1. Online Course Development and Constructivist Teaching Strategies Susan M. Zvacek, Ph.D. 2006

2. Topics The 3-Step Process for Online Lesson Planning Integrating Constructivist Teaching Strategies Question/Answer Time

3. Three Steps to Lesson Planning 1.What do I want my students to be able to do as a result of this lesson/unit/course? 2.What sorts of activities will help them to gain these skills? 3.How will I know if they have mastered the skills I identified in Question #1?

4. Step 1. Identifying Outcomes Focus on what students are doing to learn content Guide for selecting instructional strategies and for assessment Shared with students Observable, measurable results

5. Action Words for Outcomes Bloom’s Taxonomy Levels (cognitive) 1.Knowledge – define, identify, match, list 2.Comprehension – summarize, translate 3.Application – apply, construct, solve 4.Analysis – compare, infer, diagram 5.Synthesis – design, generate, modify 6.Evaluation – appraise, defend, judge

6. Step 2. Instructional Strategies Gain Attention Inform Learners of Objectives Stimulate Recall of Prior Learning Present Content Guide Learning Opportunities to Practice New Skills Provide Feedback Assess Progress Toward Objectives Enhance Retention and Transfer Robert Gagne’s “9 Events of Instruction”

7. Step 3. Assessing Learner Progress Reinforcing important concepts and skills Providing practice with new skills Identifying and correcting misconceptions Providing feedback on performance Motivating students to keep up Diagnosing readiness for advanced work

8. Key Assessment Concepts Are assessments aligned with course goals/objectives? Consider creating and using rubricsrubrics Consider offering students flexibility in how they’ll demonstrate mastery How about including some not-for-credit assessments?

9. Constructivism Concepts Focus is on student’s active role in his/her own learning Meaning is constructed in the individual (not transmitted from outside) Learner reflection on content Learner organization of content Emphasis on personal relevance to learner

10. Constructivist Teaching Strategies What are students doing to learn? (Not: What am I doing to teach?) Require student participation and engagement Provide choices (content, assessment, sequencing, pacing, etc.)

11. Constructivist Teaching Strategies Recognize student contributions Emphasize metacognition (thinking about our thinking) Consider motivational strategies

12. Motivation Attention – What hooks them in? Relevance – How is this related to a world beyond this course? Confidence – What sorts of “success experiences” will be meaningful? Satisfaction – What might generate a long- term positive attitude toward the content?

13. Summary Using the “Big 3” model as a starting point Constructivist theory as a base for student engagement Helping students persist by including motivational elements

14. szvacek@ku.edu