Chapter 4 Designing Significant Learning Experiences II Shaping

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Chapter 4 Designing Significant Learning Experiences II: Shaping the Experience

Chapter 4 Designing Significant Learning Experiences II: Shaping the Experience

Step # 4: Generate Teaching and Learning Activities •

Step # 4: Generate Teaching and Learning Activities •

Passive Learning Necessary component for the transmission of knowledge • Reading • Lectures

Passive Learning Necessary component for the transmission of knowledge • Reading • Lectures

Active Learning 1. Experiences “Doing” e. g. Lab experiments “Observing” e. g. . Field

Active Learning 1. Experiences “Doing” e. g. Lab experiments “Observing” e. g. . Field trip to a factory

Active Learning (con’t) 2. Reflection Making meaning of the content and the learning process

Active Learning (con’t) 2. Reflection Making meaning of the content and the learning process Can be done alone or with others e. g. . Journaling, small group discussion Note: Time must be given for students to reflect! Visit website: http: //www. sci. sdsu. edu/BFS/first/activestrat. html for active learning ideas!

Step # 5: Integrate the Primary Components • How are the preceding steps fitting

Step # 5: Integrate the Primary Components • How are the preceding steps fitting together so far? • Can you anticipate any problems? • Are your goals consistent with the students’ goals?

Step # 5: Integrate the Primary Components (con’t) • See Exhibit 4. 4 on

Step # 5: Integrate the Primary Components (con’t) • See Exhibit 4. 4 on page 125 of Creating Sig. Learning Experiences • Identify your goals • Identify assessment procedures • Identify learning activities

Worksheet for Creating Integrated Components Learning Goals for Course Procedure for Assessing Student Learning

Worksheet for Creating Integrated Components Learning Goals for Course Procedure for Assessing Student Learning Activities 1. Understand remember key concepts, terms, relationships, and the like 2. Know how to use the context 3. Be able to relate this subject to other subjects 4. Understand the personal and social implications of knowing about the subject 5. Care about the subject (and about learning more on the subject) 6. Know how to keep on learning about this subject after the course is over. Adapted from: Creating Significant Learning Experiences, L. D. Fink, 2003

Assess design so far: • Steps 1 -5 • See figure 4. 4 on

Assess design so far: • Steps 1 -5 • See figure 4. 4 on page 127 of Creating Sig. Learning Experiences by Fink, L. D. • Are you on the right track?

Step # 6: Creating a Course Structure Review the course and select 4 -7

Step # 6: Creating a Course Structure Review the course and select 4 -7 major topics These topics should build upon one another- one strategy is to arrange from simple to complex, or chronologically

Learning Activities/Assignments These activities should integrate concepts discussed in the course so far Adapted

Learning Activities/Assignments These activities should integrate concepts discussed in the course so far Adapted from: Creating Significant Learning Experiences, L. D. Fink, 2003

Step # 7: Selecting an Effective Teaching Strategy Adapted from: Creating Significant Learning Experiences,

Step # 7: Selecting an Effective Teaching Strategy Adapted from: Creating Significant Learning Experiences, L. D. Fink, 2003

Activities Out of Class Activities In Class Activities These activities facilitate learning content Focus

Activities Out of Class Activities In Class Activities These activities facilitate learning content Focus should be on application of content • Readings • Lectures • Written assignments e. g. essays • Small Groups • Case Studies • Lab work • Field trips • • Journaling Recording observations

Goal: Master and apply the course content • See page 132, 133 for Team

Goal: Master and apply the course content • See page 132, 133 for Team Based Learning (Creating Significant Learning Experiences) • See page 135, 136 for Problem Based Learning (Creating Significant Learning Experiences) • See page 136, 137, 138 for Accelerated Learning with the “MASTER” plan (Creating Significant Learning Experiences)

Step # 8: Creating the Overall Scheme of Learning Activities • Create an overall

Step # 8: Creating the Overall Scheme of Learning Activities • Create an overall Scheme of Learning Activities – See figure 4. 13 page 139, Creating Significant Learning Activities • Integrate the course structure and strategies • Vary learning activities • Activities need a pattern of development in complexity and challenge • Create schedule of activities – Choose week one activity then the final week activity to ensure goals will be achieved. Fill in the middle weeks with these goals in mind. • Leave unscheduled time for potential problems

Step # 9: Put Together the Grading System • Fair and Educationally valid –

Step # 9: Put Together the Grading System • Fair and Educationally valid – appeal to different types of abilities • Reflect the full range of learning goals • Reflective relative to weight of activity • Grading Scale

Step # 10: Identify What Might Go Wrong • One Final Check – E.

Step # 10: Identify What Might Go Wrong • One Final Check – E. g. Room bookings, technical supplies/support, library resources, textbooks

Step # 11: Write the Syllabus • Communicate course information/delivery to students • General

Step # 11: Write the Syllabus • Communicate course information/delivery to students • General management: Instructor’s name, office hours, phone number, etc • Course Objectives • Discuss class activities, including due dates, tests and projects • Text and other required reading material • Grading procedures • Course/Institutional policies

Step # 12: Plan an Evaluation of the Course and Your Teaching • Consider

Step # 12: Plan an Evaluation of the Course and Your Teaching • Consider a midterm as well as final evaluation – Goals being achieved, effectiveness of learning strategies, appropriate feedback and interaction with students • Multiple sources – – Students Peers Audio/Videotape Student

Good Design and Flow Experiences • Involve students – Pick own objectives – Feedback

Good Design and Flow Experiences • Involve students – Pick own objectives – Feedback techniques and assessment • Reassess flow – Use diagrams, graphics (Unifying Mechanisms see figure 4. 14, page 147, Creating Significant Learning Experiences

Case Study One Week in Review of a Course on Extreme Weather Week 3

Case Study One Week in Review of a Course on Extreme Weather Week 3 Tornadoes http: //www. pnr-rpn. ec. gc. ca/air/summersevere/ae 00 s 02. en. html

Week # 3: Tornadoes Days of the Week In Class Activities Out of Class

Week # 3: Tornadoes Days of the Week In Class Activities Out of Class Activities Monday Introduction Narratives Make a vortex Assigned Readings Tuesday Wednesday Visit Websites Visit a Weather Station Thursday Friday Reflect on Weather Station visit – Learning Journal Assigned Readings Collect Weather data from previous tornadoes Survival strategies: Make a survival kit View video: ”Twister” Essay Due

Questions to Ponder • What would motivate you to learn about tornadoes? • What

Questions to Ponder • What would motivate you to learn about tornadoes? • What other learning activities would you consider? • How would you evaluate learning in this week in addition to the learning journal and essay? (no need to respond to the group as we are just encouraging individual reflection. Thank you. )