10/17/2011 ASEE/IEEE Frontiers in Education Rapid City, SD S - - PDF document

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ASEE/IEEE Frontiers in Education Rapid City, SD S i S2A O t b 15 2011 Session S2A, October 15, 2011

Mary K. Pilotte Karl A. Smith

a S t

Ruth A. Streveler Purdue University

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1.

Articulate an integrated approach to course design which aligns content, assessment g g , and pedagogy (CAP)

2.

Critically describe the research-based features of CAP

3.

Apply CAP principles to a learning environment (course, module, etc).

4.

Use reflection and discussion to deepen your learning.

What is this session about? What do you already know about course

at do you a eady

• about cou se

design?

CAP model of curriculum design

• Apply to a project

Example from Mary’s work What are your next steps?

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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

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“It could well be that faculty members

• f 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

No Yes Yes

Good Theory/ Poor Practice Good Theory & Good Practice

Science of I nstruction (UbD) Science of No

Good Practice/ Poor Theory

Sources: Bransford, Brown & Cocking. 1999. How people learn. National Academy Press. Wiggins, G. & McTighe, J. 2005. Understanding by design, 2ed. ASCD.

Learning (HPL)

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• Bransford, Vye and

Bateman – Creating High Quality Learning Environments

Course design model

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Identify the Desired Results

What should students know

y

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

Determine Acceptable Evidence

How will we know if the students have achieved the desired results? What will be accepted as evidence of student understanding and understanding and proficiency?

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Identify the Desired Results Determine Acceptable Evidence Plan Learning Experiences

What activiti activities will equip students with the needed knowledge and

Are the desired results, assessments, and learning activities ALIGNE ALIGNED?

skills? What materia materials and resources will be useful?

Context Start

Understanding by Design (Wiggins Understanding by Design (Wiggins & & McTighe McTighe, 2005) , 2005) Content Content-

• Assessment

Assessment-

• Pedagogy (CAP)

Pedagogy (CAP) Design Process Flowchart Design Process Flowchart

ackward Design ackward Design

Content Assessment Pedagogy

Ba Ba

C & A & P Alignment? End Yes No

14 Streveler, Smith & Pilotte (2011)

10/17/2011 8 Using a course you would like to (re)design

15

Identify the Desired Results

What should students know

y

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

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Wiggins & McTighe C i l P i i i Curricular Priorities

Good to be familiar with Important to know Enduring understanding

17

What are your intentions for student learning?

• Individually make a list

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Which of these learning outcomes represents

the enduring understandings? g g

Wiggins & McTighe C i l P i i i Curricular Priorities

Good to be familiar with Important to know Enduring understanding

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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

• t e s

st o e du g understanding.

Questions? Clarifications?

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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 unde understa 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?

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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 Plan Learning Experiences

What activiti activities will equip students with the needed knowledge and

Are the desired results, assessments, and learning activities ALIGNE ALIGNED?

skills? What materia materials and resources will be useful?

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How will you help students master the

enduring understanding? g g

What kind of learning opportunity can you

design?

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CAP Course Development It’s a Journey, not a Destination

I know exactly what I want to teach & how to teach it Reconsider, Improve, Iterate & Regroup I think I know what is most important to teach & how to teach it What have I been teaching & why have I done it this way?

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Identifying Big Ideas*

Engineering

E d i

Business Concept Creation Business Plan Development Financing

Engineering Entrepreneurship

What I taught…

Enduring Understanding

*Wiggins and McTighe (1998)

Tactics Tactics

Concept Maps help uncover Enduring Understandings

Concept

• Linear
• Hierarchical

p Map #1:

• Aligned with Textbook

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Concept Maps help uncover Enduring Understandings

Concept Map

• Improved content inter-relation
• Elements of enduring understanding

p p #2:

g g

• Missing personal motivation in learning

Concept Maps help uncover Enduring Understandings

Concept

• Why Entrepreneurship? (Personal)
• How to roadmap success? (Strategy)

p Map #3:

p ( gy)

• What steps to execute? (Tactics)

Why

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Aligning Learning Objectives & Enduring Understanding

Enduring Understanding

Measuremen Measurement

• f Learning

Objectives

Allows for Interpretation

• f

1.

Identify the key characteristics of an entrepreneur. 2 Identify the self-directed work habits and positive attributes frequently

Aligning Learning Objectives & Enduring Understanding

2. Identify the self-directed work habits and positive attributes frequently 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 support each section within a standard business plan template.

Foundational Knowledge Foundational Knowledge Foundational Knowledge Foundational Knowledge Foundational & Foundational & Foundational & Foundational &

pp p p 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 the distance learning (DL) on-line course tools, discussion board forums, etc.

Interactive Learning Interactive Learning Interactive Learning Interactive Learning Situated & Self Learning Situated & Self Learning Situated & Self Learning Situated & Self Learning

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Mapp Mappin ing learnin g learning objec

• bjective

ives to a to a Taxono Taxonomy my…

Check Appropriateness of LO’s for the Course Design

How How does

• es this

his objective bjective advanc advance How How does does this this objective

• bjective advanc

advance significant learning along the significant learning along the taxonomy’s dimension? taxonomy’s dimension?

In In the the case case of

• f Finks Taxonom

Finks Taxonomy (Fink (Fink 2003 2003) … How How does does each each objective advance learning

• bjective advance learning alon

along th g the e line lines of

• f

line lines of

• f…
• foundational knowledge
• application
• integration
• caring
• human dimension
• learning how to learn.

Mapping learning objectives to a Taxonomy*…

Check Appropriateness of LO’s for the Course Design

Example: *Fink’s Taxonomy (2003)

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Aligning Content & Assessment

Example: *Shanna Daly 2008

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Streveler, R.A., Smith, K.A. and Pilotte, M. 2011. Aligning Course

Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education – Outcome Based Education http://www.ce.umn.edu/~smith/links.html

Bransford, Vye & Bateman. 2002. Creating High Quality Learning

Environments -- http://www.nap.edu/openbook/0309082927/html/

Pellegrino – Rethinking and redesigning curriculum, instruction and

assessment: What contemporary research and theory suggests. http://www.skillscommission.org/commissioned.htm h l h

Smith, K. A., Douglas, T. C., & Cox, M. 2009. Supportive teaching

and learning strategies in STEM education. In R. Baldwin, (Ed.). Improving the climate for undergraduate teaching in STEM fields. New Directions for Teaching and Learning, 117, 19-32. San Francisco: Jossey-Bass.