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- Faculty Support
- Course “Audits”
- Curriculum Alignment
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Curriculum Work with PFRH Sara Hill September 19, 2013 Overview - - PowerPoint PPT Presentation
Curriculum Work with PFRH Sara Hill September 19, 2013 Overview - - PowerPoint PPT Presentation
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
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Course “Audits” inputs and outputs
- Teaching = input
- Learning = output
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Curriculum Process
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Evidence of Teaching (inputs)
- Course observations
- Course syllabi/Course sites
- Course evaluations
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Course Audit
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Evidence of Learning (outputs)
- Learning Objectives
- Course syllabi/ Course sites
- Learning activities
- Assessments
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Course Audit
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Course Audit
Cognitive Level of LOs
- Bloom’s Taxonomy
- SOLO Taxonomy
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Bloom’s Taxonomy
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Alignment
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Image Source: Public Domain Pictures.net
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Role of Learning Objectives
- Course design
- Guide for students
- “Evidence” of learning
- Alignment with competencies
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Problem Learning Objectives
- Describe
- Remembering/ reproducing Explain?
- Identify
- An existing trend? Something new?
- Discuss
- Context? Evidence of achievement?
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Course Audit
Learning Activities
- Active
- Passive
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Why Use Active Learning?
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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.
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The Role of Lectures
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“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.
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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
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Stepping out from behind the Curtain
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Variety
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Image Source: Wikimedia Commons
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Elements of Active Learning
Doing and Reflecting
- Critical thinking
- Individual responsibility for learning
- Open ended
- Well-designed, aligned
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Active Learning During Class Sessions
- Discussion
- Student-led review sessions
- Debates
- Problem-based learning
- Case-based learning
- Brief written responses
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Active Learning & Technology
Explore, Create, Curate, Review, Share
- Polling
- Wolfram Alpha
- VoiceThread
- YouTube
- Discussion forums
- Wikis / basic web pages
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Course Audit
Learning Assessment
- Formative (few courses)
- Summative
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Formative Assessment
Lets students and faculty monitor progress You do not have to grade/read everything!
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Formative Assessment
- Required but not graded
- Can be anonymous
- In class or before/ after class
- Technology or index cards
- Peer review
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Summative Assessment
- Exams
- Allow time to write strong
questions
- Papers
- Clear purpose
- Consider length/grading /deadlines
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Summative Assessment
- “Authentic”
- Redundancy/guidelines
- Memos
- Policy briefs
- Presentations
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Guest Lecturers
- Course objectives
- Presentation objectives
- Review content & alignment
- Frame or ask students to
frame
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Competency Alignment
Changes Alignment based upon evidence of learning NOT course descriptions
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Aligning Courses & Competencies
- Different format
- Different criteria
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Competency Doc from 2006
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Current Competency Doc
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Depth of Competency Achievement
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- Process, not a product
- Changes in knowledge, beliefs,
behaviors or attitudes
- Not done to students, but rather
something students themselves do
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Quality Learning
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Concept
Image Source: Wisconsin.gov
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Formative Stage
Image Source: Heartfelt (E-bay)
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Quality Learning--Innovation
Image Source: http://www.solidform.co.uk/blog/2012/10/30/the-galaxy-soho-beijing-china-by-zaha-hadid-architects.html
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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).
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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-
- utcome and process.” British Journal of Educational Psychology, 46, 4–11.
- Wiggins, G. P., & McTighe, J. A. (2005). Understanding by design.
Washington, DC: ASCD