Designing a Course A Workshop Hosted by: The Center for the Enhancement of Learning and Teaching Presentation source: University of Michigan-Flint given.

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Presentation transcript:

Designing a Course A Workshop Hosted by: The Center for the Enhancement of Learning and Teaching Presentation source: University of Michigan-Flint given December, 2006

On a scrap sheet of paper list as many characteristics of good course design as you can.

Compare your Focused List with another person’s list to see what you have in common and what is different. Prepare to share what you found out with the group.

Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning Alignment within a Given Course

Why write outcomes? Specific learning outcomes lead to: Higher quality feedback Improved courses and programs Improved student learning and achievement

Compare these poorly stated and well stated outcomes  Students will understand Erikson’s developmental stages.  Students will be familiar with the major sociological perspectives and how they relate to their daily lives.  Students will develop the skills necessary for conducting research in the natural sciences.  Students will identify and summarize each of Erikson’s stages of development.  Students will describe each of the major sociological perspectives and will illustrate how each perspective relates to events in their daily lives.  Students will design, conduct, and analyze a research project using appropriate scientific theory and methodology

What are the characteristics of well stated learning outcomes?

 student-focused  measurable  focused on skills and abilities acquired by end of course

Take a moment to write at least one well stated outcome on your worksheet.

Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning Alignment within a Given Course

Think about how you might assess students’ acquisition of your outcome. Turn to a partner and discuss concerns and considerations. Share your ideas with the large group.

Assessments by Outcomes and Bloom’s Taxonomy 2.b.1 Outcome 2.a.1 Outcome 1.c.1 Outcome Homework and examination. 1.b.1 Outcome 1.a.3 Combine to explain the relationship between the three distributions 1.a.2. Describe three key distributions Homework and examination. 1.a.1 Define the three tenets of the Central Limit Theorem EvaluationSynthesisAnalysisApplicationComprehensionKnowledge Bloom's Taxonomy of Cognitive Categories Student Learning Outcomes Homework and examination.

Take a moment to jot down an assessment option for your outcome on your worksheet.

Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning Alignment within a Given Course

There are three elements to planning for active learning: Information and ideas Experience Reflective dialogue Assessment or Activity

Take a moment to write at least one activity idea that will help students prepare for the assessment task.

Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning Alignment within a Given Course

What was the most important thing you learned in today’s workshop? What important question remains unanswered?