REDESIGNING TEACHING Brian Smentkowski Ph D Director Center

REDESIGNING TEACHING Brian Smentkowski, Ph. D. Director, Center for the Advancement of Faculty Excellence Queens University of Charlotte

Redesigning Teaching: A Learner-Centered Process The Institutional Ethos • The institutional ethos: A consensus on the value of Teacher. Scholar Model pursuing excellence in teaching and learning • Teacher-Scholar Model: An expression of that ethos that involves not simply balancing teaching and research, but integrating them. Learning. Centered Teaching SLOs Course Redesign Scholarly Teaching & So. TL Backwards Design • ST & So. TL: Scholarly Teaching and the Scholarship of Teaching and Learning. A reflective process that involves systematically analyzing our teaching and teaching innovations in an effort to enhance student learning (ST), and going public with results (So. TL). • Learning-Centered Teaching: A new focus on an old objective, here, clearly focused on learning. • SLOs and Course Redesign: Strip away the titles and Enhanced Learning New Ideas, Methods, and Tools we are left with something healthy and familiar. • Backwards Design: A method of redesigning courses that begins with the learning outcomes and then considers the methods of accomplishing them.

Course Redesign: A Formal Definition • Course redesign is the process of rethinking the way we deliver instruction in order to maximize learning. This process is increasingly mindful of the possibilities that new technology offers in order to achieve better learning outcomes, the development and demonstration of skills as well as knowledge, and the relationship between cognitive, noncognitive, and metacognitive growth. • The purpose of course redesign is to improve student learning. It is not to cram in more content or to repackage what’s already been done; it is to backwards design a class by starting with student learning outcomes, and how they are articulated, accomplished, and assessed in the class, the syllabus, and all documents and behaviors associated with the learning experience. Successful redesigns also adhere to sound pedagogical principles associated with high impact practices. The primary goal is to shift students from a passive, note‐taking role to an active learning orientation in order to enhance learning outcomes. • Generally, redesigned courses: • Are backwards designed to • Emphasize active learning and student engagement, in order to • Provide experiences for and evidence of genuine learning in a class. • Many redesigned classes: • Rely heavily on readily available interactive software used independently and in teams; • Include significant opportunities for intellectual growth and development outside of class while focusing on “only that which can and must be done in our limited time together” in class; • Rely heavily on the assessment and improvement of student learning outcomes.

The Backwards Design Model: Three Stages, Three Questions 1. What is the desired result; the specific learning outcome(s)? 2. What evidence is necessary to determine if the outcomes are accomplished? 1. Think about assessment –what constitutes acceptable evidence of student understanding or proficiency? 3. What are the means to the ends? 1. What teaching/learning strategies can be used to enable students to accomplish the objectives?

An Example of Backwards Design Objective 1 a. Student Engagement In Class: PRSs Expected Change Greater participation/engagement Instrument/Innovation Personal response systems How to Assess Measure frequency of responses When to Assess Each time device is used Objective 1 b. Student Engagement In Class: Groupwork Greater participation/engagement Groupwork, think-pair-share, etc. Students submit a written individual and group report. Observe/record amount and type of participation Each time exercise is conducted, then cumulatively to determine changes as semester progresses Objective 2. Student Engagement In-Between Class Sessions Greater cognitive engagement in-between class sessions & enhanced preparation for class sessions Forum, with rules/rubrics Frequency of participation, fidelity to rules & rubrics When Topic closes, but monitored inbetween opening and closing periods. Objective 3. Content Mastery Increased command of key principles of the discipline General knowledge survey. Not teaching to the test but providing conceptual clarity in class Administer general knowledge survey in all sections at end of semester End of semester Objective 4. Essential Skills: Locating & Gathering Information Increased ability of students to know how and where to locate relevant scholarly sources Assignments with clear expectations. Mandatory library/info literacy session Have students submit a project based on info. lit. session. Have students complete assignments; measure them against rubrics Per assignment. Objective 5. Essential Skills: Critical Thinking Increased ability of students to make sense of complex information; to exhibit critical thinking skills Assignments with clear expectations. Emphasis not on content and conclusions as much as reasoning skills. Can include Forum Design, implement, share rubrics that indicate and measures critical thinking Per assignment

The last two boxes rom Slide 2… • These merit the most attention, for this is where we find evidence of innovation and active learning occurring across campus. There exists a variety of strategies and opportunities limited only by our imagination. Some of these methods include: • Flipping classes • Developing & deploying synchronous & asynchronous online learning • • • modules Incorporating publisher-provided or simulation-based learning options into the curriculum Developing & adapting methods of engagement in & out of the classroom Exploring and integrating instructional technology in classes Developing effective case-based and problem-based learning modules Redefining and redesigning the learning environment

Redesigning and Redefining Teaching: Some Concluding Thoughts • In this era of pedagogical and technological advancement we should keep an open mind and not shy away from reassessing our roles as teachers and learners. • We should note that course redesign ultimately amounts to redesigning teaching in order to discover and apply new ways of learning, of sharing and mastering content, of using class time and the time in-between class sessions efficiently, effectively, and productively. In many instances these efforts democratize the learning process, resulting in increasingly inclusive and engaged community of learners.