1 Teaching for Learning: Using Active Learning Strategies & Cooperative Student Groups to Promote Learning in Lecture Classes – Session 3 Karl Smith Civil Engineering University of Minnesota Kathleen O’Donovan Connie Tzenis Center for Teaching and Learning University of Minnesota Agricultural Exports and Rural Income (AERI) Midwest University Consortium for International Activities Faculty Workshop – July 2004

2 Backward Design Stage 1. Identify Desired Results/Goals Stage 2. Determine Acceptable Evidence/ Assessment Stage 3. Plan Learning Activities and Instruction

3 A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink Creating significant learning experiences. Jossey-Bass.

4 Worksheet 1 Worksheet for Designing a Course Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course: This Kind of Learning: Activities: (e.g., people, things)

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6 Backward Design Stage 2. Determine Acceptable Evidence Types of Assessment Quiz and Test Items: Simple, content-focused test items Academic Prompts: Open-ended questions or problems that require the student to think critically Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic

7 Worksheet 1 Worksheet for Designing a Course Ways of Assessing Actual Teaching-Learning Helpful Resources: Learning Goals for Course: This Kind of Learning: Activities: (e.g., people, things)

8 Tool Kit Reflect on the active learning strategies Summarize their purpose List applications in your classes THE TOOL ITS PURPOSE ITS APPLICATION IN MY TEACHING ADVANCED ORGANIZER FORMULATE- SHARE- LISTEN- CREATE (THINK/PAIR/S HARE) KNOWLEDGE PROBE CASE STUDY ONE MINUTE PAPER

9 Session Summary (MINUTE PAPER) DIRECTIONS: Think about the content that facilitators presented in this session and the activities you experienced. What is one question you have about either the content or the activities?