Outcomes-based Teaching and Learning Pre-w orkshop 2 Designing Teaching and Learning Activities

1. Outcomes-based Teaching and Learning Pre-workshop 2 Designing Teaching and Learning Activities

2. Intended Outcomes of Pre-workshop Exercises for members of each group 1. Review existing teaching and learning activities (TLAs) in relation to alignment with subject ILOs. 2. Identify areas requiring changes. 3. Revise or re-design TLAs to align to subject ILOs. 4. Discuss and share your ideas with your group members.

3. Before the Workshop Refer to the Pre-workshop reference provided and the revised subject ILOs in Pre-workshop Exercise 1, conduct Pre-workshop Exercises 3 to design TLAs for the revised subject IlOs. Consider if the TLAs and especially the learning activities will engage your students to enact the subject ILO verbs? Discuss with your group members when doing the above exercise. Complete the exercise to be ready for discussion and sharing in the workshops on 2 December 2006.

4. Assessment: How well the student has met the ILO ILO: What the student has to learn Teaching: Engaging the student in the verb in the ILO Outcomes-based Teaching and Learning (OBTL) using Constructive Alignment

5. Designing TLAs to align to Intended Learning Outcomes. Having designed Subject ILOs, we now need to activate the verbs or learning activities embedded in the ILOs by designing suitable TLAs that will facilitate students achieving the ILOs. . TLAs should be aligned to ILOs by addressing the verb(s) in the ILOs, thus requiring students to enact the ILO verbs. . Consider what teacher and student activities will be conducted in each of the TLAs.

6. Designing TLAs to align to Intended Learning Outcomes. In any teaching and learning situation e.g. lecture, tutorial, laboratory or project etc, TLAs include what the teacher does (teaching activities) and what the student does (learning activities). What the student does is more important in achieving the ILOs than what the teacher does. . TLAs could be either large and small class activities. . TLAs could be either teacher-, peer- or student self managed as best suit the context.

7. Some common TLAs and associated teaching and learning activities TLA Teaching activities Learning activities Lecture talk, explain, clarify listen, take notes, accept, query, discuss with peers, one-minute paper Tutorial set/answer questions pre-read, prepare questions, provide feedback learn from peers, critique, analyse, discuss with peers Assignment set topics and guidelines search information, select, organize ideas, explain, describe, integrate, apply what has been learned, write the assignment, revise and edit, may be discuss with peers

8. Some common TLAs and associated teaching and learning activities TLA Teaching activities Learning activities Project set brief, provide apply, integrate, create, design, feedback experiment, write report, self- monitor, communicate, work in a team Laboratory demonstrate, practise, experiment, apply, provide feedback self-evaluate, solve problems PBL set problems, set learning goals, accessing provide feedback desired content and skills, design, integrate, apply, solve problems The TLA here is more like a situation in which the learner engages in learning activities requiring the ILO verbs, which makes it more likely the intended learning outcomes will be achieved.

9. Typical ILOs Possible TLAs Describe set reading, lecture, field trip Explain tutorial, written essay Integrate project, assignment Apply project, case study, laboratory Solve problem PBL, case study, peer discussion, laboratory Design, create project, creative writing Hypothesise experiment, project Reflect reflective diary The point is not how you are going to teach (teaching activities) but how and what you want your students tolearn (learning activities). NOTE! Many of these TLAs can be assessment tasks as well. Then you have excellent alignment.

10. Adjusting TLAs to relative importance of ILOs Is the time spent on TLAs reflecting the relative weight or importance of the ILO addressed? Are students given more opportunitites to engage in enacting the more important ILO verbs?

11. Some sample TLAs for subject ILOs on written communicative strategies 1. Explain different (writing) communicative strategies. TLAs: a. Plenary session (‘lectures’) Teaching activities - describe, explain, elaborate, clarify Learning activities - pre-reading, ask questions, group discussion, explain to peers b. Write assignment Teaching activities - set topics and guidelines, provide feedback Learning activities - explain the strategies in the assignment There may be other TLAs which will engage students in explaining different writing communicative strategies.

12. Some sample TLAs for subject ILOs onwritten communicative strategies 2. Apply appropriate (writing) communicative strategies TLAs: a. Case study Teaching activities - select case study material (may be), provide comments and feedback Learning activities - select piece of writing for case study, discuss with peers in small groups, analyse, comment, suggest ways of improvement, present own ideas or discussion results in an individual written assignment b. Write an assignment or a group discussion report Teaching activities - set topic (may be), give guideline of requirements of the assignment (relate requirements to relevant ILOs), provide feedback Learning activities - write the assignment using appropriate strategies, revise, edit, self-assess There may be other TLAs which will engage students in applying appropriate strategies in a range of writing tasks.

13. Some sample TLAs for subject ILOs on writing strategies 3. Reflect and improve own writing communicative strategies. TLAs: Self-assessment Teaching activities - provide feedback Learning activities - self-evaluate a piece of own writing, e.g. an earlier assignment in relation to theories on writing communicative strategies, identify strengths and areas for improvement, revise writing using appropriate strategies in light of evaluation There may be other TLAs which will engage students in reflecting and improving their own writing strategies.

14. Exercise 3 - Designing Teaching and Learning Activities Refer to the revised ILOs in Pre-workshop Exercises 1, design TLAs to align to the ILOs. Discuss with your group members. Subject ILOs TLA Teaching activities Learning activities

15. After you have completed the pre-workshop exercise, 1. select one group member to share your ideas at the workshop, and 2. jot down any issues that you would like to bring up for discussion at the workshop.