Welcome to the WIDS Workshop Kirkwood Community College

Welcome  Tell your name and your position at the college  Share an item that you have with you that tells something about you (from your purse, briefcase, pocket, wallet, etc.)  Share any questions you’d like to get answered in this workshop

Preview Course Materials  Packet  WIDS PAT Library Books

Workshop Competency Competency Illustrate the WIDS Model Linked Core Abilities  Think critically  Communicate clearly Performance Standards You will demonstrate competence:  by completing the WIDS Model Framework activity for a unit study Your performance will be successful when:  framework includes one to three (1-3) related competencies  framework includes linked program outcomes, general education outcomes and/or external standards as appropriate  framework includes a set of learning objectives that outline supporting skills, concepts, procedures, processes and or principles that a learner needs to perform the competency  framework includes learning activities that help learners master the competency  framework includes an assessment strategy for the competency  framework includes a set of criteria that form the basis for the assessment checklist or rubric

What is WIDS?

 Worldwide Instructional Design System  Created in 1993 by the WTCS Colleges  Curriculum Model  Software Package  Designed by our users for our users

 Over 200 licenses worldwide (33 states and 5 foreign countries)  Technical colleges  Community colleges  Universities  High schools  Businesses Who Is Using WIDS?

Some of Our Users  16 WI Technical Colleges  MN State Community and Technical College  Saint Paul College, MN  Hennepin Technical College, MN  Bethel University, MN  South Central Community College, MN  6 Canadian Colleges  Learning Resources, Cape Town, South Africa  Schoolcraft Community College, MI  State Fair College, MO  National American University

Why WIDS?  Guidance and framework for teachers  Consistent curriculum model and language  Learner centered model  Document  Align/Link to standards  Store electronically  Prepare for accreditation visits

Basic Assumptions Student learning is the organizing principle of our schools We want to achieve clarity about learning outcomes We coordinate teaching and assessment to promote student learning Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning Commission, NCA Doherty, Riordan, Roth. “Student Learning: A Central Focus for Institutions of Higher Education.” Alverno College Institute, Milwaukee, WI.

 Determine outcomes for learners  Design learning to achieve outcomes  Develop assessments that measure outcomes  Develop criteria for assessing student performance  Connect outcomes, assessments, learning The Challenge

Imagine this...  You’ve just been hired to teach  It’s already the first day of school  The only materials you have been given are a syllabus and a text from the previous teacher  WHAT DO YOU DO NOW?

Or...  You’ve been teaching for a while  You are asked to teach a new course  It has a title  It has credits  It has a description  That’s it!

How do you get ready to teach? What you are facing is a typical instructional design challenge

Typical Questions  Who are the learners?  What will I teach?  How should I present the content?  How will I evaluate students’ work?  When will I know the students have learned?

Components of PBL: Performance Based Learning Content and Standards AssessmentInstruction

Feature #1  Competencies are identified, verified, and made public in advance  All content decisions are based on competencies  This is part of the WHAT

Competencies  Establish a soil nutrient plan  Determine a tillage and conservation plan  Determine a pest management plan  Manage crop storage Plan nursing interventions

Competencies Drive Learning and Assessment

Feature #2  Assessment of a competency asks a learner to PERFORM the competency as the primary source of evidence that he/she has mastered it  This is the WHEN

True Learning? I TAUGHT STRIPE HOW TO WHISTLE

I DON’T HEAR HIM WHISTLING

I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate.

Feature #3  The criteria and conditions for assessing achievement are explicitly stated  They are made public in advance  Assessment is criterion- referenced, not norm- referenced  This is part of the WHEN

Feature #4  The learning activities and teaching strategies relate directly to the competencies  A variety of strategies are used  Activities are learner centered  This is the HOW

LEARNING OUTCOME (COMPETENCY) ASSESSMENT Performance Standards Learning Activities Learning Activities Learning Activities Learning Activities

Aligning Course Design Components Misalignment between course objectives, classroom activities and assessment can often be the basis of students’ lack of learning... researchers have found that lack of excellence in [student learning is] caused, not so much by ineffective teaching, but by misalignment between what instructors intend to teach, what they actually teach, and what they test. S.A. Cohen, Instructional Alignment: Searching for a Magic Bullet

Activity  Complete the activity on pages 4 and 5 of your packet by yourself.  Then share your results with 2-3 other people. Discuss  How did you rate yourself?  How would you like to rate yourself differently in the future? (What would you like to change—if anything?)

Course Map  Examine the course map on page 6 of your packet  Complete your course map on page 7

Competencies Drive Learning and Assessment

Competencies  Describe an outcome of the course  Begin with a SINGLE action verb  Are measurable and observable  Require application of knowledge (application level or above on Bloom’s taxonomy)  Are clear and concise

Goal or Competency? Goal General What I HOPE students learn May or may not be measurable Competency (Outcome) Specific What I ACTUALLY teach and assess Measurable and observable

Goal or Competency? 1.Know about the human body 2.Build a staircase 3.Learn software programs 4.Create a spreadsheet 5.Evaluate employee safety programs 6.Understand machining processes

Competency  Using page 7, write a competency for each item in the box.

Competencies  Describe an outcome of the course  Begin with a SINGLE action verb  Are measurable and observable  Require application of knowledge (application level or above on Bloom’s taxonomy)  Are clear and concise

Learning Objectives  Facts  Concepts  Principles  Processes  Procedures

Activity  Complete page 8 in your packet  Share your ideas with a partner

Learning Activities

Application Motivation Practice The Learning Cycle Comprehension

Presentations Unit: Session 1  ATTEND a lecture on Preparing a Presentation.  BRAINSTORM situations where you might have to persuade someone at work.  ATTEND a lecture on Preparing a presentation.  BUILD sample presentations on the board.  DEVELOP key messages for your presentation using the Presentation Plan Sheet.

Presentations Unit: Session 5  PREPARE your presentation.  CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet.  MAKE changes if necessary.

Sample Learning Plan

Activity  Identify several activities you can use to teach the competency on your framework.  Write them in the box on the bottom left.

Why Write Performance Assessment Tasks

Raise the Quality of Work Learners Produce  Performance standards give a clear picture of what the end result should look like  Using that information learners can produce a quality product

Write your name

Performance Assessment Task CriteriaRating Name is written in cursiveMet Not Met Name includes first name, middle initial, and last name Met Not Met Name is written in inkMet Not Met Letters in the name are equally spaced Met Not Met All letters in the name are legible Met Not Met

Provide Data for Improving Teaching/Learning

Talk About It  What conclusions can you draw from this data?  How might you use this data to improve teaching and learning?  What is the value of scoring guides for teaching and learning?

Provide Guidelines for Evaluation and Grading

Activity On your framework add -The assessment strategy (condition) -The criteria for success (checklist)

Sample Learning Plan

Share with a Partner  One thing I can take away from today  Any questions I still have to answer

Handle chiropractic patients on the phone and in person Describe characteristic s of professional telephone etiquette. Identify common screening scripts Summarize reasons people call or visit a chiropractic office. Communicate clearly Role-play Performance Standards learner answers phone by second ring learner respond s with pleasant tone learner uses correct script Motivation PracticeComprehension Application READ pages of the AMS Staff Manual. BRAINSTOR M a list of characteristic s a CA must exhibit. ROLE PLAY the phone script found on pages SHARE your experiences with doctors’ offices as a patient.

Handling Patients Role Play Handle chiropractic patients on the phone and in person Describe characteristics of professional telephone etiquette. Identify common screening scripts currently being used in chiropractic offices. Summarize various reasons an individual may call or visit a chiropractic office. Communicate clearly in small group role play which presents a series of front-office events Performance Standards learner answers phone by second ring learne r respon ds with pleasa nt tone learne r uses correc t script Motivati on Practic e Comprehensi on Applicati on READ pages 8-17 of the AMS Staff Manual. BRAINSTORM a list of characteristics a CA must exhibit. ROLE PLAY the phone script found on pages of the AMS Staff Manual. (WC) SHARE your experiences with doctors’ offices as a patient.