Designing A Course Design Learning Styles Teaching Styles

Designing A Course Design, Learning Styles, Teaching Styles Heather Macdonald Rachel Beane

Focus on one of your courses Viewpoint l Content-centered l l What will I cover? Learner-centered l What will they learn?

One Course Design Process Consider course context and audience l Articulate course goals l Design activities and assignments l Plan assessment l http: //serc. carleton. edu/NAGTWorkshops/coursedesign/tutorial/index. html

Consider Course Context and Audience l l l General education course? Majors course? Required? Elective? What size is the course? Who are the students? What do they want to learn? How do they learn?

Learning Styles How does the student prefer to process information? l Actively – through engagement in physical activity or discussion l Reflectively – through introspection Questionnaire - Barbara Soloman & Richard Felder http: //www. engr. ncsu. edu/learningstyles/ilsweb. html

Your Learning Styles (n=37) 10 8 6 4 2 0 11 Active 9 7 5 3 1 1 3 5 7 9 11 Reflective For comparison: Active 60%; Reflective 40%

Learning Styles What type of information does the student preferentially perceive? l Sensory – sights, sounds, physical sensations, data … l Intuitive – memories, ideas, models, abstract …

Your Learning Styles (n=36) 10 8 6 4 2 0 11 Sensing 9 7 5 3 1 1 3 5 7 9 11 Intuitive For comparison: Sensing 65%; Intuitive 35%

Learning Styles How does the student most effectively perceive sensory information? l Visual – pictures, diagrams, graphs, demonstrations, field trips l Verbal – sounds, written and spoken words, formulas

Your Learning Styles (n=36) 10 8 6 4 2 0 11 9 7 5 3 1 1 3 5 7 9 Visual For comparison: Visual 80%; Verbal 20% 11 Verbal

Learning Styles How will the student progress toward understanding? l Sequentially – in logical progression of small incremental steps l Globally – in large jumps, holistically

Your Learning Styles 10 8 6 4 2 0 11 Sequential 9 7 5 3 1 1 3 5 7 9 11 Global For comparison: Sequential 60%; Global 40%

Learning Styles l Different students will learn most effectively in different ways l We can teach in ways that address a broad spectrum of learning styles 2007 workshop participants

Teaching Styles: Who are you? How do you like to teach? Why do you teach? l How do you want to interact with your students? l What do you find most satisfying when you teach? l How flexible are you? l

Designing a Course l Consider course context and audience l Articulate course goals Overarching goals l Ancillary goals l l Writing, oral communication, working in a team, quantitative, research, field, lab… l Design activities and assignments l Plan assessment

Overarching Goals What do you want students to be able to do as a result of having taken your course? l l What do you do? What kinds of problems do you want students to be able to tackle? How might students apply what they have learned? How will they be different at the end of the course?

Evaluate overarching goals l Does the goal focus on higher-order thinking (e. g. derive, predict, analyze, design, interpret, synthesize, formulate, plan, correlate, evaluate, create, critique and adapt)? l Is the goal student-focused, rather than teacher-focused? l Does the goal have “measurable outcomes? ” Could you design activities/assignments that would allow you to determine whether students have met the goal? Example: I want students to synthesize the geologic history of Maine’s coast.

Evaluate overarching goals l Does the goal focus on higher-order thinking (e. g. derive, predict, analyze, design, interpret, synthesize, formulate, plan, correlate, evaluate, create, critique and adapt)? l Is the goal student-focused, rather than teacher-focused? l Does the goal have “measurable outcomes? ” Could you design activities/assignments that would allow you to determine whether students have met the goal? Example: I want to provide students with an introduction to the geology of environmental issues.

Consider a course that you will be teaching… What are your overarching goals? Please write your course title and 1 -2 goals. For the goals, consider “When students have completed my course, I want them to be able to…”

Course goals l l l After you have written your course title and goal, please pass your paper to the person on your right. Please write comments next to the written goal. Consider whether the goal is higher order? is student centered? has a measurable outcome? If you think of another possible goal, write it down. Repeat: pass, comment, write. Pass the paper back to the original person. Please write the course title and one goal on the card.

Designing a Course l Consider course context and audience l Articulate course goals l Design activities and assignments l Session this afternoon! l Plan assessment

Designing Activities Often many ways to design an activity to meet a goal. If I want students to be able to analyze map data, I might: l Prepare a Gallery Walk of maps around the classroom l Ask a series of directed questions about a map (in lecture or as homework) l Have students prepare clay models of topo maps and share them with the class l Ask students to complete an interpretative crosssection during lab l Have students prepare a map of their hometown using GIS and identify possible hazards l …

Designing a Course l Consider course context and audience course goals objectives l Design activities and assignments l Plan assessment l Articulate

Assessment l Formative Assessment Can enhance learning by: l Determining what is understood l Providing feedback to student and professor l Allowing for intervention l Summative Assessment Evaluates what a student has attained at the end of an activity or course l Offers little opportunity for intervention l

Assessment: Bloom’s Taxonomy (original) Learning Skill Remembering (Knowledge) Recognizing and recalling Understanding (Comprehension) Interpreting, classifying, summarizing, inferring, comparing, explaining Applying (Application) Executing and implementing Analyzing (Analysis) Differentiating, organizing, attributing Evaluating (Synthesis) Checking, critiquing, reorganizing, making judgments, synthesizing Creating (Evaluation) Generating, planning, producing, evaluating Bloom’s taxonomy of educational objectives (Bloom et al. , 1956); Revised framework (Pohl, 2000); figure modified from Steer (2008) revised from King, 1995

Assessment: many possibilities http: //serc. carleton. edu/NAGTWorkshops/assess/types. html

Context for Today’s Sessions l l l Students have different learning styles Active engagement is important for learning Articulate learning goals when designing courses Design and adapt activities with learning goals in mind Expand your “toolbox” of teaching and assessment strategies Most students passive Most students active