1. June 27 and 29, 2017 Jim Sibley North Island College

2. Building your first TBL module thread

3. Learning Outcomes
Defines what you want students to learn, what they will be able to do as a result of the instructional sequence.
In the words of Steven Covey…”if you don’t know where you are going, how will you know when you get there”
Page 97,

4. Bloom’s Taxonomy
Each Bloom’s level can be mapped to different verbs. These verbs can both be used to generate learning objectives and create test questions that correspond to Bloom’s different levels.
Remembering
Recalling, defining, recognizing, listing, describing, retrieving, naming
Understanding
Explaining, interpreting, summarizing, paraphrasing, classifying, locating, identifying, restating
Applying
Implementing, carrying out, using, executing, translate, employing, illustrating

5. Constructing a simple Learning Outcome
The simple place to start is attaching a Bloom’s verb to a piece of a piece of content
Describe + Flood Return Period = Learning Outcome

6. Activity: Learning Outcome Construction
Constructing a few learning outcomes for your TBL module.
At a simple level, first identify the content you want student to learn and then select a Bloom’s verb that describes the level you want student to achieve (refer to pages in booklet).
Try to select higher level verbs and try to make student learning visible by NOT selecting hard to measure actions….like student will appreciate or know or understand
SWBAT
For Next 10 minutes

7. Activity: Learning Outcome Feedback
Share your Learning Outcomes with your team.
Read your Learning Outcome(s) to your teammates, explain why it is important, and how you will make student learning visible (2 minutes per person)
SWBAT
For Next 12 minutes

8. Team Application Activities (4S)
You need to present a scenario that creates the context in which what students “know” abstractly (via their readings) is put to the test when they try to “use” it in concrete, specific case.
Page 98,

9. Basic shape of 4S Team Tasks
Take THAT
(concrete situation + textbook abstract knowledge)…
…to complete an analysis, justify a decision & make a claim….
…about THIS specific situation

10. Shopping for a decision prompt with a superlative
Using superlative (best, worst, most important, etc.) intensifies and focuses student analysis. It makes the choices more singular and focused and ensures that there is comparability between decisions and differences in thinking between teams is visible.
This is a potent discussion starter.
Refer to page in booklet for 4S question
stems that use a variety of superlatives.

11. Complete structure of a 4S task
Page 98

12. Activity: 4S Task Construction
Construct a preliminary 4S activity for your TBL module.
Select something you want students to learn to apply in real world, concrete situation (remember expert-like actions)
Construct a question stem that has a pointy superlative (best, worst, most important, etc.) that will focus student analysis. Refer to page in booklet for question stem examples.
Create plausible competitive options for teams to analyze and sort through.
For next 20 minutes

13. Activity: 4S Task Sharing
Share your new 4S task with your team.
Read your 4S task to your teammates, identify each of the four S’s, and talk about what kind of simultaneous report you will use (4 minutes per person)
For next 24 minutes

14. Readiness Assurance
At a simple level, this can be thought of as a multiple choice reading quiz.
BUT
The RAP is not trying to be comprehensive, it is about sampling, and just barely getting students ready for what is to follow. Don’t make RAP too hard.

15. Bloom’s Taxonomy
Bloom’s verbs can both be used to create test questions that correspond to different cognitive processing levels.
For Example:
Remembering
Recalling, defining, recognizing, listing, describing, retrieving, naming
Common Question Leaders: 
What is the definition of….
What is the name of…
What is the best description of…
List the following….
Why did….?
How is…?
Where is…?
When did … happen?
see more on page

16. Parts of an MCQ question
Stem: sometimes called the question leader. Most of the time, it should be a stand-alone question that can be answered without seeing the answer options.
Distractor: incorrect question answers
Keyed response: correct question answer
Options: distractors plus keyed response
Item: The question stem and options; the whole multiple choice question

17. STEM
In your argument, you are citing a number of cases from different courts. This is the first time you cite any of these cases. What is the most accurate citation sentence (use your citation manual)?
Wyman v. Newhouse, 93 F.2d 313, 315 (2d Cir. 1937); Henkel Co. v. Degremont, 136 F.R.D. 88, 94 (E.D. Pa. 1991), Willametz v. Susi, 54. F.R.D. 363, 465 (D. Mass. 1972).
Henkel Co. v. Degremont, 136 F.R.D. 88, 94 (E.D. Pa. 1991); Willametz v. Susi, 54. F.R.D. 363, 465 (D. Mass. 1972); Wyman v. Newhouse, 93 F.2d 313, 315 (2d Cir. 1937).
Willametz v. Susi, 54. F.R.D. 363, 465 (D. Mass. 1972); Henkel Co. v. Degremont, 136 F.R.D. 88, 94 (E.D. Pa. 1991); Wyman v. Newhouse, 93 F.2d 313, 315 (2d Cir. 1937).
Wyman v. Newhouse, 93 F.2d 313, 315 (2d Cir. 1937), Willametz v. Susi, 54. F.R.D. 363, 465 (D. Mass. 1972), Henkel Co. v. Degremont, 136 F.R.D. 88, 94 (E.D. Pa. 1991).
OPTIONS
KEYED RESPONSE
ITEM

18. Activity: MCQ Construction
Construct multiple choice questions for your TBL module.
Think about what basic knowledge students will need to begin 4S problem-solving
Select question leaders from page
Write the question stem
Make a series of plausible options
Write a mix of questions – 40% remember, 40% understand, 20% light application

19. Homework
Tasking

20. Wednesday Office Hours
10:00 am to 3:00 pm
by appointment

21. End of Day Reflections