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Paul Quick, PhD Coordinator of Faculty and TA Development Course Design 1: Planning your FYOS First-Year Odyssey Seminar Workshops.

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Presentation on theme: "Paul Quick, PhD Coordinator of Faculty and TA Development Course Design 1: Planning your FYOS First-Year Odyssey Seminar Workshops."— Presentation transcript:

1 Paul Quick, PhD Coordinator of Faculty and TA Development Course Design 1: Planning your FYOS First-Year Odyssey Seminar Workshops

2 Questions via the web? Submit via webform:  ctl.uga.edu/fyos/stream ctl.uga.edu/fyos/stream via Twitter: (use tag (use tag #FYOS)

3 Goals for this FYOS workshop Discuss questions faculty have about planning FYOS Become familiar with backward-course design Become familiar with two taxonomies of learning to better appreciate the FYOS goals Explore how to integrate FYOS learning goals into your planning

4 Why are you here? How many have submitted proposals?  https://fyo.uga.edu/ https://fyo.uga.edu/ How many have a syllabus? How many of you are at the idea-stage? What questions about planning your FYOS do you have?

5 Traditional Course Design How are courses traditionally put together?

6 Backward Course Design

7 One to two years after my FYOS is over, my students will be able to… Blue Sky Dream

8 Bloom’s Taxonomy (revised by Anderson & Krathwohl)

9 CARING Developing new Feelings Interests Values LEARNING HOW TO LEARN Becoming a better student Inquiring about a subject Self-directing learners HUMAN DIMENSION Learning about:  Oneself  Others INTEGRATION Connecting: Ideas People Realms of life FOUNDATIONAL KNOWLEDGE Understanding and remembering: Information Ideas APPLICATION Skills Thinking: critical, creative, & practical Managing projects Fink’s Taxonomy of Significant Learning

10 Blue Sky Dreams and FYOS Goals On which taxonomy do your Blue Sky dreams fit?

11 Fink’s Taxonomy and FYOS: fyo.uga.edu

12 Backward Course Design

13 Situational Factors Context  Specific teaching and learning situation  General context of teaching and learning Nature of the subject Characteristics of learners Characteristics of teacher

14 CARING Developing new Feelings Interests Values LEARNING HOW TO LEARN Becoming a better student Inquiring about a subject Self-directing learners HUMAN DIMENSION Learning about:  Oneself  Others INTEGRATION Connecting: Ideas People Realms of life FOUNDATIONAL KNOWLEDGE Understanding and remembering: Information Ideas APPLICATION Skills Thinking: critical, creative, & practical Managing projects Learning Goals Come First

15 In a course with significant learning, students will: 1. Understand and remember the key concepts, terms, relationship, etc. 2. Know how to use the content. 3. Be able to relate this subject to other subjects. 4. Understand the personal and social implications of knowing about this subject. 5. Value this subject and further learning about it. 6. Know how to keep on learning about this subject, after the course is over.

16 FYOS Goal 1 Introduce first-year students to the importance of learning and academics so that we engage them in the academic culture of the University.  Assignments and discussion will:  Focus on seminar topic  Encourage student to be self-reflective learners What’s the reason for study? What’s it mean to be a self-directed learner?

17 Goal 1: Assessment and Learning Activities Have student relate long-term professional and personal goals. Where do those goals come from? How do students intend to use their college career to help pave the way toward those goals?  Journal entries, brief oral presentation, reflective essay  Have students reflect on these questions the first week of class and then revisit them at the end. Perhaps have them revise and reflect upon changes.

18 FYOS Goal 2 Give first-year students an opportunity for meaningful dialogue with a faculty member to encourage positive, sustained student- faculty interactions.  Key elements of seminar will:  Introduction to faculty members’ scholarly path  Inclusion of one or more written exercises that: document dialogue between student and faculty guide students in thinking and rethinking academic

19 Goal 2: Assessment and Learning Activities Trade questions: Students write questions, the professor collects them and redistributes them randomly back to students. Students are given a few minutes to try to answer the question. Discuss selected questions as a whole class.  Written paper, journals, blogs  Written documentation of dialogue between the faculty and student in the preparation of:  a poster presentation,  an oral presentation,  a mathematical proof

20 FYOS Goal 3 Introduce first-year students to the instruction, research, public service and international missions of the University and how they relate to teaching and learning in and outside the classroom so that we increase student understanding of and participation in the full mission of the University.  Web-based overview resources will be made available  Students are required to attend at least 3 campus events

21 Goal 3: Assessment and Learning Activities For each event a student attends write about the event and attempt to connect that event with one of the missions of the University and/or with the seminar and/or the work of the professor/discipline/department.  These can be posted on blogs, on eLC or turned in on paper.

22 FYOS Learning Goals: One-Column Chart Learning Goals Seminar Topic Knowledge Significant Learning Goal (see Fink) Significant Learning Goal (see Fink) FYOS Goal 1 FYOS Goal 2 FYOS Goal 3

23 FYOS Planning: Three-Column Chart Learning GoalsAssessment ActivitiesLearning Activities Seminar Topic Knowledge Significant Learning Goal (see Fink) Significant Learning Goal (see Fink) FYOS Goal 1 FYOS Goal 2 FYOS Goal 3

24 Weekly Schedule


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