Welcome

Ice Breaker Pair up with someone you do not know Introduce yourself and share with them something about your professional practice Find two things you have in common that have nothing to do with your professional practice Be prepared to introduce your colleague to the group and share one of the two things in common

Agenda Welcome Icebreaker What do you know? What do you want to know? Course Design Learner-centered environments Learning outcomes Bloom’s taxonomy Lunch Backwards design

What is your experience with teaching? What are you hoping to learn?

Workshop Learning outcomes By the end of this workshop, you will be able to define learner-centered and list its benefits explain the role of learning outcomes in course design; apply Bloom's taxonomy of learning to write clear, succinct learning outcomes; evaluate learning outcomes for clarity, demonstrability, and appropriateness for a course; apply backwards design

characteristics of effective teachers Think of a teacher or teachers that you learned the most from… What did they do that helped you learn? When you have finished, discuss your answers with someone else at your table. Think of a teacher or teachers that you did not learn from… What did they do that made learning difficult? After participants complete the worksheet, discuss answers and compare them. Then make the distinction between teacher centered and learner centered

Traditional Lectures Learner-centered Instructor talks & students listen Student-to-student talk is discouraged Students listen and take notes independently Instructor talks with pauses for structured activities Student-to-student talk is encouraged Students often work with partners or in groups Traditional lectures view learning as the transmission of knowledge; the teacher is the primary source of knowledge and lecture is primary form of transfer Active learning requires the student to participate; teacher serves as a guide through activities and lets the student take control of the event.

What the research says Handelsman et al (2004), in an article in Science, stated ―There is mounting evidence that supplementing or replacing lectures with active learning strategies and engaging students in discovery and scientific process improves learning and knowledge retention.

Learning is not a spectator sport… Students do not learn just by sitting in class listening to teachers and memorizing answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives.   Chickering, A & Gamson, Z. F. (March 1987) Seven principles for good practice. AAHE Bulletin 39: 3-7.

Learner-centered is… is “personalized,” meaning that it addresses the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students allows students to make choices about their own learning and contribute to the design of learning experiences

What is learner-centered? Students must do more than just listen: they must read, write, discuss, or be engaged in solving problems; most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis and evaluation.

Course Design How do you plan your courses?

Understanding by design

http://www. slideshare http://www.slideshare.net/jdumaresq/understanding-by-design-the-basics

Understanding by design

Learning outcomes Thesis statement of course design: describe what learners are supposed to know, be able to do, or value at the completion of the course written from student perspective Examples of learning outcomes By the end of this course, students will be able to differentiate between speed and velocity synthesize information from various sources explain the role of agency in audience reception theories

developing learning outcomes

How to Write learning outcome? Clear, demonstrable learning outcome Bloom’s Theory of Learning

Action Verbs for cognitive domain Creating combine elements to develop new models/ideas assemble, build, create, construct, design, develop, formulate, generate, hypothesize, invent, modify Evaluating assess effectiveness, coherence, rationale and make strategic judgments appraise, assess, choose, compare, conclude, critique, defend, explain, justify, review, recommend, support Analyzing identify assumptions, key components, & internal relationships; infer main principles; structure information break down, catalogue, compare, contrast, correlate, deconstruct, differentiate, dissect, extrapolate, infer, investigate, outline, separate Applying apply or relate information to new contexts calculate, change, construct, compute, demonstrate, discover, execute, extrapolate, implement, manipulate, predict, show, relate Understanding know meaning of, and interpret or translate, information critique, convert, describe, discuss, estimate, explain, formulate, interpret, infer, illustrate, justify, paraphrase, represent, summarize, translate Remembering recognize or recall facts, details, and information define, identify, label, list, match, recall, recite, recognize, state

Back to Example By the end of this course, students should be able to differentiate between speed and velocity synthesize information from various sources to express written arguments explain the role of agency in audience reception theories

Activity: Write a Learning Outcome

LO = stem + action verb + skill/content/value Activity: Write a lo LO = stem + action verb + skill/content/value Individually, follow above formula to write one learning outcome for your upcoming course

Evaluate your Learning Outcomes In pairs Use checklist below to evaluate one another’s learning outcome: Specific skill/value/content Measurable and/or demonstrable Attainable by students at current level Relevant for students, course, program, degree Timed Appropriately for class length

Group take-up Group discussion Did you or your partner identify room for improvement? Explain If so, how would you revise your learning outcome?