course design “once you have a sound course design, your syllabus almost writes itself.”...
TRANSCRIPT
Course Design
“Once you have a sound course design, your syllabus almost
writes itself.”
-Teaching at its BestL. Nilson, 1998
What will I cover?
What will they learn?
Course Design
Students learn how to find knowledge, they do not wait for faculty to provide it
Ongoing student and course assessments show faculty where teaching is effective and ineffective
Students’ performance on activities and assignments is assessed by more people than a single instructor
Students construct the questions they need to ask, rather than expecting teachers to choose what students
ought to know (Allen,
1996)
Course Design
Learning-Centered
Consider your audience Establish tiered instructional
objectives Evaluate content options
and appropriate readings Determine class format Develop assessments
The General Design
Course Design
What preparation will most students bring? Do prerequisites guarantee this?
Attitudes? Required course? Elective?
What are the student expectations? Are these appropriate? Can they be incorporated into your teaching plan?
Student long-range goals? Can flexibility be built in to accommodate this?
Consider your audience!
Course Design
“An instructional objective is a statement that gives
instructional focus and direction, establishes
guidelines for testing, and conveys one’s teaching intent
to others.”
-Stating Objectives for Classroom Instruction
Gronlund, 1985
Establish tiered instructional objectives
Course Design
Course Design by Objectives First define your “ultimate”
end-of-course objectives Then work backwards…what
will students have to be able to do before they can accomplish each “ultimate” objective?
Continue working backwards to the most basic performances they must master to achieve the above
Establish tiered instructional objectives
Course Design
Course Design
ObjectivesContent Skills
Course Design
ObjectivesAssessments Skills
Course Design
ObjectivesFormat Skills
Instructional Instructional ObjectiveObjective
(for a specific group of students)
SkillsSkills(what students will need to be
able to do in order to attain this objective)
ContentContent Class Class FormatFormat
AssessmeAssessment Formatnt Format
SyllabusSyllabusDoes your syllabus share with your students the thinking process that you followed to design this course?
“Students will learn to appreciate their natural
surroundings and will know that underlying geologic
structures control the landforms we see”
Establish basic learning objectives
Course Design
“After working with slide images and through field
experiences, students will be able to locate and identify faults, fractures and folds present in an unfamiliar
landscape.”
Translate these, if needed, to become effective instructional objectives
Course Design
Recognize the surface expressions of different geologic structures AND how expression varies with topography
Critically observe and analyze an unfamiliar landscape for diagnostic geologic contact relationships
Identify the skills needed in order for students to be able to achieve the objective
Course Design
Course Design
Knowledge
Comprehension
Application
Analysis
Synthesis
Bloom’s TaxonomyTaxonomy of Educational Objectives (1956)
Evaluation
Course Design
Fink’s TaxonomyTo Improve the Academy (2001)
Learning how to learn
Integration
ApplicationFoundational Knowledge
Human Dimension
Motivation
Many FewerInterpretations InterpretationsTo know To writeTo understand To reciteTo really understand To identifyTo appreciate To sortTo fully appreciate To solveTo grasp significance of To constructTo enjoy To buildTo believe To compareTo have faith in To contrast
from Mager (1975) in Diamond (1998)
Writing objectives
Course Design
Rank the topics (rank highly your “essentials” AND those that meet student needs or expectations)
Slash, burn & distill (this always hurts, but designing courses backwards will help establish priorities)
Compare to your “full array” of content optionsis something missing that you value? Are you missing a major learning goal?
Evaluate content options
Course Design
Consider the level (and financial
resources!) of your students What is the purpose of the reading? How will it support the course? How often will students use this resource?
Read a variety of texts ...unless you wrote the text, you won’t find exactly what you need… BUT...
Is a course reader better? ...can better suit to your needs...but takes a huge effort to integrate well...
Evaluate readings
Course Design
Lecture based? Discussion based? Need labs or experiential
components? How and when will student
inquiry take place?
What does the phrase “knowledge transfer” conjure up for you?
Determine the class format
Course Design
Students should: be prepared to work hard
when they enter a classroom…
take an active role in acquiring and maintaining new information during the class…
continue their interest after class hours
What questions will you ask... what examples will you use... to help stimulate interest? How will you hear from students during class?
Encourage Active Learning
From Davidson & Ambrose, 1994
Course Design
Most of the learning in a typical course takes place outside of class…
design meaningful after class projects, labs, readings…
prepare assignments that apply class material to new contexts
How does each experience contribute to the goals for the course?
Design Effective LearningFrom Davidson & Ambrose,
1994
Course Design
Learning is an iterative process… apply, discover
errors, try again... plan to provide prompt and
supportive corrections keep in mind that not all
feedback need be graded
How long will it take you to return graded assignments? How can you provide immediate feedback? How can the
students themselves provide feedback?
Provide Prompt FeedbackFrom Davidson & Ambrose,
1994
Course Design
Everyone who wants to learn a subject must put in time and effort
Students must make effective use of class and study time
Will you discuss time management with your class? What study strategies will be
most successful for the course objectives?
Emphasize importance of time and effort spent learning… From Davidson & Ambrose, 1994
Course Design
This is at the very heart of the educational process
Allow time both within and outside of class to display enthusiasm, sensitivity, and command of content
How many students will you know by name? How open will your office door be? How
will you show students that you are receptive?
Encourage Student-Faculty Contact... From Davidson & Ambrose, 1994
Course Design
improve collaborative skills develop personal
responsibility enhance self-esteem build confidence in science
Will in-class or out-of-class projects be assigned that require students to work together? What do you need to learn
about directing successful group work?
Encourage Cooperation among Students
From Davidson & Ambrose, 1994
Course Design
attendance and class participation are greatest in courses that demand a lot
students often give highest ratings to their most difficult (yet attainable) courses
What are your expectations for this course? What will students be able to do after this course? How high will you set the bar? How will you “catch” struggling
students?
Communicate High, Attainable Expectations
From Davidson & Ambrose, 1994
Course Design
each student brings a unique set of abilities, interests, and experiences into class
people process and learn science in very different ways
What strategies will you use to reach students with various learning
preferences? Will you challenge students to develop new learning
styles? How will you discover whether or not your teaching style is reaching all
students?
Respect diverse talents and ways of learning...
From Davidson & Ambrose, 1994
Course Design
What have your students learned?
How will students acquire the skills you value?
Let the course objectives shine through your assessment… end-of-course objectives should map out your projects, homework, exams, etc.
Develop an assessment plan… for them
Course Design
Options for getting feedback… (CATs) Classroom Assessment Techniques
Mid-term formative evaluations Professional feedback…
classroom consultations, videos, etc.
Develop an assessment plan… for you...
Course Design
Allen, L. R. (1996) “An Instructional Epiphany.” Change, Mar.-Apr. 1996, 28 (2), 52.
Angelo, T.A. and Cross, K.P (1993) “Classroom Assessment Techniques,” Jossey-Bass Publ., San Francisco, 427p.
Davidson, C.I. and Ambrose, S.A. (1994) “The New Professor’s Handbook: A Guide to Teaching and Research in Engineering and Science.” Anker Publ. Co., Bolton, MA 199p.
Diamond, R.M. (1998) “Designing & Assessing Courses and Curricula: A Practical Guide.” Jossey-Bass Publ., San Francisco, 321p.
Fink, L.D. (2001) “Higher-Level Learning: The First Step Toward More Significant Learning” in To Improve the Academy, v. 19 Anker Publ.,
Nilsen, L. B. (1998) “Teaching at its Best: A Research-Based Resource for College Instructors.” Anker Publ. Co., Bolton, MA 219p.
Course Design
Sources
Boice, R. (2000) “Advice for New Faculty Members: Nihil Nimus,” Allyn & Bacon Publ., 319p.
Davis, B. G., (1993) “Tools for Teaching,” Jossey-Bass Publ., 429p.
Reis, R..M. (1997) “Tomorrow’s Professor: Preparing for Academic Careers in Science and Engineering,” IEEE Press, NY., 416p.
Course Design
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