1. Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh

2. Discussion: Buzz Group – Provide a brief description of a moment in teaching that things went so well, you felt you were born to teach. – Provide a moment in teaching when things went so poorly you wished youd never been born – In groups of 3-4, discuss the positive experience and identify strengths

3. Objectives Develop effective outcomes and competencies using SMART Create two competencies specific to each outcome Describe backward course design Develop rubric to measure a competency or outcome Create one assessment of an objective Apply the Lecture Design Map to a topic

4. The Syllabus: The Holy Grail Legal document or agreement with students? Set a format for yourself if none exists for program and stay with it (table format) Course outcomes/goals/competencies Schedules: Lectures, discussions and topic organization, activities, assignments, assessment Requirements, policies: never assume

5. Material Organization Philosophy: learner-centered? Activity emphasis? Flow of material? Resources: Stanford Center for Teaching and Learning http://ctl.stanford.edu/teaching/faculty- resources.html Carleton College On the Cutting Edge http://serc.carleton.edu/NAGTWorkshops/index.ht ml Lecture/Course Design Table

6. Outcomes, Objectives, Competencies Outcomes or Goals: groups of objectives create measurable outcomes Objectives: final expectations of fact Competencies: application of outcomes or objectives at appropriate level Diamond, R.M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide. 3rd Ed. San Francisco: Jossey-Bass Haenn, N., Johnson, E., Buckwalter, M.G. (2009). The Teaching Road Map: a Pocket Guide for High School and College Teachers, Rowman & Littlefield Education, Lanham, MD

7. Blooms Taxonomy Knowledge: observation and recall Comprehension: understanding Application: using Analysis: seeing patterns Synthesis: using old ideas to create new ones Evaluation: comparing and discriminating

8. Helpful Resources SMART: specific, measurable, attainable, relevant, timely (evaluate, reevaluate) http://www.tss.uoguelph.ca/uid/index.cfm http://trc.virginia.edu/Publications/Teaching_Con cerns/TC_Topic.htm http://trc.virginia.edu/Publications/Teaching_Con cerns/TC_Topic.htm http://www.radiojames.com/ObjectivesBuilder/ http://fits.depaul.edu/Documents/selfcheck.html

9. More Resources http://serc.carleton.edu/NAGTWorkshops/ind ex.html http://serc.carleton.edu/NAGTWorkshops/ind ex.html http://ctl.stanford.edu/handbook/course- design.html http://ctl.stanford.edu/handbook/course- design.html http://www.med.wright.edu/aa/facdev/Instru ctionalTips/LearningObjectives

10. Activity: Objective Review Using your syllabus/lecture, review the objectives you have created and complete the following: Create two new competencies for your course/lecture Switch with the person next to you, assess and write them on a blank sheet of paper to share with class

11. Backwards Design Write assessment questions (what you want them to know) Ideally create many questions. The hardest part is writing the detractors Write competencies based on questions Write outcomes based on competencies

12. Backward Design Resources http://chronicle.com/blogs/profhacker/planni ng-a-class-with-backward-design/33625 http://chronicle.com/blogs/profhacker/planni ng-a-class-with-backward-design/33625

13. Systems Approach What is the aim of the class? Holistic perspective: what are the elements of the class? How are the elements connected and how do they interact? Input Process Output (Feedback) Sylvia LM, Barr JT. (2011). Pharmacy Education: What Matters in Learning and Teaching. Sudbury. Jones & Bartlett Learning.

14. Assessment Ongoing process: avoid using as reward Do it throughout: Formative and Summative Creative format: takehomes, group exams, muddiest point

15. Activity: Horseshoe: Assessment Assessment Discuss the following questions in groups of 4-10 in a horseshoe shaped group: What type of assessment tools do you use? How often do you assess formatively? How often do you assess summatively? How is it incorporated into measure of learning and understanding?

16. Rubrics or Rubriks AdvantagesDisadvantages StandardizationTransparency Time investment to create

17. Rubric Resources http://uwf.edu/cutla/rubricdevelopment.cfm http://www.calstate.edu/itl/resources/assessment/sco ring-rubrics-examples.shtml http://www.calstate.edu/itl/resources/assessment/sco ring-rubrics-examples.shtml http://fits.depaul.edu/Documents/selfcheck.html http://teachingcommons.depaul.edu/Feedback_Gradin g/rubrics.html http://teachingcommons.depaul.edu/Feedback_Gradin g/rubrics.html http://www.uwstout.edu/soe/profdev/rubrics.cfm#ora l http://www.uwstout.edu/soe/profdev/rubrics.cfm#ora l J Dental Ed article 2011 http://www.jdentaled.org/content/75/9/1163.long

18. Activity: Pair Partners Using the Lecture Design Table as a guide, complete the following: Design two activities for a competency in your lecture Write two assessment questions to directly address this competency Switch with the person next to you, assess and share

19. Ideas: Team Teach Format Is this for you and your subject matter? Professors Preach 10 Commandments of Team Teaching http://news.stanford.edu/news/2006/march15 /team-031506.html