Curriculum Work with PFRH

Sara Hill September 19, 2013

• Faculty Support • Course “Audits” • Curriculum Alignment

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Overview

Course “Audits” inputs and outputs

• Teaching = input

• Learning = output

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Curriculum Process

Evidence of Teaching (inputs)

• Course observations • Course syllabi/Course sites • Course evaluations

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Course Audit

Evidence of Learning (outputs)

• Learning Objectives • Course syllabi/ Course sites • Learning activities • Assessments

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Course Audit

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Course Audit

Cognitive Level of LOs

• Bloom’s Taxonomy • SOLO Taxonomy

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Bloom’s Taxonomy

Alignment

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Image Source: Public Domain Pictures.net

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Role of Learning Objectives

• Course design • Guide for students • “Evidence” of learning • Alignment with competencies

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Problem Learning Objectives

• Describe • Remembering/ reproducing Explain?

• Identify • An existing trend? Something new?

• Discuss • Context? Evidence of achievement?

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Course Audit

Learning Activities

• Active • Passive

Why Use Active Learning?

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Students taught through active learning methods learn two to three

times more than those taught through traditional lectures

Source: Hake, R. R. (2002) Lessons from the physics-education-reform effort. Ecology and Society 5(2) Article 28.

The Role of Lectures

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“It is the one who does the work who does the learning.”

-- Terry Doyle

Source: Doyle, T. (2011). Learner Centered Teaching: Putting the Research on Learning into Practice. Sterling, VA: Stylus Publishing, LLC.

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Lecture Best Practices

• No more than 20 minutes • Minimize/avoid bulleted PPT • Engage students

• Polling • Small groups • 2-minute writing assignments • See Classroom Assessment Techniques

Stepping out from behind the Curtain

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Variety

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Image Source: Wikimedia Commons

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Elements of Active Learning Doing and Reflecting

• Critical thinking • Individual responsibility for learning • Open ended • Well-designed, aligned

Active Learning During Class Sessions

• Discussion • Student-led review sessions • Debates • Problem-based learning • Case-based learning • Brief written responses

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Active Learning & Technology Explore, Create, Curate, Review, Share

• Polling • Wolfram Alpha • VoiceThread • YouTube • Discussion forums • Twitter • Wikis / basic web pages

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Course Audit

Learning Assessment

• Formative (few courses) • Summative

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Formative Assessment

Lets students and faculty monitor progress

You do not have to grade/read everything!

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Formative Assessment

• Required but not graded • Can be anonymous • In class or before/ after class • Technology or index cards • Peer review

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Summative Assessment

• Exams • Allow time to write strong

questions

• Papers • Clear purpose • Consider length/grading /deadlines

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Summative Assessment

• “Authentic” • Redundancy/guidelines Memos Policy briefs Presentations

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Guest Lecturers

• Course objectives • Presentation objectives • Review content & alignment • Frame or ask students to

frame

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Competency Alignment

Changes

Alignment based upon evidence of learning

NOT course descriptions

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Aligning Courses & Competencies

• Different format • Different criteria

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Competency Doc from 2006

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Current Competency Doc

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Depth of Competency Achievement

• Process, not a product • Changes in knowledge, beliefs, behaviors or attitudes • Not done to students, but rather something students themselves do

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Quality Learning

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Concept

Image Source: Wisconsin.gov

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Formative Stage

Image Source: Heartfelt (E-bay)

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Quality Learning--Innovation

Image Source: http://www.solidform.co.uk/blog/2012/10/30/the-galaxy-soho-beijing-china-by-zaha-hadid-architects.html

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Resources and References • Anderson, L. W. and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon. • Berry, W. (2008). Surviving the lecture: A pedagogical alternative. College Teaching, 56(3). 149-154. • Biggs, T. and Tang, C. (2011). Teaching for quality learning at university. New York: McGraw Hill • Bonwell. C. C. & Eison, J. A. (1991) Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No.1. Washington DC: George Washington University. • Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing, LLC. • Felder, R., & Brent, R. (2009). Active learning: An introduction, ASQ Higher Education Brief, 2 (4).

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Resources and References • Hansen, E. J. (2011). Idea-based learning: A course design process to promote conceptual understanding. Sterling, VA: Stylus Publishing LLC. • Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus/Association for American Higher Education • Marton, F., and Säljö, R. (1976). On qualitative differences in learning: I-outcome and process.” British Journal of Educational Psychology, 46, 4–11. • Wiggins, G. P., & McTighe, J. A. (2005). Understanding by design. Washington, DC: ASCD