Module Two Teach to the Outcomes: Providing Students with an Environment to Achieve SLOs

1. Module Two Teach to the Outcomes: Providing Students with an Environment to Achieve SLOs Davidson County Community College May, 2011

2. Module Two: Teach to the Outcomes • Topics • Using Bloom’s Taxonomy to Select Methods of Teaching • Matching Assignments to Achieve Student Learning Outcomes • Building a Curriculum Tracking Matrix to Teach to the SLOs • Outcomes: At the completion of Module Two faculty should be able to: • Identify your current methods of teaching. • Use Bloom’s Taxonomy to select, adapt, and design teaching methods/learning experiences and assignments. • Create assignments that provide opportunities for students to achieve student learning outcomes. • Discuss the relationship between achievement of SLOs and using appropriate teaching methods/learning experiences and assignments. • Use a tracking matrix to document appropriate learning experiences/teaching methods and assignments to achieve a specific SLO.

3. Stage Two: Teach the Outcomes Teach How do I teach in order to help students achieve the outcomes? • Activities & Assignments = STUDENTS Learning Experiences • which = Your Teaching Methods “Tools instructors choose should give students practice in the performance(s) specified in one or more learning outcomes –practice as close as possible to how student performances will be assessed for a grade.” – Linda Nielson

4. Teaching Methods Defined • Case Study: Students apply course knowledge to devise one or more solutions/ resolutions to problems/dilemmas presented in a realistic story or situation. This activity can be an individual, small-group, or whole-class activity. • Classroom Assessment Techniques (CATs): Any of dozens of informal assignments/ activities, usually in-class and ungraded, to inform the instructor how well the students are understanding or mastering the new material just presented or read. • Cooperative/Collaborative Learning: Students doing a learning activity and/or producing a product in small groups of two to six; must be carefully set up and managed by the instructor. • Directed Discussion: Class discussion that follows a more or less orderly set of questions that the instructor has crafted to lead students to certain realizations or conclusions or to help them meet a specific student learning objective. • Clinical: Activity in which students learn how to conduct research, apply skills and/or make sound professional judgments in real-world situations. • Lecture: Instructor presenting material and answering student questions that arise. • Interactive Lecture: A technique used as a change of pace where the lecture in interrupted to for mini breaks for student activities (e.g., answering objective item, problem solving, comparing notes, debriefing a mini-case, think-pair share, small-group discussion). Engaging the student every 20 minutes helps to improve the learning. • Problem-Based Learning (PBL): PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. • Role Plays: Students acting out instructor-assigned roles, improvising the script, in a realistic situation. • Service Learning with Reflection: Students learning from the experience of performing community service and frequently reflecting on it. • Simulations and Games: Students playing out, either face-to-face or on computer, a hypothetical situation that engages them with real life situations. • Student-Peer Feedback: Students giving one another feedback on a written or an orally presented product. • Typical Labs: Pairs or triads of students conducting a traditional, often predictable experiment following procedures and practical simulations. • Writing/Speaking Exercises: Any of dozens of informal assignments/activities, usually in-class and ungraded, to help students learn material, clarify their thinking, or make progress on a formal assignment • Adapted from. “Linking teaching methods with student learning outcomes.” Break-out group at the Summer Institute on Quality Enhancement and Accreditation, led by Linda B. Nilson, Clemson University Orlando, FL, July 31, 2006 * Sponsor: SACS Commission on Colleges.

5. Aligning Teaching with Outcomes • This portion of the Module helps you plan the route they will take to get there. It focuses on three aspects of classroom planning: • Aligning activities with outcomes • Working with different learning styles • Using learner‐centered teaching techniques Student Learning Outcomes for ___________________________ Choose from approaches below the one that most appropriately provides a learning opportunity for students to achieve the SLOs above or you may select from any approach we talked about today.

6. Tool Box of Alternative Assignments and Teaching Techniques

7. Tool Box of Alternative Assignments and Teaching Methods

8. Tool Box of Alternative Assignments and Teaching Methods

9. Choosing Effective Teaching Techniques for the Lower Levels of Critical Thinking Using Bloom’s Taxonomy

10. Choosing Effective Teaching Techniques for the Higher Levels of Critical Thinking Using Bloom’s Taxonomy

11. Relationship of Student Learning Outcomes to Teaching Activities- Worksheet Write outcomes from your course syllabus and indicate in the middle column what level of Bloom’s taxonomy the outcome on the left is written. Then, select a teaching activity from those discussed today or create a new approach that would appropriately teach to the outcome desired. Work in groups of two.

12. My Plan for Effective Teaching • Course in which I wish to make changes: • ______________________________________________ • Effective Teaching principles I will adopt: • ______________________________________________ • ______________________________________________ • ______________________________________________ • ______________________________________________ • Strategies I plan to use: ____________________________________________________________________________________________ • ______________________________________________ • ______________________________________________ “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein

13. Session Evaluation • One thing I will take from the workshop that I can apply is … • _________________________________________________________________________________________________________________________________________________________________________________ • I would have learned better if you would have… • _________________________________________________________________________________________________________________________________________________________________________________ • The handout materials were… • _________________________________________________________________________________________________________________________________________________________________________________ • Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.