1 / 20

Seminars IV & V

Seminars IV & V. Organizing a Class. Joe Hanus Al Estes. Coming Soon! The Big Picture!. Seminar X. Organizing a Course: Systematic Design of Instruction. A Structured Methodology for Organizing a Class. Formulate learning objectives. Develop in-class learning activities:

ceri
Download Presentation

Seminars IV & V

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Seminars IV & V Organizing a Class Joe Hanus Al Estes

  2. Coming Soon! The Big Picture! Seminar X Organizing a Course: Systematic Design of Instruction

  3. A Structured Methodology forOrganizing a Class • Formulate learning objectives. • Develop in-class learning activities: • Prepare a lesson outline. • Prepare “board notes.” • Develop out-of-class learning activities. • Select reading assignments. • Develop homework assignments and projects.

  4. A Model Instructional Strategy • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking about the subject. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment.

  5. The “ExCEEd Model” • Structured organization • Based on learning objectives • Appropriate to the subject matter • Varied, to appeal to different learning styles • Engaging presentation • Clear written and verbal communication • High degree of contact with students • Physical models & demonstrations • Enthusiasm • Positive rapport with students • Frequent assessment of student learning • Classroom assessment techniques • Out-of-class homework and projects • Appropriate use of technology Teacher As A Positive Role Model

  6. Seminar IV Organizing a Class #1 Learning Objectives Joe Hanus

  7. 1. Formulate Learning Objectives • Describe what students should be able to do after: • Studying the reading assignment • Attending the class • Doing the assigned homework or project • Must be measurable • Typically 1 - 5 per class Wankat & Oreovicz Chapter 4

  8. What are Learning Objectives useful for?

  9. Results of Background Knowledge Probe • TBD

  10. Learning Objectives Are Useful For: • Lesson planning • Identify critical material • Identify extraneous material • Guidelines for the instructor • Communicating expectations • Assessing student learning • Writing exams • Assessing the course

  11. Evaluation Synthesis Analysis Application Comprehension For the Cognitive Domain Bloom’s Taxonomy of Educational Objectives judge, critique, justify, verify, assess, recommend create, construct, design, improve, produce, propose compare, contrast, classify, categorize, derive, model calculate, solve, determine, apply explain, paraphrase Knowledge list, recite

  12. Group Activity Determine the appropriate level of Bloom’s Taxonomy for each Objective You have 5 minutes Study Guide, p.19

  13. Writing a Good Objective • Use measurable action verbs. • Some non-measurable verbs: • Know • Learn • Appreciate • Understand • If an objective is well written, you should be able to use it as an exam question, without modification.

  14. Example: Which of these doesn’t work? • Explain the concept of punching shear. • Calculate the reactions on a statically indeterminate beam. • Know the difference between a load and a reaction. • Draw shear and moment diagrams for a beam. • Design a reinforced concrete slab for a specified loading.

  15. Evaluation Synthesis Analysis Application Comprehension Bloom’s Taxonomy: So What? judge, critique, justify, verify, assess, recommend create, construct, design, improve, produce, propose compare, contrast, classify, categorize, derive, model calculate, solve, determine, apply explain, paraphrase Knowledge list, recite

  16. So What? • Undergraduate education tends to focus on the lower level thinking skills. (knowledge, comprehension, application) • Ideally, alllevels should be addressed in every course • Ideally, alllevels should be assessed in every course

  17. Communicating Objectives • Provide to students at the start of the semester (Study Guide). • Post in the classroom. • Reinforce during class. • Use as the basis for homework and exams.

  18. Are There Negative Consequences of Using Objectives? • Learning Objectives promote “spoon-feeding.” • Learning Objectives inhibit creativity. • Students need to be able to figure out what is important. If the instructor tells them what’s important, they’ll never learn to do it on their own. Research indicates that these claims are false—as long as the objectives are written properly.

  19. Seminar IV Organizing a Class #1 Learning Objectives Questions?

  20. Time for a quick break! Back here for Seminar V

More Related