1. Welcome

2. 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

3. 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

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

5. 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

6. 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

7. 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.

8. 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.

9. 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.

10. 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

11. 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.

14. Course Design
How do you plan your courses?

15. Understanding by design

18. http://www. slideshare

19. Understanding by design

20. 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

21. developing learning outcomes

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

23. 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

24. 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

25. Activity: Write a Learning Outcome

26. 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

27. 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

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