module two teach to the outcomes: providing students with an environment to achieve slos davidson...

Module Two Teach to the Outcomes:

Providing Students with an Environment to Achieve

SLOs

Davidson County Community CollegeMay, 2011

Table of Contents – Module TwoStage Two: Teach to the Outcomes 3

Teaching Methods Defined 4

Aligning Teaching with Outcomes 5

Tool Box of Alternative Assignments and Teaching Techniques 6-8

Using Bloom’s to Select Teaching Strategies for Lower Levels of Learning 9

Using Bloom’s to Select Teaching Strategies for Higher Levels of Learning 10

Relationship of Student Learning Outcomes to Teaching Activities- Worksheet 11

My Plan 12

Updating Curriculum to Support LearningDCCC Perkins Grant

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Module Two: Teach to the Outcomes

Topics•Using Bloom’s Taxonomy to Select Methods of Teaching•Matching Assignments to Achieve Student Learning Outcomes•Building a Curriculum Tracking Matrix to Teach to the SLOs

Outcomes: At the completion of Module Two faculty should be able to:1.Identify your current methods of teaching. 2.Use Bloom’s Taxonomy to select, adapt, and design teaching methods/learning experiences and assignments. 3.Create assignments that provide opportunities for students to achieve student learning outcomes.4.Discuss the relationship between achievement of SLOs and using appropriate teaching methods/learning experiences and assignments.5.Use a tracking matrix to document appropriate learning experiences/teaching methods and assignments to achieve a specific SLO.

Stage Two: Teach Teach the Outcomes

Activities & Assignments = STUDENTS Learning Experienceswhich = Your Teaching Methods

Teach

How do I teach in order to help students achieve the outcomes?

Characteristics of the best teacher I ever had

Ways this teacher taught that really helped me learn

“Tools instructors choose should give students practice in the performance(s) specified in one or more learning outcomes –practice as close as possible to how student performances

will be assessed for a grade.” – Linda Nielson


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Teaching Methods Defined

1. Case Study: Students apply course knowledge to devise one or more solutions/ resolutions to problems/dilemmas presented in a realistic story or situation. This activity can be an individual, small-group, or whole-class activity.

2. Classroom Assessment Techniques (CATs): Any of dozens of informal assignments/ activities, usually in-class and ungraded, to inform the instructor how well the students are understanding or mastering the new material just presented or read.

3. Cooperative/Collaborative Learning: Students doing a learning activity and/or producing a product in small groups of two to six; must be carefully set up and managed by the instructor.

4. Directed Discussion: Class discussion that follows a more or less orderly set of questions that the instructor has crafted to lead students to certain realizations or conclusions or to help them meet a specific student learning objective.

5. Clinical: Activity in which students learn how to conduct research, apply skills and/or make sound professional judgments in real-world situations.

6. Lecture: Instructor presenting material and answering student questions that arise. 7. Interactive Lecture: A technique used as a change of pace where the lecture in interrupted to for mini

breaks for student activities (e.g., answering objective item, problem solving, comparing notes, debriefing a mini-case, think-pair share, small-group discussion). Engaging the student every 20 minutes helps to improve the learning.

8. Problem-Based Learning (PBL): PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career.

9. Role Plays: Students acting out instructor-assigned roles, improvising the script, in a realistic situation. 10. Service Learning with Reflection: Students learning from the experience of performing community

service and frequently reflecting on it. 11. Simulations and Games: Students playing out, either face-to-face or on computer, a hypothetical

situation that engages them with real life situations. 12. Student-Peer Feedback: Students giving one another feedback on a written or an orally presented

product. 13. Typical Labs: Pairs or triads of students conducting a traditional, often predictable experiment following

procedures and practical simulations. 14. Writing/Speaking Exercises: Any of dozens of informal assignments/activities, usually in-class and

ungraded, to help students learn material, clarify their thinking, or make progress on a formal assignment

Adapted from. “Linking teaching methods with student learning outcomes.” Break-out group at the Summer Institute on Quality Enhancement and Accreditation, led by Linda B. Nilson, Clemson University Orlando, FL, July 31, 2006 * Sponsor: SACS Commission on Colleges.


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Aligning Teaching with Outcomes

Student Learning Outcomes for ___________________________

Choose from approaches below the one that most appropriately provides a learning opportunity for students to achieve the SLOs above or you may select from any approach we talked about today.

This portion of the Module helps you plan the route they will take to get there. It focuses on three aspects of classroom planning: Aligning activities with outcomes Working with different learning stylesUsing learner centered teaching techniques‐


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Tool Box of Alternative Assignments and Teaching Techniques

Assignments Descriptions

Application Cards

On an index card have students choose from a list of principles or concepts you just discussed and indicate how they will apply it.

Choices Students learn by doing, making, writing, designing, creating, and solving. Examples:1.When giving a writing assignment allow students to write about a topic of their

choice or to choose from a varied list of topics.2.Give students a choice of different ways to present information to the class.3.Use the “Think – Pair- Share” strategy and allow students to choose partners.

Concept Map Maps that show how visual images of important concepts relate to each other. Uses a variety of ways of learning such as visual, spatial, linguistic, logical, mathematical and kinesthetic. Engages both sides of the brain. Includes cluster maps… flow chart maps, free flow map, and star-burst.

Graphic Organizers

These visual tools are used for various purposes such as: (a) Categorization grid which asks students to organizes concepts and their characteristics into like groups; (b) a Fishbone diagram asking students to discover “cause and effect”; ( c ) a Ranking Ladder to sort a list and then rank items in a particular order; (d) a T-Graph which can be used by students during brainstorming to see both sides of a topic or issues; (e) a Time line to show the sequence of historical events; (f) a 5 W’s chart is an introductory experience to help student gather information and summarize it using Who, What, When, Where and Why; (g) a Venn-diagram used to “compare and contrast” concepts.

In the News For this activity have students bring in articles, news items, editorials or cartoons related to the topic. Divide the class into small groups and ask members of each subgroup to share their item with one another and to choose the two or three most interesting items.

Media Diaries Each student tracks a current issue on TV, radio, and in print sources and compares and contrasts how each media focuses on the issue.

Nudge Your Neighbor

Turn to the person on your left or right and tell him/her the most important fact you’ve just heard in the last 10-20 minutes. Variation: Tell your neighbor one question you have or state one thing you know now that you didn’t know before or tell them how you can apply the information. This is a good “lecture energizer.”


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Tool Box of Alternative Assignments and Teaching Methods

Teaching Approach

Description

Quick Thinks Re-Order the Steps. Divide students into small groups. Hand out an envelop with the list of steps to a sequence, a formula, a process, historical events and ask students to organize them correctly.

Select the Best ResponseAt the right moment in your lecture, present students with a single multiple choice question over the material just covered. Use Power point to show it. Have them justify answer to a neighbor.

Support a Statement Present students with a statement and ask them to use the information just presented to support or disagree with the statement.

Reflection Prompts or

The purpose of this activity is to promote meaningful reflection for self-evaluation and improvement. Statements to use as prompts include: I was excited to learn that… The reason I’m learning this is… What I like best about what I learned was … A question I have about what I’m learning is… Some ways I might be able to use what I’m learning are… It is hard for me to learn …. because…. Three things I could do even better are … I would predict that … One thing I am not sure about is … What I am curious about is … One thing that would encourage me to participate would be…


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Tool Box of Alternative Assignments and Teaching Methods

Teaching Approach

Description

Sum It UP Instead of wrapping up the discussion with some concluding remarks, ask your students if they can write a description summarizing the discussion that just took place. Tell them to try to do it in 20 words or less. Give them time to write and to confer with each other on the summation.

Ticket in / or Out the Door

Give students an assignment and collect as their “ticket in the door or their “ticket out the door.” Examples: Ticket In the Door could be a “reading worksheet” students had to complete or 5 questions about the reading that the instructor could then use as a short quiz. Ticket Out the Door might be a short classroom assessment technique addressing what the main points of the lesson were or ways students might apply the concepts learned.

Time Topic Students choose an interesting “happening” (scientific, technological, political, social, cultural, etc.) during the year they were born and find more information relating to it.

Traveling Folder or “Send a Problem”

The focus of this technique is for small groups to generate solutions or ideas about a problem or question. The instructor writes the problem on a piece of paper and sticks it in a folder . Each small group gets a different folder with a different problem. In a specified time frame groups generate as many solutions to the problem as they can. The solutions are written down on a sheet and placed inside the folder. After the specified time is up the folder travels to another group that is permitted to see the problem and the solutions generated by the first group. The second group then generates as many possible solutions to the problem within the time limit and places them inside the folder and sends the folder traveling to the third group. A third group receives the folder, reviews the solutions and selects the best three solutions and tells why.

60 Second Pop Ups

An activity that promotes physical movement. Ask students to stand and stretch and pair up with 4 people around their seats. Then tell them, to “EARN THEIR SEAT BACK” they must list two facts about what they learned today. If they can’t they can pass once. This is over when all can sit down.


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Choosing Effective Teaching Techniques for the Lower Levels of Critical Thinking Using Bloom’s Taxonomy

Bloom’s Taxonomy Levels

Effective Teaching Ideas

Apply

Calculate Demonstrate Interview Interpret Perform Present Solve

• Explain steps as they are applied. • Give students guidance in observing and gathering information, asking

appropriate questions, and generating solutions. • Give students practice and drills to improve their speed, consistency, and

ease in following problem solving steps. • Give students practice in applying procedures. • Give students practice in solving different types of problems. • Have students perform skills in a simulation.• Provide broad problem-solving methods and models. • Pose questions to guide student thinking about problem components,

goals, and issues. • Provide situations that require students to recognize the correct use of

procedures, principles, or rules with routine problems.

Understand

Example Explain Identify List Outline Recite

• Explain with concrete examples, metaphors, questions and/or visual representations a concept in their own words

• Give students opportunities to add details, explanations, or examples to basic information.

• Have students relate new to previously learned information. • Have students construct visual representations of main ideas (mind or

concept maps, tables, flow charts, graphs, diagrams, pictures, etc.). • Have students paraphrase or summarize new information or outline,

explain, or visually show what will be learned in simple form. • Teach students how to take/make good class notes and/or provide them

with skeletal notes of lectures and class activities for them to fill in.

Recall

Define Label List Match Quiz - Objective Test - Objective Worksheet

• Have students practice recalling and restating information. • Organize information into coherent groups or themes. • Point out parts, main ideas, patterns, and relationships within sets of facts

or information. • Share devices to improve memory such as mnemonic patterns, maps,

charts, comparisons, groupings, highlighting of key words, and visual images.


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Choosing Effective Teaching Techniques for the Higher Levels of Critical Thinking Using Bloom’s Taxonomy

Bloom’s Taxonomy

Levels

Effective Teaching Ideas

Create

Assemble Design Imagine Plan Project Test - Essay Write

• Encourage independent thinking . • Give students opportunities for ungraded, unevaluated creative performance and behavior. • Give students models, metaphors, and analogies to work with. • Have students explain their experiences with inquiry activities .• Have student produce a new game, story, film, or media product. • Have students provide examples of creativity and resolve situations requiring novel

approaches.• Pose students questions and problems with multiple answers • Promote careful observation, analysis, description, and definition.• Provide students with challenging thinking situations with concrete data to manipulate. • Provide students with examples of creativity.

Evaluate

Debate Investigate Judge Measure Predict Value

• Apply specific thinking strategies to different real-world situations. • Create conflict or perplexity by posing paradoxes, dilemmas, or other situations to

challenge students’ concepts, beliefs, ideas, and attitudes. • Explain and show students the consequences of choices, actions, or behaviors. • Explain and give students practice in recognizing factors that influence choice and

interpretations, such as culture, experience, desires, interests, and passions, as well as systematic thinking.

• Give students practice in detecting mistakes, false analogies, relevant vs. irrelevant issues, contradictions, and faulty predictions.

• Give students practice in drawing inferences from observations and making predictions from limited information.

• Have students critique each other’s work. • Have student debate and issue, or participate on a panel.

Analyze

Chart Experiment Investigate Question Troubleshoot

• Ask questions that make students explain why they are doing what they are doing. • Explain different types of thinking strategies, including how to think open-mindedly,

responsibly, and accurately. • Encourage students to persist when the answers are not apparent. • Encourage students to self-reflect and self-evaluate. • Give students a wide range of examples, increasing their complexity with time.• Give students practice in applying, transferring, and elaborating on thinking strategies. • Give students practice in classifying concepts. • Guide students assignments in how to do systematic inquiry, detect flaws in thinking, and

adjust patterns of thinking. • Have students use graphic organizers and analyze charts.• Identify or classify concepts, examples, or phenomena into correct categories • Point out examples and non-examples of the concept, showing similarities and differences. • Provide a clear definition of each concept.• Summarize different types of thinking strategies.


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Relationship of Student Learning Outcomes to Teaching Activities- Worksheet

Outcome Level of Learning

Teaching Activity

CreateEvaluateAnalyzeApplyUnderstandRecall






Write outcomes from your course syllabus and indicate in the middle column what level of Bloom’s taxonomy the outcome on the left is written. Then, select a teaching activity from those discussed today or create a new approach that would appropriately teach to the outcome desired. Work in groups of two.


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1. Course in which I wish to make changes:______________________________________________

2. Effective Teaching principles I will adopt: ________________________________________________________________________________________________________________________________________________________________________________________

3. Strategies I plan to use: ________________________________________________________________________________________________________________________________________________________________________________________

My Plan for Effective Teaching

“I never teach my pupils; I only attempt to provide the conditions in

which they can learn.” Albert Einstein


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One thing I will take from the workshop that I can apply is …

_________________________________________________________________________________________________________________________________________________________________________________

I would have learned better if you would have…

_________________________________________________________________________________________________________________________________________________________________________________

The handout materials were…

_________________________________________________________________________________________________________________________________________________________________________________

Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.

Session Evaluation

1 2 3 4 5

Did not meet my expectations

It was ok I learned some things

It met my expectations

It met and exceeded my expectations


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module two teach to the outcomes: providing students with an environment to achieve slos davidson...

Documents

teaching strategies

teaching techniques6

student activities

current methods of teaching

learning activity andor

learning outcomes practice

outcomesactivities assignments

student performances