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Transcript of 1 Straightforward Backward Course Design Karl A. Smith Civil Engineering University of Minnesota...
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Straightforward BackwardCourse Design
Karl A. SmithCivil Engineering
University of [email protected]
http://www.ce.umn.edu/~smith
Science and Engineering Education Scholars Program B Seventh Annual Conference
Penn State Minnesota
July 2004
To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively
Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.
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Formulate-Share-Listen-Create (Think-Pair-Share)
• Individually read the quote “To teach is to engage students in learning. . .”
• Underline/Highlight words and/or phrase that stand out for you
• Turn to the person next to you, introduce yourself
• Share words and/or phrases that stood out and discuss
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It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments
James Duderstadt, 1999
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Knowledge Probe
• Individually complete the knowledge probe
• Example from MOT 8221
• What would you like to know about the students in your courses?
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Participant Information Sheet MOT 8221, Spring 2004 Name __________ Work Experience (describe briefly): (use back if necessary) Previous Coursework/Experience in Project Management, Knowledge Management, Engineering Systems, Industrial Engineering/Operations Research (IE/OR), Management Science, and Quality Management (Six Sigma/TQM):
For the following areas, please rank your level of understanding according to the following scale:
1 = Little or no coursework/experience in this area. 2 = (Between 1 & 3). 3 = Moderate coursework/experience in this area 4 = (Between 3 & 5). 5 = A great deal of coursework/experience in this area.
Project Management 1 2 3 4 5 Knowledge Management 1 2 3 4 5 PMI-PMBOK 1 2 3 4 5 Engineering Systems 1 2 3 4 5 IE/OR 1 2 3 4 5 Modeling/Simulation 1 2 3 4 5 Mgmt Science 1 2 3 4 5 Six Sigma/ TQM 1 2 3 4 5 Computing Experience:
For each of the following, rate your proficiency and list any computer software:
1 = Never have used it. 2 = Know a little about it. 3 = Have used it some. 4 = Am very comfortable using it.
Rating Specific Packages
Spreadsheet 1 2 3 4 Project Management 1 2 3 4 Statistical 1 2 3 4 Modeling/simulation 1 2 3 4 Data base 1 2 3 4 Programming language 1 2 3 4 Expectations from the course (use back if necessary):
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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
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PM Q1
KM Q2
PMI Q3
EngSys Q4
IE/OR Q5
Mod/Sim Q6
MgmtSci Q7
6 Sigma Q8
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Q1 Q2 Q3 Q4 Q5 Q6
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Spread Q1
PM Q2
Stat Q3
Mod/Sim Q4
DB Q5
Prog Q6
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Knowledge Probe
• Individually complete the knowledge probe
• Example from MOT 8221
• What would you like to know about the students in your courses?
• Talk with a partner
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Session Goals
This session provides an opportunity for participants to:1. Explore the pedagogical shift from providing instruction to enhancing
student learning.2. Identify desired learning outcomes for students.3. Find out about and experience teaching methods that create active
learning opportunities for students in a lecture setting. 4. Discuss ways to help students think critically about the information
presented in lectures and prepare them to apply it in real-world settings.
5. Gain a conceptual understanding of cooperative learning and find out how to operationalize and use both informal and formal cooperative learning groups effectively.
6. Determine acceptable evidence of students’ learning. 7. Build cooperative teaching and learning skills while building a
professional network of colleagues dedicated to enhancing student learning.
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Your Session Goals
Participants’ Goals for the Workshop:
• Choose three of the listed goals that are most important for you and your colleagues?
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Book Ends on a Class Session
See Cooperative Learning Handout for details
Book Ends on a Class Session
1. Advance Organizer2. Formulate-Share-Listen-Create (Turn-
to-your-neighbor) -- repeated every 10-12 minutes
3. Session Summary (Minute Paper)1. What was the most useful or meaningful thing you
learned during this session?2. What question(s) remain uppermost in your mind as we
end this session?3. What was the “muddiest” point in this session?
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Advance Organizer
AThe most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.@
David Ausubel - Educational psychology: A cognitive approach, 1968.
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Formulate-Share-Listen-Create(Think-Pair-Share)
Informal Cooperative Learning GroupIntroductory Pair Discussion of a
FOCUS QUESTION
1. Formulate your response to the question individually
2. Share your answer with a partner3. Listen carefully to your partner's answer4. Work together to Create a new answer
through discussion
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Quick Thinks
•Reorder the steps•Paraphrase the idea•Correct the error•Support a statement•Select the response
Johnston, S. & Cooper,J. 1997. Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7.
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Minute Paper• What was the most useful or meaningful thing
you learned during this session?• What question(s) remain uppermost in your
mind as we end this session?• What was the “muddiest” point in this session?• Give an example or application• Explain in your own words . . .
Angelo, T.A. & Cross, K.P. 1993. Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass.
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Informal CL (Book Ends on a Class Session) with Concept Tests
Physics Peer InstructionEric Mazur - Harvard B http://galileo.harvard.edu
Peer Instruction – www.prenhall.comRichard Hake – http://www.physics.indiana.edu/~hake/
Chemistry Chemistry ConcepTests - UW Madison B
www.chem.wisc.edu/~conceptVideo: Making Lectures Interactive with ConcepTests
ModularChem Consortium B http://mc2.cchem.berkeley.edu/
STEMTECVideo: How Change Happens: Breaking the ATeach as You Were Taught@ Cycle B Films for the Humanities & Sciences B www.films.com
Thinking Together video: Derek Bok Center B www.fas.harvard.edu/~bok_cen/
Richard Hake (Interactive engagement vs traditional methods) http://www.physics.indiana.edu/~hake/
Traditional (lecture)
Interactive (active/cooperative)
<g> = Concept Inventory Gain/Total
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Lila M. Smith
Lila M. Smith
Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning
returns to college: What evidence is there that it works? Change, 30 (4), 26-35.
• Over 300 Experimental Studies• First study conducted in 1924• High Generalizability• Multiple Outcomes
Outcomes
1. Achievement and retention2. Critical thinking and higher-level
reasoning3. Differentiated views of others4. Accurate understanding of others'
perspectives5. Liking for classmates and teacher6. Liking for subject areas7. Teamwork skills
Small-Group Learning: Meta-analysis
Springer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-
analysis. Review of Educational Research, 69(1), 21-52.
Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.
The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.
Strategies for Energizing Large
Classes: From Small Groups to
Learning Communities:
Jean MacGregor,James Cooper,
Karl Smith,Pamela Robinson
New Directions for Teaching and Learning,
No. 81, 2000.Jossey- Bass
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Session Summary (MINUTE PAPER)PART A DIRECTIONS: Read the following questions, and write a brief answer to each one.What is most important point conveyed during this session? What is one new teaching activity you are willing to try? What is 1 question you have about the session?
PART B DIRECTIONS: Read each statement in the scale below. Circle the degree to which you either agree or disagree with it.
SD=Strongly Disagree D=Disagree N= Neutral A=Agree SA=Strongly Agree 1. I was comfortable with the pace of the session. SD D N A SA2. I found the content to be relevant. SD D N A SA3. I found the activities to be useful. SD D N A SA
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Effective Course Design
Students
Goals andObjectives
Assessment
EC 2000
Bloom’sTaxonomy
Course-specificgoals & objectives
Cooperative learning
Lectures
Labs
Other experiences
Classroomassessmenttechniques
Tests
Instruction
Other measures
Technology
(Felder & Brent, 1999)
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Straightforward Backward Design
Stage 1. Identify Desired Results/Goals
Stage 2. Determine Acceptable Evidence/ Assessment
Stage 3. Plan Learning Activities and Instruction
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Model 1
The Key Components Of INTEGRATED COURSE DESIGN
One of the benefits of this model is that it allows us to see the importance S i t u a t i o n a l F a c t o r s
Teaching and
Learning Activities
Feedback & Assessment
Learning Goals
A Self-Directed Guide to Designing Courses for Significant LearningL. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass.
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Taxonomies
Bloom’s taxonomy of educational objectives: Cognitive Domain (Bloom & Krathwohl, 1956)
A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001).
Facets of understanding (Wiggins & McTighe, 1998)
Creating significant learning experiences (L. Dee Fink. 2003)
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The Six Major Levels of Bloom's Taxonomy of the Cognitive Domain(with representative behaviors and sample objectives)
Knowledge. Remembering information Define, identify, label, state, list, match Identify the standard peripheral components of a computer Write the equation for the Ideal Gas Law
Comprehension. Explaining the meaning of information Describe, generalize, paraphrase, summarize, estimate
In one sentence explain the main idea of a written passage Describe in prose what is shown in graph form
Application. Using abstractions in concrete situations Determine, chart, implement, prepare, solve, use, develop
Using principles of operant conditioning, train a rate to press a bar
Derive a kinetic model from experimental data Analysis. Breaking down a whole into component parts Points out, differentiate,
distinguish, discriminate, compare Identify supporting evidence to support the interpretation of a literary passage Analyze an oscillator circuit and determine the frequency of oscillation
Synthesis. Putting parts together to form a new and integrated whole Create, design, plan, organize, generate, write
Write a logically organized essay in favor of euthanasia Develop an individualized nutrition program for a diabetic patient
Evaluation. Making judgments about the merits of ideas, materials, or phenomena Appraise, critique, judge, weigh, evaluate, select
Assess the appropriateness of an author's conclusions based on the evidence given Select the best proposal for a proposed water treatment plant
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Facets of UnderstandingWiggins & McTighe, 1998, page 44
When we truly understand,weCan explainCan interpretCan applyHave perspectiveCan empathizeHave self-knowledge
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A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass.
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Understanding Understanding
Stage 1. Identify Desired ResultsFocus Question: What does it mean to “understand”?
Stage 2. Determine Acceptable EvidenceFocus Questions: “How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency (Wiggins & McTighe)
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Understanding Misunderstanding
A Private Universe – 21 minute video available from www.learner.org
Also see Minds of our own (Annenberg/CPB Math and Science Collection – www.learner.org)
1. Can we believe our eyes?2. Lessons from thin air3. Under construction
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Backward Design
Stage 1. Identify Desired Results
Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom?
Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline?
Filter 3. To what extent does the idea, topic, or process require uncoverage?
Filter 4. To what extent does the idea, topic, or process offer potential for engaging
students?
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Worksheet 1Worksheet for Designing a Class
Ways of Assessing Actual Teaching-Learning Helpful Resources:
Learning Goals for Class: This Kind of Learning: Activities: (e.g., people, things)
1.
2.
3.
4.
5.
6.
List 3-5 goalsfor a class you teach-- At the end of this classsession my students will . . .
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Backward DesignStage 2. Determine Acceptable Evidence
Types of Assessment
Quiz and Test Items: Simple, content-focused test items
Academic Prompts: Open-ended questions or problems that require the student to think critically
Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic
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Worksheet 1Worksheet for Designing a Class
Ways of Assessing Actual Teaching-Learning Helpful Resources:
Learning Goals for Class: This Kind of Learning: Activities: (e.g., people, things)
1.
2.
3.
4.
5.
6.
List 3-5 goalsfor a class you teach-- At the end of this classsession my students will . . .
List assessmentProcedure for one goal
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Backward DesignStage 3. Plan Learning Activities & Instruction• What enabling knowledge (facts, concepts, and
principles) and skills (procedures) will students need to perform effectively and achieve desired results?
• What activities will equip students with the needed knowledge and skills?
• What will need to be taught and coached, and how should it be taught, in light of performance goals?
• What materials and resources are best suited to accomplish these goals?
• Is the overall design coherent and effective?
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Active Learning: Cooperation in the College Classroom
• Informal Cooperative Learning Groups
• Formal Cooperative Learning Groups
• Cooperative Base Groups
Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome).
Key Concepts•Positive Interdependence•Individual and Group Accountability•Face-to-Face Promotive Interaction•Teamwork Skills•Group Processing
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Informal CooperativeLearning Groups
Can be used at any timeCan be short term and ad hocMay be used to break up a long lectureProvides an opportunity for students to process material they have been listening to (Cognitive Rehearsal)Are especially effective in large lecturesInclude "book ends" procedureAre not as effective as Formal Cooperative Learning or Cooperative Base Groups
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46
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Professor's Role inFormal Cooperative Learning
1. Specifying Objectives
2. Making Decisions
3. Explaining Task, Positive Interdependence, and Individual Accountability
4. Monitoring and Intervening to Teach Skills
5. Evaluating Students' Achievement and Group Effectiveness
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Cooperative Lesson Planning Form Grade Level: __________ Subject Area: ____________________ Date:__________
Lesson: ________________________________________________________________
Objectives
Academic: ______________________________________________________________
Teamwork Skills: _______________________________________________________
Preinstructional Decisions
Group Size: __________ Method Of Assigning Students: ____________________
Roles: _________________________________________________________________
Room Arrangement: ____________________________________________________
Materials: _____________________________________________________________
One Copy Per Group One Copy Per Person
J igsaw Tournament
Other: ______________________
Explain Task And Cooperative Goal Structure
1. Task: _______________________________________________________________
_____________________________________________________________________
2. Criteria For Success: _________________________________________________
_____________________________________________________________________
3. Positive Interdependence: ____________________________________________
_____________________________________________________________________
4. Individual Accountability: ___________________________________________
5. Intergroup Cooperation: ______________________________________________
6. Expected Behaviors: ____________________________________________________
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Monitoring And Intervening
1. Observation Procedure: ______ Formal ______ Informal
2. Observation By: ______ Teacher ______ Students ______ Visitors
3. Intervening For Task Assistance: _____________________________________
______________________________________________________________________
4. Intervening For Teamwork Assistance: ________________________________
_____________________________________________________________________
5. Other: ______________________________________________________________
Evaluating And Processing
1. Assessment Of Members’ Individual Learning: _________________________
_____________________________________________________________________
2. Assessment Of Group Productivity: ___________________________________
_____________________________________________________________________
3. Small Group Processing: _____________________________________________
_____________________________________________________________________
4. Whole Class Processing: _____________________________________________
_____________________________________________________________________
5. Charts And Graphs Used: ____________________________________________
____________________________________________________________________
6. Positive Feedback To Each Student: __________________________________
_____________________________________________________________________
7. Goal Setting For Improvement: _______________________________________
____________________________________________________________________
8. Celebration: _________________________________________________________
_____________________________________________________________________
9. Other: ______________________________________________________________
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Course/Session Design - Cooperative Learning FormatTASK: Complete the course design project.
INDIVIDUAL: Everyone contributes.
COOPERATIVE: One plan from the group, strive for agreement, make sure everyone is able to explain or demonstrate the learning activity.
EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain.
EVALUATION: Does the learning strategy fit the selected goal?
INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain or demonstrate the activity.
EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.
INTERGROUP COOPERATION: Each group will describe or demonstrate their activity to one other group.
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Team Member Roles• Task Recorder• Checker – check to make
sure each member understands and can explain
• Timekeeper
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Worksheet 1Worksheet for Designing a Class
Ways of Assessing Actual Teaching-Learning Helpful Resources:
Learning Goals for Class: This Kind of Learning: Activities: (e.g., people, things)
1.
2.
3.
4.
5.
6.
List 3-5 goalsfor a class you teach-- At the end of this classsession my students will . . .
List assessmentProcedure for one goal
PlanInstruction
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Resources• Workshop Handouts – Resources
http://www.ce.umn.edu/~smith• University of Minnesota - Center for Teaching and
Learning Services -- http://www1.umn.edu/ohr/teachlearn/
• Richard Felder -- http://www.ncsu.edu/felder-public/RMF.html
• Contact Information– Kathleen O’Donovan – [email protected]– Karl Smith – [email protected]– Connie Tzenis – [email protected]
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http://clte.asu.edu/active