Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh.
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Transcript of Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh.
Effective Lecture Design
Susan M. Stein, DHEd, MS, BS Pharm, RPh
Discussion: Buzz Group– Provide a brief description of a moment in
teaching that things went so well, you felt you were born to teach.
– Provide a moment in teaching when things went so poorly you wished you’d never been born
– In groups of 3-4, discuss the positive experience and identify strengths
Objectives
• Develop effective outcomes and competencies using SMART
• Create two competencies specific to each outcome
• Describe backward course design• Develop rubric to measure a competency or
outcome• Create one assessment of an objective• Apply the Lecture Design Map to a topic
The Syllabus: The Holy Grail
• Legal document or agreement with students?• Set a format for yourself if none exists for
program and stay with it (table format)• Course outcomes/goals/competencies• Schedules: Lectures, discussions and topic
organization, activities, assignments, assessment
• Requirements, policies: never assume
Material Organization• Philosophy: learner-centered? Activity
emphasis? Flow of material?• Resources: Stanford Center for Teaching and Learning
http://ctl.stanford.edu/teaching/faculty-resources.htmlCarleton College On the Cutting Edgehttp://serc.carleton.edu/NAGTWorkshops/index.htmlLecture/Course Design Table
Outcomes, Objectives, Competencies
• Outcomes or Goals: groups of objectives create measurable outcomes
• Objectives: final expectations of fact• Competencies: application of outcomes or
objectives at appropriate levelDiamond, R.M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide.
3rd Ed. San Francisco: Jossey-BassHaenn, N., Johnson, E., Buckwalter, M.G. (2009). The Teaching Road Map: a Pocket Guide
for High School and College Teachers, Rowman & Littlefield Education, Lanham, MD
Bloom’s Taxonomy
Helpful Resources
SMART: specific, measurable, attainable, relevant, timely (evaluate, reevaluate)
• http://www.tss.uoguelph.ca/uid/index.cfm• http://trc.virginia.edu/Publications/Teaching_
Concerns/TC_Topic.htm• http://www.radiojames.com/ObjectivesBuilde
r/• http://fits.depaul.edu/Documents/selfcheck.h
tml
More Resources
• http://serc.carleton.edu/NAGTWorkshops/index.html
• http://ctl.stanford.edu/handbook/course-design.html
• http://www.med.wright.edu/aa/facdev/InstructionalTips/LearningObjectives
Activity: Objective Review
Using your syllabus/lecture, review the objectives you have created and complete the following:
• Create two new competencies for your course/lecture
• Switch with the person next to you, assess and write them on a blank sheet of paper to share with class
Backwards Design
Backward Design Resources
• http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
Systems Approach
• What is the aim of the class?• Holistic perspective: what are the elements of
the class?• How are the elements connected and how do
they interact?• Input Process Output (Feedback)
Sylvia LM, Barr JT. (2011). Pharmacy Education: What Matters in Learning and Teaching. Sudbury. Jones & Bartlett Learning.
Assessment
Activity: Horseshoe:Assessment Assessment
Discuss the following questions in groups of 4-10 in a horseshoe shaped group:
• What type of assessment tools do you use?• How often do you assess formatively?• How often do you assess summatively?• How is it incorporated into measure of
learning and understanding?
Rubrics or Rubriks
Rubric Resources
• http://uwf.edu/cutla/rubricdevelopment.cfm• http://www.calstate.edu/itl/resources/assessment
/scoring-rubrics-examples.shtml• http://fits.depaul.edu/Documents/selfcheck.html• http://teachingcommons.depaul.edu/Feedback_G
rading/rubrics.html
• http://www.uwstout.edu/soe/profdev/rubrics.cfm#oral
• J Dental Ed article 2011http://www.jdentaled.org/content/75/9/1163.long
Activity: Pair PartnersUsing the Lecture Design Table as a guide,
complete the following:• Design two activities for a competency in your
lecture• Write two assessment questions to directly
address this competency• Switch with the person next to you, assess and
share
Ideas: Team Teach Format
• Is this for you and your subject matter?• Professors Preach 10 Commandments of Team
Teachinghttp://news.stanford.edu/news/2006/march15/team-031506.html