(Re)Designing Your Earth-Related Course for Improved Student Learning NAGT Traveling Workshops Program University of Washington - Tacoma 23 October 2015

Workshop Leaders Anne Egger (Central Washington University) Sara Harris (University of British Columbia) Kaatje Kraft (Whatcom Community College) Rick Oches (Bentley University) Karl Wirth (Macalester College)

The National Association of Geoscience Teachers Works to foster improvement in the teaching of the Earth sciences at all levels of formal and informal instruction, to emphasize the cultural significance of the Earth sciences and to disseminate knowledge in this field to the general public.

Workshop Goals use "backward design" to design a course identify big ideas ("enduring understandings") and essential questions articulate goals for student learning articulate learning outcomes and design an assessment design a learning activity based on research- based evidence on learning, engagement, motivation, and metacognition align learning goals, assessments and instruction

Introductions Interview your neighbor so you can introduce him/her to the group Name Institution and Program/Discipline Course to focus on in this workshop Greatest concern about teaching this course ~2 minute interview each ~1 minute intro

Reflect and Share Think of a particularly significant learning experience (e.g., class, project, music lesson). Why was it significant to you? What instructional approach was used? ~5 minutes individual reflection and share with neighbor 5 minutes group discussion

What do you want students to remember about your course? Make it happen with Backward Design! Five Years Out…

List Course Topics Design Instruction Design Exams/Papers Approaches to Course Design “Traditional” Enduring Understandings and Learning Goals Acceptable Evidence Instructional Activities “Backward” Wiggins and McTighe (1998)

“Backward Design” Learning-Centered Designing process begins with the outcome -- what students will learn in your class -- rather than course topics to be covered. Outcomes-Based Design is organized around student learning goals and the methods used to assess whether students are meeting those goals. Wiggins and McTighe (2005)

Does this course have a prerequisite? Is this course a prerequisite for other courses? Course logistics (e.g., class size, room design, class schedule, time of day)? Student considerations (e.g., majors vs non- majors, first-years vs seniors, background)? Role of, or access to, technology or other resources? Are there other disciplinary (e.g., professional accreditation) considerations? Are there other departmental or institutional (e.g., mission) considerations? Other Course Design Considerations

“Backward Design” Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction

Institutional Goals

Course Design Template

Establishing Curricular Priorities Worth being familiar with Important to know and do Big Ideas & Enduring Understanding Wiggins and McTighe (1998)

Enduring Understandings Filter Enduring, big ideas, having lasting value beyond classroom Big ideas and core processes at the heart of the discipline Abstract, counterintuitive, and often misunderstood ideas Big ideas embedded in facts, skills, and activities Possible Enduring Understandings Unit Topics, Standards, Goals & Objectives Wiggins and McTighe (1998)

Big Ideas & Enduring Understanding Identify a few potential “big ideas” or “enduring understandings” for your course ~10 minutes individual 5 mins group discussion Worth being familiar with Important to know and do Big Ideas & Enduring Understanding

Essential Questions to Guide Learning Make the content “answers” to questions Have no simple “right” answer Are designed to provoke and sustain student inquiry, while focusing learning & final performance Often address the conceptual or philosophical foundations of a discipline Raise other important questions Naturally and appropriately recur Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons

Six Facets of Understanding Explanation What is the key concept in___? Interpretation What does___ reveal about___? Application How and when can we use___? Perspective What are the strengths and weaknesses of___? Empathy How might we reach an understanding about___? Self-Knowledge How are my views about___ shaped by___?

Essential Questions Identify a few potential “big ideas” or “enduring understandings” for your course Write a few essential questions to guide learning in your course ~10 minutes individual 5 mins group discussion

Goals for Student Learning What are my goals for student learning? Content Discipline specific and general skills Ethics, values, dispositions, life-styles What theme(s) pervade(s) my teaching? How do I decide what to teach and what to leave out? See Teaching Goals Inventory for ideas

Defining Goals Identify a few potential “big ideas” or “enduring understandings” for your course Write a few essential questions to guide learning in your course Write several “important to know and do” learning goals for your course. ~15 minutes individual Worth being familiar with Important to know and do Big Ideas & Enduring Understanding

How will they get there… …if they don’t know where they are going ? Why Not Give Them A Map?

Example Essential Questions in Syllabus

Example Enduring Concepts in Syllabus

Example Learning Goals in Syllabus

Developing An Action Plan A bit of time for starting your action plan: What changes do you plan to make to the goals for student learning in your course? Identify target dates for several critical benchmarks in the process. ~10 minutes individual