SLO’s An Assignment Based Approach

1. SLO’s An Assignment Based Approach Priya Venkatesan MS RD Natural Sciences

2. LEARNER-CENTERED PARADIGM • Learning …it’s not a Spectator Sport…. • When one person teaches, two people learn. • Learners need to talk, read, write, apply…. • Learners learn what they care about and remember what they understand.

3. The Assignment • Formulate statements of intended learning outcomes • Create experiences leading to outcomes. Provide sufficient pedagogy • Create rubrics • Assess, evaluate, and re-design if necessary • Timely feedback and support

4. Food Label Analysis • Learners will make healthy choices everyday after reading and interpreting nutrition labels accurately • You are given 6 foods. Please take a look at the labels, the FDA definitions and %DV information from text. Now, recommend the healthy choices for patient x in case study #1

5. Dietary Analysis • Learners will accurately analyze intake using the electronic database of foods. They will interpret the results and prepare a written summary of the findings • Determine EER, BMR, RMR, DRI • Maintain a food diary • Answer questions and ask questions. • Re-design and critique

6. Critical Thinking Assignments • Go to www.aw-bc.com/thompson • Choose nutrition debates. • Choose one activity per chapter and upload assignments.

7. SSR • Silent Sustained Reading • Every student contributes one article/review/food product/magazine. • Every three weeks, they are read and discussed. • I hear from almost everyone of my 65 students several times each semester.

8. TLC • Know • Wonder • Learn • In 2 sessions, we cover 4 chapters. • The pace is set by the learner.

9. Group teaches Group • The pace, set up determined by the learner.

10. To Program the Human Body • Physical exam • CBC • Understand components • www.genealogy.com

11. Types of Assignments and Tests • Abstract • Advertisement • Annotated bibliography • Bibliography or autobiography • Briefing paper or “white paper” • Brochure, poster

12. Types of Assignments and Tests • Budget with rationale • Case Analysis • Chart, graph, visual aid • Client report for an agency • Cognitive map, web, or diagram • Contemplative essay • Court brief

13. Types of Assignments and Tests • Debate • Definition • Description of a process • Diagram, table, chart • Dialogue • Diary of fictional or real historical character • Essay exam

14. Types of Assignments and Tests • Executive summary • Fill-in-the-blank test • Flowchart • Group Discussion

15. Types of Assignments and Tests • Horoscope • “I Search” (first-person account an inquiry) (Macrorie, 1980) • Instructional manual • “Introduction” to an essay or scientific report • Inventory narrative

16. Types of Assignments and Tests • Laboratory or field notes • Letter of the editor • Matching test • Materials and methods plan • Mathematical problem • Memo

17. Types of Assignments and Tests • “Micro-theme” (Bean, 1996; Bean, Drenk, and Lee,1982) • Multimedia or slide presentation • Multiple-choice test • Narrative • News on feature story • Notes on reading

18. Types of Assignments and Tests • Nursing care plan • Oral report • Outline • Personal letter • Plan for conducting a project • Poem, play • Question

19. Types of Assignments and Tests • Regulations, laws, rules • Research proposal addressed to a granting agency • Review of book, play, exhibit • Review of literature • Rough draft or free write (Elbow,1981)

20. Types of Assignments and Tests • “Start” • Statement of assumptions • Summary or précis • Summit conference

21. Types of Assignments and Tests • Taxonomy or set of categories • Technical or scientific report • Term paper, research paper • Thesis sentence • Word problem • Work of art, music, architecture, sculpture

22. References • Bean, J.C. “Engaging Ideas.”San Francisco: Jossey-Bass, 2001. • Huba, M.E., Freed, J.E. “Learner-Centered Assessment On College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon, 2000.