Post on 31-Dec-2015
description
Contextualized Learning Module Design Workshop
COETC GrantMay 17, 2012
Facilitators: Ruth Brancard and Elaine Baker
Workshop Goals Understand COETC grant project call for
contextualized modulesArticulate a broad instructional goal for your
team’s contextualized instructional moduleIdentify technical content and basic skills
competencies for your moduleUsing a design process template, describe at least
one instructional activity for your module and link the activity to technical content and basic skills competencies.
Agree on a process and timeline for your module design
Task Description: What and WhyWhyStudents want good jobs, but often lack the
requisite basic skills to enroll in program courses
Students often have a superficial understanding of the actual skills and culture of different vocations.
What Energy faculty and developmental faculty
work together to create one-credit introductory modules that build skills and introduce students to the individual college’s energy program
Warm-UpTalk to a partnerTell about an important skill or concept you
learned.Describe the context in which you learned it. Why was the learning important to you?
Contextualization DefinitionsAn instructional approach connecting
foundational skills with college-level content (Perrin, 2011)
A conception of teaching and learning that helps teachers relate subject matter content to real world situations (United States Department of Education Office of Vocational and Adult Education, 2011)
Infused Academic Contextualization (Baker, et al.)Primary learning goal: Basic academic reading,
writing, and/or math skillsTaught and practiced within a meaningful
engaging content topic
Example:Integrated ESL Skills Courses
COETC Application: Provide instruction in reading, writing, and/or math skills needed for learning or using technical field content
Infused Occupational (Baker, et al.)Primary focus: Occupational ContentTaught with additional instruction and practice of
reading, writing, and/or math skills required to learn the content
Example:I-BEST in Washington statePharmacology Math course in a nursing program
COETC application:Math course as part of energy program at FRCC
Arguments for ContextualizationOvercomes skill transfer problem
Helps student see usefulness and relevance to their lives(Perrin, 2011)
Learning The learner connects new information,
concepts, and experiences to past learning.The learner actively constructs new
meanings.Learning and identity are linked. As learning
changes what the learner can do, it changes his/her sense of self.
Learning is social as well as cognitive. It happens in interaction with others and with the ideas of others.
Principles of Instructional DesignPlan with the end in mind. What will students
learn? What will they be able to do?Focus on student activity, not just information
transmission.Connect to student experience.Build in interactivity—student-student and
student-instructor interaction.Include formative and summative assessment.Revise based on student feedback and
assessments of learning.
Module GoalsGenerate student interest in the technical
area.Build student confidence in ability to learn
the content and do the job.Help students to imagine themselves
learning the content and doing the job
Accomplish Goals by
ENGAGING THE LEARNER: Provide learning activities that engage students’ active participation
INTRODUCING THE FIELD: Familiarize students with some basic aspects of the technical area—issues, job tasks, skills, processes, language, technical or scientific concepts.
BUILDING BASIC SKILLS: Provide review and practice of basic skills needed to access technical content or perform job tasks.
Brainstorming ActivitiesReadings Online or face-to-face discussionsProblems Video ClipsField experiencesWritten reflections or summaries of learning
Cross-Syllabus WorkIdentify goal(s) for the module. (10 min.)Individually (10-15 min.)
Spend time reading syllabi—technical area, developmental reading, writing, and math syllabi
Create preliminary lists of possible competencies
Together (25-30 min.)Discuss suggested competenciesAgree on a common list of both technical and
basic skills competencies
Module Goals and Competencies PostersWhat do you notice?
What ideas do you get from the work of other teams that may be applicable to your work?
Guiding PrinciplesLearning
The learner connects new information, concepts, and experiences to past learning. The learner actively constructs new meanings. Learning and identity are linked. As learning changes what the learner can do, it
changes his/her sense of self. Learning is social as well as cognitive. It happens in interaction with others and
with the ideas of others.
Instructional Design
Plan with the end in mind. What will students learn? What will they be able to do? Focus on student activity, not just information transmission. Connect to student experience. Build in interactivity—student-student and student-instructor interaction. Include formative and summative assessment. Revise based on student feedback and assessments of learning.
Design Process, Part 1Set module
goals.
Brainstorm learning activities.
Select techni
cal content and basic skills
competencie
s.
Designing for contextualized modules
• Module Goals• Technical Content Competencies
Identify learning activities based on technical content.
Your charge for this afternoonUse the design template and design visuals to
think through one or more activities for your module.
2:15- 2:30 Break
2:30 Report back to the group about your workWhat did you come up with?What are next steps?What did you notice about the process?
Contact InformationRuth Brancard303-589-8724
Ruth.Brancard@ucdenver.edu
Elaine Baker
Elaine.Baker@cccs.edu
Casey SacksCasey.Sacks@cccs.edu