1. Integrated Course Design A Systematic Approach Using Fink’s (2003) Model

2. Your Questions Take two minutes and write down the questions you have about course design Take two minutes and write down the questions you have about course design Share your questions: Share your questions: 1... 2... 3... 4... 5... 6...

3. Outcomes for Today 1. Answer most of your questions 2. Learn about and apply a structured approach to course (re)design 3. Using Blackboard and Turning Point features to your and your students advantage

4. Purpose of Course Design Creating a practice plan to help students achieve high levels of performance Creating a practice plan to help students achieve high levels of performance What do you want students to be able to do by the end of your class and beyond? What do you want students to be able to do by the end of your class and beyond? Know your goals/outcomes and why are they important Know your goals/outcomes and why are they important How are they related? How are they related? Are they unique, singular? Are they unique, singular? Can they be organized in a logical sequence? Can they be organized in a logical sequence?

5. How do you help them get there? Plan backwards:

6. Plan Backwards, Scaffold Forward: Sequence to Help Students Attain Learning Outcomes

7. Where Do You Start? Step 1 worksheet Important Situational Factors Identify the situational factors that significantly impact your course (5 min) Identify the situational factors that significantly impact your course (5 min) Share some factors Share some factors

8. Step 2 Worksheet Learning Goals (aka Outcomes, Objectives)

9. Join in Groups of Three Share 1 LO with partners

10. Review the LO Identify strenghts and weaknesses of the LO: Is it focused on students being able to “ do ” something important next semester, 1yr, 2 rs after your class? What is the long term value? Is it focused on students being able to “ do ” something important next semester, 1yr, 2 rs after your class? What is the long term value? Is it written clearly and unambiguously in behavioral terms? Is it written clearly and unambiguously in behavioral terms? Where does if fit in Fink’s taxonomy (see worksheet)? Where does if fit in Fink’s taxonomy (see worksheet)?

11. Fink’sTaxonomy of Significant Learning (= Change) New concepts for describing learning Non-hierarchical and interactive These challenge our thinking about teaching, including teaching ethics More effectively support design of student-centered learning and distance education Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Source: Creating Significant Learning Experiences, by L. Dee Fink

12. How do you know if students are achieving your Learning Outcomes? Step 3 worksheet The Necessity of Assessment

13. Assessment and Feedback A learner-centered, teacher-directed, mutually beneficial, formative, context- specific, and ongoing investigation that is rooted in good teaching practice. It answers: How well are they getting it?

14. Two Levels of Students Assessment Both Should Occur 1. Formative assessments for feedback and practice Conducted frequently Conducted frequently 2. Summative assessment for grade Conducted infrequently Conducted infrequently Share your Assessment with your Trio See Worksheet

15. Feedback and Assessment Is it an authentic, forward-looking assessment? Is it an authentic, forward-looking assessment? Is the assessment valid Is the assessment valid What criteria/traits are key elements of the LO? What criteria/traits are key elements of the LO? Are they represented in the assessment? Are they represented in the assessment? How does it distinguish good work from poor? How does it distinguish good work from poor? What are your standards for each trait? What are your standards for each trait? Is the assessment reliable? Is the assessment reliable? Is the assessment objective? Is the assessment objective? Do they get a chance to revise their work? Do they get a chance to revise their work?

16. How will the students receive feedback from you?

17. Formative Assessments: The Use of CATs 1. Find CATs that fit your learning outcomes 2. Make assessment a useful and fun event 3. Try a CAT before you ask your student to use it 4. Allow for more time than you think you need to carry out the CAT and give feedback 5. Make sure to “close the loop” and provide immediate feedback to students See Work Sheet Work SheetWork Sheet

18. Step 4 Selecting and Delivering Effective Learning Activities (40 min) What makes learning activities effective? What makes learning activities effective? Use the work sheet as a starting point to identify strategies Use the work sheet as a starting point to identify strategieswork sheet work sheet Always incorporate reflection into the learning activity: Always incorporate reflection into the learning activity: What are you learning? What are you learning? How are you learning? How are you learning? Why is what you are learning important? Why is what you are learning important?

19. Step 5 Worksheet Integrating the Main Components Use the 4-column table in the work sheet (Step 5) Use the 4-column table in the work sheet (Step 5)work sheetwork sheet Identify resources needed Identify resources needed For class management (e.g. kitchen timer) For class management (e.g. kitchen timer) For learning activities: readings, internet sites, etc For learning activities: readings, internet sites, etc Share your table with an experienced partner Share your table with an experienced partner Lay it out visually Lay it out visually

20. Step 6 Worksheet Thematic Structure See worksheet See worksheet

21. Basic Course Structure Step 7-8 worksheet Done in Inspiration; see Inspiration.com

22. Structure Details for One Session Leverage Technology to help Students Prepare for Class and Teach to Their Needs

23. Second Class Session Following Class I

24. Wrapping It Up Did I answer your questions? Did we meet the objectives? Please complete the evaluation form Thank You