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

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Oct 26, 2023 248 likes •471 views

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

SLIDE 1

DESIGN THINKING IN IN TEACHING

Mabel Ho and Jens Vent-Schmidt January 10, 2017

https://goo.gl/KFJM8o

SLIDE 2

WORKSHOP AGEN ENDA

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

SLIDE 3

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.

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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

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Lesson Knowledge Lesson Knowledge Lesson Knowledge Course Knowledge

January February March April/May

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Lesson Knowledge Lesson Knowledge Lesson Knowledge Course Knowledge

January February March April/May

How do you define lesson and course knowledge?

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LEARN RNING OBJE JECTIVES

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

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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.

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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)

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 By the end of this lesson 1 - WHO? 2 - DOES WHAT? 3 - HOW WELL? Learner-centred Time-bound Specific Measurable

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BLOOM’S TAXONOMY

Lower order thinking skills Higher order thinking skills https://goo.gl/hmHYx8

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Lesson Knowledge Lesson Knowledge Lesson Knowledge Course Knowledge

January February March April/May

How do you achieve lesson and course objectives?

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LEARN RNING ACTI CTIVITIES AND ASSESSMENTS

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Students must Discover, Process and Apply information!

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LESSON ALIGN IGNMENT

Assessment Learning Objectives Activity

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ALIG IGNMENT

Assessment Learning Objectives Activity

What does this all mean to your overall course design?

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COURSE ALIG IGNMENT

Learning Objectives Learning Activities and Assessments Course Objectives

Reflect after each lesson:

What worked?
What didn’t?
Why? What would you change/keep the same next time?

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WORKSHEET

Take a few minutes to reflect

SLIDE 18

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

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CONCEPT MAP

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

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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
bjectives

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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