinking or sense making
• Thinking is highly contextualized
– Specific subject…diversity of understandings students’ develop when learning
domain-specific concepts
– Specific setting…how individuals interpret various context variables (norms of
discourse)
Approaches are based on learning tasks (content) and learning environment (context):
Why LCT?
LCT provides different teaching strategies to accommodate for different student needs!
People Learn in different ways!
Students may get bored!
Different strategies develop different
skills
Why professors need to use a mix of different strategies?
Communication
Critical ThinkingAnalytical
skills
Civic Responsibility
LCT Strategies
Service Learning
Place-Based Learning
Lab-Based Learning
Work-Based Learning
Case Study
Problem-Based LearningProject-Based Learning
Simulations
Real-time feedback: in-class writing, review games, clickers, debriefing….
Verbal: Story-telling, humor, teach in chunks...
Kinesthetic: perform a task, role-playing, build models …
Social: In-class discussion, debate, small project, concept mapping …
Visual: videos, objects….
Approach Active Inquiry Contextual
Driven by An Engaging Teacher
A Problem to Solve Real-world Settings (outside
of classroom)
Purpose Higher-Level Thinking
Career Development
Personal Development & Empowerment
Level of Student Engagement + ++ +++
Best Used for Course
Content Delivery (beginning)
Content Application (middle)
Contextual Application (end)
Curriculum Design
100-200 level Survey Courses
300-400 level
Discipline Specific Courses
300-400 level Capstone Courses
Considerations of LCT Approaches
Research
• A collective case study was conducted – Students’ motivation and learning experiences regarding
three learner-centered teaching approaches in life, environmental, and agricultural sciences
• Active Learning (N = 3)• Inquiry Learning (N = 4)• Service Learning (N = 4)
• Collectively, college students (N = 357) in 11 undergraduate courses completed the Assessment of Learner-Centered Practices (ALCP) questionnaire
Student Learning Experiences by Approach (N = 357)
1.5
2
2.5
3
3.5
4
InterpersonalRelationships
Adapts toClass Needs
Provides forIndividual and
Soc. LrngNeeds
EncouragesChallenge &
Responsibility
Facilitates theLearningProcess
Active
Inquiry
Service
Student’s Testimonials
“I learn best when I can find personal significance in the material I am studying. In other words, I need to view information not just as a bunch of facts, but also as whole concepts. This class, for the most part, highly stimulated my learning style. For me, class discussions were helpful because it helped me synthesize information and gave relevance to the topics.”
“I have truly enjoyed this class, and the way it was designedas a learner-centered experience. I feel that it was the first
time I was treated as a competent and intelligent person whocould be trusted with her learning experience.”
Student Perceptions of Learner-Centered Teaching, DeDe Wohlfarth
How to choose among LCT strategies?
It will depend on the desired outcomes!
ActivitiesAssessment
Learning
Goals
Nature
of the
Content
Learning
Experiences
BIG IDEA
LESSON PLANS
Objectives
Content Plan
From Big Ideas to Lesson Plans!
What specific activity professor could create that will provide students the
right learning experience?
What resources should be used?
Nature of the Content
Learning experiences
LESSON PLAN
Objectives & Learning
Goals
How would you summarize this concept
in one sentence?
What students should do to learn this concept or skill?
It may require Active Learning, Inquiry Learning or Contextual Learning
activities!
What students should know and be able to do at the end of the class?
How to choose among LCT strategies?
Possible Course Structures
Approach Large Course
Introduction 300-400 Discipline-
Specific
Capstone Freshman Orientation
Active 75% 65% 45% 15% 25%
Inquiry 20% 25% 40% 20% 25%
Contextual 5% 10% 15% 65% 50%
More Possible Course Structures
Approach Peer Teaching for
Content Delivery
Peer Teaching
with Service Project
Freshman Orientation
Clinical Preparation
Active 90% 50% 25% 10%
Inquiry 10% 20% 25% 80%
Contextual 0% 30% 50% 10%
How to get started on the course redesign?
Choose the course1
Based upon:
-Your own preferences or students’ recommendations
- Department’s need
- Requirements from a Grant …
Apply Backward Design and LCT to define syllabus2
Write Lesson Plans3
References
• Backward Design and LCT:
Same references as previous modules
• Student Testimonials:Student Perceptions of Learner-Centered Teaching, DeDe Wohlfarth, PsyD, Associate Professor, Department of PsychologySpalding University
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