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Designing a Course

Designing a Course. A Workshop Hosted by: The Center for the Enhancement of Learning and Teaching Presentation source: University of Michigan-Flint given December, 2006. Focused Listing. On a scrap sheet of paper list as many characteristics of good course design as you can.

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Designing a Course

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  1. Designing a Course A Workshop Hosted by: The Center for the Enhancement of Learning and Teaching Presentation source: University of Michigan-Flint given December, 2006

  2. Focused Listing On a scrap sheet of paper list as many characteristics of good course design as you can.

  3. Introductory Think-Pair-Share Compare your Focused List with another person’s list to see what you have in common and what is different. Prepare to share what you found out with the group.

  4. Alignment within a Given Course Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning

  5. Why write outcomes?

  6. Students will understand Erikson’s developmental stages. Students will be familiar with the major sociological perspectives and how they relate to their daily lives. Students will develop the skills necessary for conducting research in the natural sciences. Students will identify and summarize each of Erikson’s stages of development. Students will describe each of the major sociological perspectives and will illustrate how each perspective relates to events in their daily lives. Students will design, conduct, and analyze a research project using appropriate scientific theory and methodology Compare these poorly stated and well stated outcomes

  7. What are the characteristics of well stated learning outcomes?

  8. What are the characteristics of well stated learning outcomes? • student-focused • measurable • focused on skills and abilities acquired by end of course

  9. Time to work… Take a moment to write at least one well stated outcome on your worksheet.

  10. Alignment within a Given Course Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning http://www.youtube.com/watch?v=3Dqti9tz9sA

  11. Think-Pair-Share Think about how you might assess students’ acquisition of your outcome. Turn to a partner and discuss concerns and considerations. Share your ideas with the large group.

  12. Assessments by Outcomes and Bloom’s Taxonomy Student Learning Outcomes Bloom's Taxonomy of Cognitive Categories Knowledge Comprehension Application Analysis Synthesis Evaluation 1.a.1 Define the three tenets of the Central Limit Theorem Homework and examination. 1.a.2. Describe three key distributions Homework and examination. 1.a.3 Combine to explain the relationship between the three distributions Homework and examination. 1.b.1 Outcome 1.c.1 Outcome 2.a.1 Outcome 2.b.1 Outcome

  13. Time to work… Take a moment to jot down an assessment option for your outcome on your worksheet.

  14. Alignment within a Given Course Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning

  15. There are three elements to planning for active learning: Assessment or Activity

  16. Time to work… Take a moment to write at least one activity idea that will help students prepare for the assessment task.

  17. Alignment within a Given Course Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning

  18. Minute Paper What was the most important thing you learned in today’s workshop? What important question remains unanswered?

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