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Designing Activities

Designing Activities. Today’s activities. Information: PPT based discussion Social experience: talk about what you already know, listen to new experiences Solitary reflection: do three structured reflections What is our form of assessment here? . How we learn.

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Designing Activities

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  1. Designing Activities

  2. Today’s activities • Information: PPT based discussion • Social experience: talk about what you already know, listen to new experiences • Solitary reflection: do three structured reflections What is our form of assessment here?

  3. How we learn • Information and ideas: How do students get the basic information and ideas they needed? • Lecture • Structured discussion • Reading • Memorization • Repetition • Deduction/Induction from data • Matching • Fill in the blanks

  4. How we learn • Experience: What rich learning experiences do they have? • Projects • Group work • PBL • Case Studies • Service Learning • Presentation

  5. How we learn • Reflection: How did you get students to engage in reflection about the meaning of what they were learning? • Reflective journals • Reflective papers • Personal podcasts • Learning blogs

  6. Personal Learning Preferences • Visual= show me • Aural= tell me • Verbal= let me talk it through • Logical= reason it through • Physical= participate • Social= learn in a group • Solitary= learn alone

  7. Zull

  8. Kolb and Zull

  9. Process Reflection • Where do you focus during PPT presentations? • How does the print out of a PPT affect your information processing?

  10. Assessment • Formative assessment: • Are they getting it? • Often quick and informal • Example: CATs • Summative assessment: • Did they get it? • Often intensive and formal • Example: final papers, portfolios, exams

  11. Pharmacology Sampleby Tres Kutcher • Introduction to Pharmacology • Drug Development Activity • Working in groups of 2 or 3, plan the development of a new drug. Quickly decide on a disease or clinical condition you want to treat and answer the following questions about your new drug. • What disease or condition do you want to treat? • How will your drug be given (route of administration)? • Give your drug generic, trade and/or proprietary names (are any of these the same?) • Put the following steps in order and explain what occurs at each step. How long do you expect the whole process to take? • 1) clinical phase trials 2) postmarketing surveillance 3) targeted drug discovery 4) preclinical investigation 5) new drug application • Step #What happens in this step (NOT title of step)?Est. Time • #3 initial discovery of new drug candidate 3-5 years • Is yours a scheduled drug? If so, which schedule classification? Why?

  12. Writing SampleEnglish Composition I • Exploratory Writing with three sources resulting in a research question • Peer review responses • what information they would look forward to in the research paper • Annotated bibliography of all references • Research Paper • Peer Review • Professor Review • Student reflection on revision • Final draft

  13. Sociology Sampleby David Aveline • Name Calling, Racial Joking, and Prejudice Among Students • List categories on the board and have group call out derogatory terms for the group • Analyze the common themes and historical background for the terms • Write an anonymous reflection about a time you used the term • Discuss when these terms are used • Write a reflection about a time someone used the term for you and how you reacted • Discuss Sociological theories that deal with stereotyping

  14. Activity Resources • C-Map • http://cmap.ihmc.us/conceptmap.html • Delaware Problem Based Learning Site (must belong) • https://chico.nss.udel.edu/Pbl/searchDisc.jsp?srch=B • Merlot Online Objects • http://www.merlot.org • Crossword puzzle maker • http://edhelper.com/crossword.htm • Webquest • http://www.webquest.org/index.php • Powerpoint Jeopardy • http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm

  15. Activity elements • Exposure to new information • Make hypotheses about it • Test those hypotheses • Receive feedback • Reflect • Apply the newly acquired experience to a new set of information

  16. Choosing goal and assessment Student Feedback Public Performance Course Goal Products in response to prompts (e.g. written, oral, visual) Student self-assessment or peer review Assessment Student exhibits or models Quizzes or tests

  17. Starting the Activity Brainstorm Groups of Four “What works best for me”

  18. Personal Reflection Fill out three activity sheets that have one activity and assessment per goal.

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