1. Individual Identity: Typical Student Team Roles

2. A Rapid Report-Out Method: Luck of the Draw

4. Special Pedagogical Challenges
Premise:
Every course has a special pedagogical challenge.
The teacher needs to do something about that challenge in the first week (maybe the first day) of class.
Examples:
Introduction to Music: “I hate classical music . . .”
Statistics in Psychology: “Only a genius can do statistics . . .”
Modern German History: All German history is about Nazis ”
Composition: “Ill never need to write ”
In Your Disciplines?

5. Please turn to Step 1 Worksheet: Situational Factors to Consider

6. Fink’s Taxonomy of Significant Learning
Foundational Knowledge
Foundational Knowledge
What key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future?
What key ideas or perspectives are important for students to understand in this course?

8. Fink’s Taxonomy of Significant Learning
Foundational Knowledge
Application
Application
What kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking?
What important skills do students need to learn?
What complex projects do students need to learn now to manage?

9. Application

10. Fink’s Taxonomy of Significant Learning
Foundational Knowledge
Application
Integration
What connections (similarities and interactions) should students recognize and make
—Among ideas within the course?
—Between the information, ideas & perspectives in this course and those in other courses or areas?
—Between material in this course and the students’ own personal, social and work life?
Integration

11. Learning is a change in the neuron-patterns of the brain.
(Ratey, 2002)

12. Fink’s Taxonomy of Significant Learning
Foundational Knowledge
Application
Human Dimension
What can or should students learn about themselves?
What can or should students learn about understanding and interacting with others?
Integration
Human Dimension

13. In reciprocal consultation, “Participants report high satisfaction, more interaction with other faculty members, increased motivation, and renewed interest in teaching.” —Robert Menges

14. Fink’s Taxonomy of Significant Learning
Foundational Knowledge
Application
Caring
Caring
What changes would you like to see in what students care about, i.e., feelings, interests, values?
Integration
Human Dimension

16. Fink’s Taxonomy of Significant Learning
Learning how to learn
Foundational Knowledge
Application
Caring
Learning How to Learn
What would you like for students to learn about…
—How to be a good student in a course like this?
—How to engage in inquiry and construct knowledge with this subject matter?
—How to become a self-directed learner relative to this subject?
Integration
Human Dimension

17. help or hinder learning.
One of three key learning principles:
Metacognition
Prior knowledge can
help or hinder learning.
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. Bransford, et al
“Inspiring and instructing young people to verbalize and articulate thought will
. . . initiate a circle of positive feedback between thinking and language.”
--Robert Leamnson
“The teaching of metacognitive skills [“thinking about thinking”] should be integrated into the curriculum in a variety of ways.”
—Bransford, Brown, & Cocking, Eds. How People Learn: Brain, Mind, Experience, and School.

18. Fink’s Taxonomy of Significant Learning
Caring
Developing new
Feelings
Interests
Values
Learning How to Learn
Becoming a better student
Inquiring about a subject
Self-directing learners
Human Dimensions
Learning about:
Oneself
Others
Integration
Connecting:
Ideas
People
Realms of life
Foundational Knowledge
Understanding and
remembering:
Information
Application
Skills
Thinking
Critical, creative & practical thinking
Managing projects

19. Interactive Nature of Significant Learning

20. Stages in the Backwards Design Process.

21. Key Components of Interactive Course Design
S i t u a t i o n a l F a c t o r s
Feedback &
Assessment
Learning Goals
Teaching &
Learning
Activities

23. Stephen Covey

24. What do you want your students to look like?
Clearly describe and communicate goals for the course. What do you want your students to “look like” by the end of the semester? Five years after the course has ended?
What should they know about the subject?
What should they be able to do with what they know?
What should they value about the discipline?

25. “Enduring” understanding”
Worth being familiar with
Important to know and be able to do
“Enduring” understanding”

26. Writing Learning Goals
Select one course you teach and write 1-3 learning goals using Fink’s Taxonomy (Step 2 Worksheet).
Write a goal not currently in your course.
Use the following preface: “By the end of this course, my hope is that students will ”
Pay attention to the verbs used.
Make them concrete and specific

27. Key Components of Interactive Course Design
S i t u a t i o n a l F a c t o r s
Feedback & Assessment
Learning Goals
Teaching &
Learning
Activities

28. Use Multiple Measures
This slide provides the transition to talking first about direct assessment instruments/strengths/weaknesses, then same about indirect.

29. Two Types of Assessment

30. Summative Assessment: Tests and Graded Assignments