Course Content Evaluation

Learning Centered Teaching Practices Application Exercise The Role of Content

As higher education transitions to curricula incorporating Learning Centered Practices (LCTP), it is assumed that few courses are optimized for this approach. The goal of this application exercise is to help you objectively evaluate the current implementation of the Learning Centered Practices within a course curriculum and to define areas where in these principles can be used to optimize the course. To complete Part 1 of this exercise, you will evaluate one of the courses you currently teach based upon questions associated with the Five Learning Centered Teaching Principles. Use the Learning-Centered Teaching Rubric in conjunction with this worksheet to determine the level of transition/integration for each question. The level of transition chosen for each question will be applied to a rubric to determine the overall assessment for LCTP implementation. In the Next Steps section, Part 2 of this exercise, you will use the course evaluation to design an implementation plan by setting goals for further incorporating Learning Centered Practices into the course curriculum.

Part 1: Evaluation Course Name: _________________________________ Date: __________________ Please check the appropriate response for each question in each of the Five Learning Centered Teaching Principles. After checking the response, provide a specific example of how that principle is being applied within the course and describe why the example was chosen. 1. Does the content/ curriculum of the course allow students to practice using inquiry or ways of

thinking in the discipline?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Content Evaluation

2. Does the content/curriculum of the course allow students to learn to solve real problems in the discipline?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

3. Does the content/curriculum of a course allow students to understand the function of the content

and why it is learned?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Content Evaluation

4. Does the curriculum of the course allow students to build discipline-specific learning methodologies, e.g., how to read primary source material in the discipline?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

5. Does the curriculum of the course allow students to build an appreciation for the value of the content in this course?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Content Evaluation

6. Does the curriculum of the course help students develop a scaffold for learning in the course?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

7. Does the curriculum frame the content so that students see how it can be applied in the future?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

8. Does the curriculum provide opportunities for learners to take new information and merge it with

life experiences to create new knowledge?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Content Evaluation

Part 2 - Next Steps

Use the answers you provided in Part 1 and the Overall Assessment calculations to detail the goals and objectives you’d like to achieve in each of the criterion areas that you would like to improve.

The Role of Content

Current Level Projected Level Timeframe (3 month increments are recommended)

What needs to change in order to achieve this objective? What resources/help will be required to achieve this objective? What barriers keep you from making this change? How can the barriers be overcome? How will you measure the success of the change?

University of the Sciences in Philadelphia 2005

Instructor Teaching Style/Delivery Method

Learning Centered Teaching Practices Application Exercise

The role of the instructor (teaching style/ delivery method)

To complete Part 1 of this exercise, you will evaluate one of the courses you currently teach based upon questions associated with the Five Learning Centered Teaching Principles. Use the Learning-Centered Teaching Rubric in conjunction with this worksheet to determine the level of transition/integration for each question. The level of transition chosen for each question will be applied to a rubric to determine the overall assessment for LCTP implementation. In the Next Steps section, Part 2 of this exercise, you will use the course evaluation to design an implementation plan by setting goals for further incorporating Learning Centered Practices into the course curriculum.

Part 1: Evaluation Course Name: _________________________________ Date: __________________ Please check the appropriate response for each question in each of the Five Learning Centered Teaching Principles. After checking the response, provide a specific example of how that principle is being applied within the course and describe why the example was chosen. 1. Does the instructor create an environment that fosters student learning?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Instructor Teaching Style/Delivery Method

2. Does the instructor create an environment that fosters accommodates different learning styles?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

3. Does the instructor create an environment that motivates students to accept responsibility for learning?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Instructor Teaching Style/Delivery Method

4. Does the instructor explicitly align objectives, teaching/learning methods and assignments consistently?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

5. Does the instructor utilize the appropriate teaching/learning techniques for learning styles and goals?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

6. Did the instructor design activities in which learners interact with material, teacher and each other?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Instructor Teaching Style/Delivery Method

7. Did the instructor articulate and regularly refer to SMART ( SMART= specific, measurable, achievable, realistic, time oriented) objectives?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

8. Did the instructor inspire and encourage learners to take ownership of their own learning?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Instructor Teaching Style/Delivery Method

Part 2 - Next Steps

Use the answers you provided in Part 1 and the Overall Assessment calculations to detail the goals and objectives you’d like to achieve in each of the criterion areas that you would like to improve.

Role of the Instructor

Current Level Projected Level Timeframe (3 month increments are recommended)

What needs to change in order to achieve this objective? What resources/help will be required to achieve this objective? What barriers keep you from making this change? How can the barriers be overcome? How will you measure the success of the change?

University of the Sciences in Philadelphia 2005

Learning Responsibility

Learning Centered Teaching Practices Application Exercise

The Responsibility for Learning

To complete Part 1 of this exercise, you will evaluate one of the courses you currently teach based upon questions associated with the Five Learning Centered Teaching Principles. Use the Learning-Centered Teaching Rubric in conjunction with this worksheet to determine the level of transition/integration for each question. The level of transition chosen for each question will be applied to a rubric to determine the overall assessment for LCTP implementation. In the Next Steps section, Part 2 of this exercise, you will use the course evaluation to design an implementation plan by setting goals for further incorporating Learning Centered Practices into the course curriculum.

Part 1: Evaluation Course Name: _________________________________ Date: __________________ Please check the appropriate response for each question in each of the Five Learning Centered Teaching Principles. After checking the response, provide a specific example of how that principle is being applied within the course and describe why the example was chosen.

1. Did the instructor and the learners share responsibility for achieving stated learning objectives?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Learning Responsibility

2. Did the learners develop skills for further learning (e.g., learning how to learn skills or ability to work in groups)?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

3. Did the students become self-directed, lifelong learners?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Learning Responsibility

4. Did the learners become aware of their own learning and their abilities to learn?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

5. Did the students have opportunities to assess their own learning?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

6. Did the students demonstrate proficiency with self-assessment?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Learning Responsibility

7. Did the learners demonstrate proficiency with all information literacy skills as defined by the Association of College and Research Librarians?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Learning Responsibility

Part 2 - Next Steps

Use the answers you provided in Part 1 and the Overall Assessment calculations to detail the goals and objectives you’d like to achieve in each of the criterion areas that you would like to improve.

Learning Responsibility

Current Level Projected Level Timeframe (3 month increments are recommended)

What needs to change in order to achieve this objective? What resources/help will be required to achieve this objective? What barriers keep you from making this change? How can the barriers be overcome? How will you measure the success of the change?

University of the Sciences in Philadelphia 2005

Evaluation Process & Purpose

Learning Centered Teaching Practices Application Exercise

The Processes and Purposes of Evaluation

To complete Part 1 of this exercise, you will evaluate one of the courses you currently teach based upon questions associated with the Five Learning Centered Teaching Principles. Use the Learning-Centered Teaching Rubric in conjunction with this worksheet to determine the level of transition/integration for each question. The level of transition chosen for each question will be applied to a rubric to determine the overall assessment for LCTP implementation. In the Next Steps section, Part 2 of this exercise, you will use the course evaluation to design an implementation plan by setting goals for further incorporating Learning Centered Practices into the course curriculum.

Part 1: Evaluation Course Name: _________________________________ Date: __________________ Please check the appropriate response for each question in each of the Five Learning Centered Teaching Principles. After checking the response, provide a specific example of how that principle is being applied within the course and describe why the example was chosen.

1. Was the student assessment integrated within the learning process?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Evaluation Process & Purpose

2. Was formative assessment with constructive feedback integrated throughout the course?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

3. Did the course utilize peer and self assessment?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Evaluation Process & Purpose

4. Were the learners given multiple opportunities to learn from their mistakes during the course and demonstrate mastery?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

5. Were learners encouraged to justify their answers when they didn’t agree with the instructor’s answers?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Evaluation Process & Purpose

6. Did learners and faculty agree on a timeframe for feedback and was that timeframe followed?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Evaluation Process & Purpose

Part 2 - Next Steps

Use the answers you provided in Part 1 and the Overall Assessment calculations to detail the goals and objectives you’d like to achieve in each of the criterion areas that you would like to improve.

The Processes & Purposes of Evaluation

Current Level Projected Level Timeframe (3 month increments are recommended)

What needs to change in order to achieve this objective? What resources/help will be required to achieve this objective? What barriers keep you from making this change? How can the barriers be overcome? How will you measure the success of the change?

University of the Sciences in Philadelphia 2005

Course Power & Control

Learning Centered Teaching Practices Application Exercise The Balance of Power

To complete Part 1 of this exercise, you will evaluate one of the courses you currently teach based upon questions associated with the Five Learning Centered Teaching Principles. Use the Learning-Centered Teaching Rubric in conjunction with this worksheet to determine the level of transition/integration for each question. The level of transition chosen for each question will be applied to a rubric to determine the overall assessment for LCTP implementation. In the Next Steps section, Part 2 of this exercise, you will use the course evaluation to design an implementation plan by setting goals for further incorporating Learning Centered Practices into the course curriculum.

Part 1: Evaluation Course Name: _________________________________ Date: __________________ Please check the appropriate response for each question in each of the Five Learning Centered Teaching Principles. After checking the response, provide a specific example of how that principle is being applied within the course and describe why the example was chosen. 1. Were learners encouraged to explore content beyond what was defined by the instructor?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Power & Control

2. Were students encouraged to express alternative perspectives where appropriate??

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

3. Did the quality and quantity of the learners’ work determine what grade they earned?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

4. Were assignments open ended (e.g., projects) or did they allow for more than one right answer, if

appropriate?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Power & Control

5. Were classroom management policies, assessment methods, methods of learning and deadlines

negotiated with the class at the beginning and adhered to throughout the course?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

6. Did the students understand that they had opportunities to learn and understand the consequences of

not taking such opportunities such as missing class?

Fully integrated learning centered

approaches

Higher level transitioning

Lower level transitioning

Basic level transitioning

Provide a specific example. Briefly describe why the example was chosen.

University of the Sciences in Philadelphia 2005

Course Power & Control

Part 2 - Next Steps

Use the answers you provided in Part 1 and the Overall Assessment calculations to detail the goals and objectives you’d like to achieve in each of the criterion areas that you would like to improve.

Balance of Power

Current Level Projected Level Timeframe (3 month increments are recommended)

What needs to change in order to achieve this objective? What resources/help will be required to achieve this objective? What barriers keep you from making this change? How can the barriers be overcome? How will you measure the success of the change? LCP worksheet v3 on purple lex prsnttns

University of the Sciences in Philadelphia 2005