10/17/2011 ASEE/IEEE Frontiers in Education Rapid City, SD S Session S2A, October 15, 2011 i S2A O t b 15 2011 � Mary K. Pilotte � Karl A. Smith a S t � Ruth A. Streveler � Purdue University 1
10/17/2011 Articulate an integrated approach to course 1. design which aligns content, assessment g g , and pedagogy (CAP) Critically describe the research-based 2. features of CAP Apply CAP principles to a learning 3. environment (course, module, etc). Use reflection and discussion to deepen 4. your learning. � What is this session about? � What do you already know about course at do you a eady o about cou se design? � CAP model of curriculum design ◦ Apply to a project � Example from Mary’s work � What are your next steps? 2
10/17/2011 � What is your experience in course design? � What is your experience in course design? ◦ 1-3 never done (1) it to very experienced(3) � What do you feel are important considerations about course (re) design? � What are challenges you have faced with course (re) design? � Do you have a course in mind you would like to � Do you have a course in mind you would like to [and have the opportunity to] (re) design? Yes/No ◦ 3
10/17/2011 “It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments .” James Duderstadt, 1999 Nuclear Engineering Professor; Dean, Provost and President of the University of Michigan Design Foundations Science of I nstruction (UbD) No Yes Good Theory/ Good Theory & Yes Good Practice Poor Practice Science of Learning (HPL) Good Practice/ No Poor Theory Sources: Bransford, Brown & Cocking. 1999. How people learn. National Academy Press. Wiggins, G. & McTighe, J. 2005. Understanding by design, 2ed . ASCD. 4
10/17/2011 •Bransford, Vye and Bateman – Creating High Quality Learning Environments Course design model 5
10/17/2011 What should Identify the Desired Results y students know students know, understand, and be able to do? Three categories of learning outcomes: (1) End Enduring und ring under erstandings standings (2) Important to know (2) Important to know (3) Good to be familiar with Identify the Desired Results How will we know How will we know if the students have achieved the desired results? Determine Acceptable Evidence What will be accepted as evidence of student understanding and understanding and proficiency? 6
10/17/2011 Identify the Desired Results Determine Acceptable Evidence What activiti activities will equip Plan Learning Experiences students with the needed knowledge and skills? Are the desired results, assessments, and What materia materials and learning activities resources will be useful? ALIGNE ALIGNED? Content- Content -Assessment Assessment- -Pedagogy (CAP) Pedagogy (CAP) Understanding by Design (Wiggins Understanding by Design (Wiggins Design Process Flowchart Design Process Flowchart & & McTighe McTighe, 2005) , 2005) Start Context Content ackward Design ackward Design Assessment Pedagogy Ba Ba No C & A & P Alignment? Yes End 14 Streveler, Smith & Pilotte (2011) 7
10/17/2011 Using a course you would like to (re)design 15 What should Identify the Desired Results y students know students know, understand, and be able to do? Three categories of learning outcomes: (1) End Enduring und ring under erstandings standings (2) Important to know (2) Important to know (3) Good to be familiar with 8
10/17/2011 Wiggins & McTighe C Curricular Priorities i l P i i i Good to be familiar with Important to know Enduring understanding 17 � What are your intentions for student learning? ◦ Individually make a list 9
10/17/2011 � Which of these learning outcomes represents the enduring understandings? g g Wiggins & McTighe C Curricular Priorities i l P i i i Good to be familiar with Important to know Enduring understanding 10
10/17/2011 � Which of these learning outcomes represents the enduring understandings? g g ◦ Look at these filters � Share your list with a partner � Discuss each other’s list for enduring scuss eac ot e s st o e du g understanding. � Questions? � Clarifications? 11
10/17/2011 Identify the Desired Results Determine Acceptable Evidence How will you know know if the students have achieved the desired results? What will be accepted as evidence of student understa unde standing ding and profic proficie iency? � Are you measuring what is most important? ◦ Is enduring understanding assessed? g g ◦ Are assessment measures appropriate for enduring understanding? 12
10/17/2011 Curricular Priorities and Assessment Methods • Assessment Types yp – Traditional quizzes and tests • Selected-response – Academic Prompts • Constructed-response – Performance tasks and projects • Open-ended Open ended • Complex • Authentic McTighe & Wiggins (1999) Understanding by design handbook. ASCD. Identify the Desired Results Determine Acceptable Evidence What activiti activities will equip Plan Learning Experiences students with the needed knowledge and skills? Are the desired results, assessments, and What materia materials and learning activities resources will be useful? ALIGNED? ALIGNE 13
10/17/2011 � How will you help students master the enduring understanding? g g � What kind of learning opportunity can you design? 14
10/17/2011 CAP Course Development It’s a Journey , not a Destination Reconsider, I know exactly Improve, what I want to Iterate & teach & how Regroup to teach it What have I I think I know been teaching what is most & why have I important to done it this teach & how way? to teach it 15
10/17/2011 Identifying Big Ideas* Engineering Engineering E d Enduring i Entrepreneurship Understanding Business Business Plan What I Concept Development Financing taught… Creation Tactics Tactics *Wiggins and McTighe (1998) Concept Maps help uncover Enduring Understandings • Linear Concept p • Hierarchical Map #1: • Aligned with Textbook 16
10/17/2011 Concept Maps help uncover Enduring Understandings • Improved content inter-relation Concept Map p p • Elements of enduring understanding g g #2: • Missing personal motivation in learning Concept Maps help uncover Enduring Understandings • Why Entrepreneurship? (Personal) Concept p • How to roadmap success? (Strategy) p ( gy) Map #3: • What steps to execute? (Tactics) Why 17
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10/17/2011 Aligning Learning Objectives & Enduring Understanding Measuremen Measurement Enduring of Learning Allows for Understanding Interpretation Objectives of Aligning Learning Objectives & Enduring Understanding 1. Identify the key characteristics of an entrepreneur. 2. 2 Identify the self-directed work habits and positive attributes frequently Identify the self-directed work habits and positive attributes frequently Foundational Knowledge Foundational Knowledge Foundational Knowledge Foundational Knowledge found in successful entrepreneurs. 3. Explain the value of developing self-directed work habits and positive attributes frequently found in successful entrepreneurs. 4. Exercise basic primary and secondary research skills , necessary to locate and acquire credible industry/task specific information necessary to Foundational & Foundational & Foundational & Foundational & support each section within a standard business plan template. pp p p Interactive Learning Interactive Learning Interactive Learning Interactive Learning 5. Synthesize relevant facts and information to develop a complete written business plan for their desired business. 6. Participate in an entrepreneurship community of student learners, using Situated & Self Learning Situated & Self Learning Situated & Self Learning Situated & Self Learning the distance learning (DL) on-line course tools, discussion board forums, etc. 19
10/17/2011 Check Appropriateness of LO’s for the Course Design Mapp Mappin ing learnin g learning objec objective ives to a to a Taxono Taxonomy my… How How How does How does does this oes this this objective his objective objective advanc bjective advanc advance advance significant learning along the significant learning along the taxonomy’s dimension? taxonomy’s dimension? In In the the case case of of Finks Taxonom Finks Taxonomy (Fink (Fink 2003 2003) … How How does does each each objective advance learning objective advance learning alon along th g the e line line lines of lines of of… of foundational knowledge • application • integration • caring • human dimension • learning how to learn. • Check Appropriateness of LO’s for the Course Design Mapping learning objectives to a Taxonomy*… Example: *Fink’s Taxonomy (2003) 20
10/17/2011 Aligning Content & Assessment Example: *Shanna Daly 2008 21
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