Developing a Culture of Teaching Excellence Systematic Design of Instruction COL Joe Hanus 1

Situation: Your organization has just made proficiency in sustainability a program requirement. You have been tasked to develop and teach a new course on sustainability. Group Task: List the first three things you will do to design this course on sustainability. Group Activity 2

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Systematic Design of Instruction 3

Course Goals Course Goals Systematic Design of Instruction 4

Course Goals 5 Define course goals? Sources of course goals?

Course Goals  General statement of what students will be able to do when course is completed  Sources of goals: Institution, department, or program goals Needs assessment from program review Industry/customer need Mandate from the professional organization New technology Inspiration for Life Long Learning 6

CE300 Statics Course Goals Apply the equations of equilibrium to analyze forces on rigid bodies 7

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Systematic Design of Instruction 8

Entry Level Characteristics  Knowledge and skills students must bring prior to beginning instruction  Identify where the knowledge and skills are obtained (prerequisites)  Other characteristics of the learners 9

Entry Level Requirements CE300 Statics Vector Calculus Computer Skill Trig./Geom./Algebra Forces and FBDs Verbal Skills English Calculus Comp. Science High School Physics 10

Instructional Analysis  Identify the learning required in the course being designed: Major concepts Subordinate concepts and skills  Diagram depicting these skills and the relationship between them A Map of the Content Domain 11

Instructional Analysis Equations of Equilibrium Types of Forces Where Forces Are Applied Types of Structures Solving Forces 2-D Equilibrium 3-D Equilibrium Non-concurrent & Concurrent forces Concentrated Distributed Moments Couples Line of Action Centroids Moment of Inertia Radius of Gyration Trusses Frames Cables Arches Vector math Trigonometry Geometry Free body Diagrams English/SI Units Members Particles Rigid Bodies Two force members Types of Constraints Forces EquilibriumRigid Bodies Newton’s Laws Specific Forces Friction Weight Internal Shear/Moment Diagrams 12

How the Course Fits Into the Curriculum Statics Calculus Physics Computer Science Prerequisites Strength of Materials Struct. Analysis Soils Adv. Struct Analysis Concrete Design Steel Design Adv. Str. of Materials Follow-on Courses 13

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Systematic Design of Instruction 14

Write Course Objectives 15 How are Course Goals different than Course Objectives?

Write Course Objectives  Specific statements of what learners will be able to do  Based on instructional analysis and entry level characteristics Recall Monday’s Presentation by Dr. Finn “Bloom’s Taxonomy and Lesson Objectives” 16

Write Course Objectives  Calculate external reactions for rigid bodies in 2D equilibrium  Draw free body diagrams for rigid bodies in 2D equilibrium  Analyze a truss  Calculate internal pin reactions in a frame  Calculate internal cable forces for discrete and uniformly loaded systems  Solve static dry friction problems  Calculate external reactions of rigid bodies in 3D equilibrium CE300 Statics 17

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Systematic Design of Instruction 18

Develop Criterion Referenced Test Items 19 What are some examples of Criterion Referenced Test Items?

Develop Criterion Referenced Test Items  Measure learners’ accomplishment of the course objectives.  Use absolute (not relative) standards of achievement.  Could include: HomeworkQuizzes/Exams Design problemsFinal Exam Oral presentationsGroup Exercises Laboratory exercisesProject Deliverables 20

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Systematic Design of Instruction 21

Develop Instructional Strategy  Strategy considers: Pre-instructional activities Presentation of information Practice and feedback Testing Follow-up activities  Strategy based on: Knowledge of learning process Principles of effective teaching process Content to be taught Characteristics of learners and their learning styles 22

Situation: Your organization has just made proficiency in sustainability a program requirement. You have been tasked to develop and teach a new course on sustainability. Group Task: List the first three things you will do to design this course on sustainability. Group Activity 23

A Model Instructional Strategy  Provide an orientation: Why is this important? How does it relate to prior knowledge?  Provide learning objectives.  Provide information.  Stimulate critical thinking about the subject.  Provide models.  Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts.  Assess the learners’ performance and provide feedback.  Provide opportunities for self-assessment. 24

Implementing the Model  For a block of instruction (2-5 lessons): Student preparation Instructor-led lecture and discussion In-class individual and group problem-solving, with assessment and feedback Homework, with assessment and feedback One or more exam problems  A transition from: Instructor leading to students performing Lower to upper levels of Bloom’s Taxonomy 25

Bloom’s Taxonomy of Educational Objectives Knowledge Comprehension Application AnalysisSynthesisEvaluation list, recite explain, paraphrase calculate, solve, determine, apply compare, contrast, classify, categorize, derive, model create, construct, design, improve, produce, propose judge, critique, justify, verify, assess, recommend For the Cognitive Domain 26

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Systematic Design of Instruction 27

Develop and Deliver Instruction  Develop instruction Select textbooks Supplemental notes Refine homework and design problems Organize individual classes Prepare labs Develop physical models, computer simulations, videos, etc. Arrange field trips, guest lecturers, etc. Course syllabus 28

Develop and Deliver Instruction  Deliver Instruction Classroom presentations Office hours / Additional Instruction Administer exams and projects Grade Conduct labs 29

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Systematic Design of Instruction 30

 Assessment of a Program  Assessment of a Course  Assessment of Teaching  Assessment of Student Learning Types of Assessments 31

Assessment and Revision 32 What are some examples of Classroom Assessment Techniques?

Assessment and Revision 33 What are some examples of Classroom Assessment Techniques? Recall Monday’s Presentation by Dr. Evans “CATs by Angelo and Cross”

Assessment and Revision  Course Assessment Student performance with respect to Course Objectives Classroom Assessment Techniques Course surveys Instructor self-assessment Time surveys Data comparison with previous years  Program Assessment Student performance with respect to Program Outcomes Graduate performance with respect to Program Objectives Maps course contributions to Program Outcomes Aggregates course assessment results at program level 34

Course Goals Course Goals Instructional Analysis Entry Level Characteristics Course Objectives Criterion- Referenced Tests Instructional Strategy Development and Delivery of Instruction Assessment and Revision Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Systematic Design of Instruction 35

Developing a Culture of Teaching Excellence Systematic Design of Instruction 36 Questions?