Curriculum Work with PFRH Sara Hill September 19, 2013
Overview • Faculty Support • Course “Audits” • Curriculum Alignment 2
Curriculum Process Course “Audits” inputs and outputs • Teaching = input • Learning = output 3
Course Audit Evidence of Teaching (inputs) • Course observations • Course syllabi/Course sites • Course evaluations 4
Course Audit Evidence of Learning (outputs) • Learning Objectives • Course syllabi/ Course sites • Learning activities • Assessments 5
Course Audit Cognitive Level of LOs • Bloom’s Taxonomy • SOLO Taxonomy 6
Bloom’s Taxonomy 7
Alignment Image Source: Public Domain Pictures.net 8
Role of Learning Objectives • Course design • Guide for students • “Evidence” of learning • Alignment with competencies 9
Problem Learning Objectives • Describe • Remembering/ reproducing Explain ? • Identify • An existing trend? Something new? • Discuss • Context? Evidence of achievement? 10
Course Audit Learning Activities • Active • Passive 11
Why Use Active Learning? Students taught through active learning methods learn two to three times more than those taught through traditional lectures Source: Hake, R. R. (2002) Lessons from the physics-education-reform effort. Ecology and Society 5 (2) Article 28. 12
The Role of Lectures “It is the one who does the work who does the learning.” -- Terry Doyle Source: Doyle, T. (2011). Learner Centered Teaching: Putting the Research on Learning into Practice . Sterling, VA: Stylus Publishing, LLC. 13
Lecture Best Practices • No more than 20 minutes • Minimize/avoid bulleted PPT • Engage students • Polling • Small groups • 2-minute writing assignments • See Classroom Assessment Techniques 14
Stepping out from behind the Curtain 15
Variety Image Source: Wikimedia Commons 16
Elements of Active Learning Doing and Reflecting • Critical thinking • Individual responsibility for learning • Open ended • Well-designed, aligned 17
Active Learning During Class Sessions • Discussion • Student-led review sessions • Debates • Problem-based learning • Case-based learning • Brief written responses 18
Active Learning & Technology Explore, Create, Curate, Review, Share • Polling • Wolfram Alpha • VoiceThread • YouTube • Discussion forums • Twitter • Wikis / basic web pages 19
Course Audit Learning Assessment • Formative (few courses) • Summative 20
Formative Assessment Lets students and faculty monitor progress You do not have to grade/read everything! 21
Formative Assessment • Required but not graded • Can be anonymous • In class or before/ after class • Technology or index cards • Peer review 22
Summative Assessment • Exams • Allow time to write strong questions • Papers • Clear purpose • Consider length/grading /deadlines 23
Summative Assessment • “Authentic” • Redundancy/guidelines Memos Policy briefs Presentations 24
Guest Lecturers • Course objectives • Presentation objectives • Review content & alignment • Frame or ask students to frame 25
Competency Alignment Changes Alignment based upon evidence of learning NOT course descriptions 26
Aligning Courses & Competencies • Different format • Different criteria 27
Competency Doc from 2006 28
Current Competency Doc 29
Depth of Competency Achievement 30
Quality Learning • Process, not a product • Changes in knowledge, beliefs, behaviors or attitudes • Not done to students, but rather something students themselves do 31
Concept Image Source: Wisconsin.gov 32
Formative Stage 33 Image Source: Heartfelt (E-bay)
Quality Learning--Innovation 34 Image Source: http://www.solidform.co.uk/blog/2012/10/30/the-galaxy-soho-beijing-china-by-zaha-hadid-architects.html
Resources and References • Anderson , L. W. and Krathwohl, D. R. (2001 ). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives . Boston, MA: Allyn & Bacon. • Berry, W. (2008). Surviving the lecture: A pedagogical alternative. College Teaching , 56(3). 149-154. • Biggs, T. and Tang, C. (2011 ). Teaching for quality learning at university . New York: McGraw Hill • Bonwell. C. C. & Eison, J. A. (1991) Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No.1. Washington DC: George Washington University. • Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice . Sterling, VA: Stylus Publishing, LLC. • Felder , R., & Brent, R. (2009). Active learning: An introduction , ASQ Higher Education Brief , 2 (4). 35
Resources and References • Hansen, E. J. (2011). Idea-based learning: A course design process to promote conceptual understanding . Sterling, VA: Stylus Publishing LLC. • Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution . Sterling, VA: Stylus/Association for American Higher Education • Marton, F., and Säljö, R. (1976). On qualitative differences in learning: I- outcome and process.” British Journal of Educational Psychology , 46, 4–11. • Wiggins, G. P., & McTighe, J. A. (2005 ). Understanding by design . Washington, DC: ASCD 36
Recommend
More recommend
