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Arboretum Collaborative: Transformative Course Re/Design

Arboretum Collaborative: Transformative Course Re/Design . Edward J. Brantmeier, Ph. D. CFI & LTLE Substituting on 2/3 – Nancy Harris Carole Nash, Ph. D. CFI & Integrated Science and Technology. Transformative Course (Re)Design…. Course Re/Design Components.

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Arboretum Collaborative: Transformative Course Re/Design

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  1. Arboretum Collaborative: Transformative Course Re/Design Edward J. Brantmeier, Ph. D. CFI & LTLE Substituting on 2/3 – Nancy Harris Carole Nash, Ph. D. CFI & Integrated Science and Technology

  2. Transformative Course (Re)Design….

  3. Course Re/Design Components • February 3, Session I Situational Factors and Significant Learning Goals • March 2, Session II Assessing Learning • March 16, Session III Learning Activities • March 30, Session IV Teaching and Learning Strategies • May 10, Session V Engaging in the Scholarship of Teaching and Learning

  4. Situational factors for your course… • Think of your particular course for the Arboretum Collaborative . • What situational factors influence this course? • Specific Context of the Teaching/Learning Situation • General Context of the Learning Situation • Nature of the Subject • Characteristics of the Learners • Characteristics of the Teacher (Fink, 2004)

  5. Pair with someone in a different college from you • Discuss your situational factors and how they may restrict or provide opportunity for your course and infusing (in whichever way you are choosing to go about it) sustainability into your course. • Be prepared to share one or two items with the group.

  6. Deep Learning • Deep learning— is beyond surface or strategic learning--“learning that involves conceptual understanding and critical thinking and leads to “adaptive expertise” (Bain, 2011). • Deep learning is “learning that sticks!” • How do we promote sticky learning?

  7. Minds and hearts of the future…(Gardner, 2006) • “The world of the future will demand capacities that, until now, have been mere options. Have you begun developing those capacities—in yourself and others?” (Gardner, 2006). • What lasting habits of mind, values, or behaviors - cultivated in your current courses - will demonstrate that your teaching was successful? • Your vision (2-3 years out) for your students?

  8. Deep learning in your course.Please make a list.Share with your partner

  9. Foundational course questions… Ken Bain identifies elements of “the promising syllabus” in his study presented in What the Best College Teachers Do. • “What kind of questions would it [the course] help students answer?” • What kind of intellectual, physical, emotional, or social abilities would it help them develop? (Bain,2004 p. 74-74) • These questions are inviting, asking students to enter into a new world of thinking, feeling, doing perhaps… • Serve as overarching, anchors for inquiry for a particular course

  10. Example: Teaching in a Pluralistic Society • Who are you? • Who are “cultural others”? • How do schooling systems fetter or free groups and individuals? • As a teacher, how can you transform schooling for positive social change?

  11. Foundational course questions… • What are your anchors for inquiry? • What are your foundational course questions? (Re-examine the core habits of mind, values, and behaviors you previously indicated.)

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