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Disciplines as Frameworks for Student Learning

Disciplines as Frameworks for Student Learning. Tim Riordan Alverno College. Articulating learning expectations for our students Developmental aspects of teaching, learning, and assessment Designing courses to engage students actively and developmentally

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Disciplines as Frameworks for Student Learning

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  1. Disciplines as Frameworks for Student Learning Tim Riordan Alverno College

  2. Articulating learning expectations for our students • Developmental aspects of teaching, learning, and assessment • Designing courses to engage students actively and developmentally • Forms of inquiry that foster scholarly teaching and collective responsibility

  3. Articulating Learning Outcomes • What can students not afford to miss in your discipline/subject? • What should students be able to do as a result of study in your discipline/subject? • How should students be able to think as a result of study in your discipline/subject?

  4. Alverno Abilities • Communication • Analysis • Problem Solving • Valuing in Decision-Making • Social Interaction • Developing a Global Perspective • Effective Citizenship • Aesthetic Engagement

  5. What will student learning of these abilities look like at different developmental levels?

  6. Questions to consider • How do the students improve as speakers? • What other abilities are they demonstrating in the process? • What implications does this have for teaching?

  7. Analysis 1. Observes accurately 2. Draws reasonable inferences from observations 3. Perceives and makes relationships 4. Analyzes structure and organization 5. Refines use of disciplinary frameworks 6. Independently applies disciplinary frameworks

  8. Designing Active Learning Developmentally • Development within a course • Development across courses at the same level • Development across a program

  9. Development within a course • Ongoing “assessment” of student learning • Design of learning experiences as developmental practice of learning outcomes

  10. Tensions in the Discipline • Exploration/Argument • Openness/Informed Judgment • Flexibility/Commitment

  11. Development across courses at the same level • Reinforce learning outcomes across course contexts • Problem-Solving/Analysis in psychology, politics, natural science, humanities, arts

  12. Development across a program • What you expect of students at different stages of the program • How expectations inform design of courses

  13. Elements of Assessment as Learning Design • Design learning experiences developmentally in relation to learning outcomes • Design assessment as learning • Develop criteria for performance and provide feedback for improvement • Create opportunities for self assessment

  14. Criteria/Rubrics • Standards of what we expect in student performance • Indicators that the ability or knowledge is present in the performance • Basis for judgment, feedback, and self assessment

  15. Scholarly Teaching/Scholarship of Teaching • Attention to learning outcomes, development, engagement • Informal/formal, individual/collaborative, going public/publishing • Structures and processes to support

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