DESIGN THINKING IN IN TEACHING Mabel Ho and Jens Vent-Schmidt - PowerPoint PPT Presentation

DESIGN THINKING IN IN TEACHING Mabel Ho and Jens Vent-Schmidt January 10, 2017 https://goo.gl/KFJM8o

WORKSHOP AGEN ENDA 1. Lesson Planning Basics: • Learning Objectives • Learning Activities and Assessments 2. Alignment 3. Lesson Design Framework 4. Summary and Feedback

WORKSHOP OBJE JECTIVES • Describe your practices in lesson design and assess pitfalls and promises in implementation. • Transform your current design practice and develop a toolkit to generate meaningful learning experiences for your learners. • Appreciate the value of alignment within the lesson and your professional discipline.

COURSE AND LEARN RNING OBJE JECT CTIVES What are similarities and differences between  end of course knowledge  end of lesson knowledge Write down your thoughts (3 min), crumble up and throw around Share with large group

Course Knowledge April/May Lesson Knowledge March Lesson Knowledge February Lesson Knowledge January

Course Knowledge April/May How do you define Lesson Knowledge lesson and course knowledge? March Lesson Knowledge February Lesson Knowledge January

LEARN RNING OBJE JECTIVES “If you don’t know where you’re going, you will wind up somewhere else” – Yogi Berra

GOOD LEARN RNING OBJE JECTIVES • Learner centred • Time bound • Clear and simple language • Achievable but challenging goals • Specific and measurable objectives • Avoid “understand”, “know”, etc.

KEY COMPONENTS Sample Learning Objective: By the end of this lesson, you (1) will be able to identify (2) all three (3) key components of a good learning objective from memory (3) By the end of this lesson Time-bound Learner-centred 1 - WHO? Specific 2 - DOES WHAT? Measurable 3 - HOW WELL? 1 - Audience expected to perform the desired behavior 2 - Behavior that the learner can engage in after the lesson (Bloom's action verbs) 3 - Degree of competency expected upon completion of the objective

BLOOM’S TAXONOMY Higher order thinking skills Lower order thinking skills https://goo.gl/hmHYx8

Course Knowledge April/May How do you achieve Lesson Knowledge lesson and course objectives? March Lesson Knowledge February Lesson Knowledge January

LEARN RNING ACTI CTIVITIES AND ASSESSMENTS

Students must Discover, Process and Apply information!

LESSON ALIGN IGNMENT Learning Objectives Activity Assessment

ALIG IGNMENT Learning Objectives What does this all mean to your overall course design? Activity Assessment

COURSE ALIG IGNMENT Learning Activities and Course Objectives Learning Objectives Assessments Reflect after each lesson: - What worked? - What didn’t? - Why? What would you change/keep the same next time?

WORKSHEET Take a few minutes to reflect

Draw/chart/dance/skit a model or framework of how the different components connects with each lesson and the course as a whole

CONCEPT MAP Course Objectives Reflection Reflection Alignment of LO with activity and assessment Reflection Reflection  Questions  Design Alignment of LO with activity and assessment Reflection Reflection  Questions  Design Alignment of LO with activity and assessment Bloom Learner Instructor

SUMMARY • Identify course objectives before designing lesson plans • Clear learning objectives are learner-centred, specific, and measurable • Effective learning activities and assessments are well aligned with objectives

CTL CTLT EV EVENTS • TA Institute – this week! • Instructional Skills Workshop • Graduate Peer Review of Teaching • Graduate Peer Review of Presentation • Office Hours • For STEM students: CIRTL and Foundations of Pedagogy 1