Design Down Curriculum Planning & Cooperative Design Down Curriculum Planning & Cooperative LearningLearning

Douglas Gosse, PhD Assistant Professor, Douglas Gosse, PhD Assistant Professor, Faculty of Education Office A145 Faculty of Education Office A145

Nipissing University 100 College Drive, Nipissing University 100 College Drive, Box 5002 North Bay, Ontario, Canada Box 5002 North Bay, Ontario, Canada

P1B 8L7 Email: douglasg@nipissingu.ca P1B 8L7 Email: douglasg@nipissingu.ca TEL: 705-474-3461, x. 4810 TEL: 705-474-3461, x. 4810

Adapted from Karl Smith, Adapted from Karl Smith, University of MinnesotaUniversity of Minnesotahttp://www.ce.umn.edu/~smith/docs/course-sessiondesign804.ppthttp://www.ce.umn.edu/~smith/docs/course-sessiondesign804.pptAugust 2004

22

Effective Course Effective Course DesignDesign

Students

Goals andObjectives

Assessment

ECD

Bloom’sTaxonomy

Course-specificgoals & objectives

Cooperative learning

Lectures

Labs

Other experiences

Classroomassessmenttechniques

Tests

Instruction

Other measures

Technology

(Felder & Brent, 1999)

33

Backward Design

Stage 1. Identify Desired Results

Stage 2. Determine Acceptable Evidence

Stage 3. Plan Learning Experiences and Instruction

44

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?

55

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

66

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)

77

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.

88

Worksheet 1Worksheet for Designing a Course/Class Session

Ways of Assessing Actual Teaching-Learning

Helpful Resources:

Learning Goals for Course/Session:

This Kind of Learning: Activities: (e.g., people, things)

1.

2.

3.

4.

5.

6.

99

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)

Taxonomy of significant learning (Dee Fink, 2003)

1010

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

1111

Facets of UnderstandingWiggins & McTighe, 1998, page 44

When we truly understand,weCan explainCan interpretCan applyHave perspectiveCan empathizeHave self-knowledge

1212

Dee Fink – Creating Significant Learning Experiences

A TAXONOMY OF SIGNIFICANT LEARNING

1. Foundational Knowledge

• "Understand and remember" learning

For example: facts, terms, formulae, concepts, principles, etc.

2. Application

Thinking: critical, creative, practical (problem-solving, decision-making)

Other skills

For example: communication, technology, foreign language

Managing complex projects

3. Integration

Making "connections" (i.e., finding similarities or interactions) . . .

Among: ideas, subjects, people

4. Human Dimensions

Learning about and changing one's SELF

Understanding and interacting with OTHERS

5. Caring

Identifying/changing one's feelings, interests, values

6. Learning How to Learn

Becoming a better student

Learning how to ask and answer questions

Becoming a self-directed learner

1313

Backward Design

Stage 3. Plan Learning Experiences & 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?

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

Problem Based Cooperative Learning Format

TASK: Solve the problem(s) or Complete the project.

INDIVIDUAL: Estimate answer. Note strategy.

COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem.

EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem.

EVALUATION: Best answer within available resources or constraints.

INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem.

EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.

INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.

Conversations in Teaching and Learning [MSU] - 3/14/03

16

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: ____________________________________________________

Conversations in Teaching and Learning [MSU] - 3/14/03

17

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: ______________________________________________________________

Conversations in Teaching and Learning [MSU] - 3/14/03

18

Group Ground Rules Contract Form (Adapted from a form developed by Dr. Deborah Allen, University of Delaware)

Project groups are an effective aid to learning, but to work best they require that all groups members clearly understand their responsibilities to one another. These project group ground rules describe the general responsibilities of every member to the group. You can adopt additional ground rules if your group believes they are needed. Your signature on this contract form signifies your commitment to adhere to these rules and expectations. All group members agree to:

1. Come to class and team meetings on time. 2. Come to class and team meetings with assignments and other necessary

preparations done. Additional ground rules:

1.

2. If a member of the project team repeatedly fails to meet these ground rules, other members of the group are expected to take the following actions: Step 1: (fill in this step with your group) If not resolved: Step 2: Bring the issue to the attention of the teaching team. If not resolved: Step 3: Meet as a group with the teaching team. The teaching team reserves the right to make the final decisions to resolve difficulties that arise within the groups. Before this becomes necessary, the team should try to find a fair and equitable solution to the problem. Member’s Signatures: Group Number:______________ 1.____________________________ 2.____________________________

3.____________________________ 4.____________________________

Conversations in Teaching and Learning [MSU] - 3/14/03

19

Group ProcessingB Plus/Delta Format B

PlusThings That Group Did Well

DeltaThings Group Could Improve

2020

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.John Dewey, 1906

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