Integrated Course Design

A Systematic Approach

Using Fink’s (2003) Model

Your Questions Take two minutes and write down the

questions you have about course design

Share your questions:1. ..

2. ..

3. ..

4. ..

5. ..

6. ..

Outcomes for Today

1. Answer most of your questions

2. Learn about and apply a structured approach to course (re)design

3. Using Blackboard and Turning Point features to your and your students advantage

Purpose of Course Design

Creating a practice plan to help students achieve high levels of performance

What do you want students to be able to do by the end of your class and beyond?

Know your goals/outcomes and why are they important

How are they related? Are they unique, singular? Can they be organized in a logical sequence?

How do you help them get there?Plan backwards:

Plan Backwards, Scaffold Forward:Sequence to Help Students Attain Learning Outcomes

Where Do You Start?Step 1 worksheet

Important Situational Factors

Identify the situational factors that significantly impact your course (5 min)

Share some factors

Step 2 WorksheetLearning Goals(aka Outcomes,

Objectives)

Join in Groups of Three

Share 1 LO with partners

Review the LO

Identify strenghts and weaknesses of the LO: Is it focused on students being able to “do”

something important next semester, 1yr, 2 rs after your class? What is the long term value?

Is it written clearly and unambiguously in behavioral terms?

Where does if fit in Fink’s taxonomy (see worksheet)?

Fink’sTaxonomy of Significant Learning (= Change)

• New concepts for describing learning

• Non-hierarchical and interactive

• These challenge our thinking about teaching, including teaching ethics

• More effectively support design of student-centered learning and distance education

FoundationalKnowledge

Application

IntegrationHumanDimension

Caring

Learning How

to Learn

Source: Creating Significant Learning Experiences, by L. Dee Fink

How do you know if students are achieving your

Learning Outcomes?

Step 3 worksheetThe Necessity of Assessment

Assessment and Feedback

A learner-centered, teacher-directed, mutually beneficial, formative, context-

specific, and ongoing investigation that is rooted in good teaching practice.

It answers:

How well are they getting it?

Two Levels of Students AssessmentBoth Should Occur

1. Formative assessments for feedback and practice

Conducted frequently

2. Summative assessment for grade Conducted infrequently

Share your Assessment with your Trio

See Worksheet

Feedback and Assessment

Is it an authentic, forward-looking assessment?

Is the assessment valid What criteria/traits are key elements of the LO?

Are they represented in the assessment? How does it distinguish good work from poor?

What are your standards for each trait?

Is the assessment reliable? Is the assessment objective?

Do they get a chance to revise their work?

How will the students receive feedback from you?

Formative Assessments:The Use of CATs

1. Find CATs that fit your learning outcomes2. Make assessment a useful and fun event 3. Try a CAT before you ask your student to use it4. Allow for more time than you think you need to

carry out the CAT and give feedback5. Make sure to “close the loop” and provide

immediate feedback to students

See Work Sheet

Step 4Selecting and Delivering Effective

Learning Activities (40 min)

What makes learning activities effective? Use the work sheet as a starting point to identify

strategies Always incorporate reflection into the learning

activity: What are you learning? How are you learning? Why is what you are learning important?

Step 5 WorksheetIntegrating the Main Components

Use the 4-column table in the work sheet (Step 5)

Identify resources needed For class management (e.g. kitchen timer) For learning activities: readings, internet sites,

etc Share your table with an experienced

partner Lay it out visually

Step 6 WorksheetThematic Structure

See worksheet

Basic Course StructureStep 7-8 worksheet

Done in Inspiration; see Inspiration.com

Structure Details for One SessionLeverage Technology to help Students Prepare for

Class and Teach to Their Needs

Second Class SessionFollowing Class I

Wrapping It Up

Did I answer your questions? Did we meet the objectives? Please complete the evaluation form

Thank You