1. Building a Framework for Assessment

2. Four Components of Course Design

3. Forward Design Process Learning Goals/Objectiv es/Outcomes Feedback & Assessment Teaching & Learning Activities Situational Factors & Teaching Philosophy

4. Backward Design Process Learning Goals/Objectiv es/Outcomes Feedback & Assessment Teaching & Learning Activities Situational Factors & Teaching Philosophy

5. Learning Goals - Levels

6. Phases of Integrated Course Design

7. The Grid – Backward Design Learning Objectives Taxonomy Level Learning Activities Formative Assessments Summative Assessments Design experiments to measure the reversal potential at a synapse. Higher Order Blooms: analysis, synthesis & evaluation Finks: application & integration - study guide -in-class group problems - practice exam problem - unit exam For example: - lecture - case study - journal - application card - concept map - in-class group problems For example: - quizzes - minute papers - paper drafts - muddiest point - clickers Qs For example: - exams - final project - final paper or lab report - pre-post tests - portfolio

8. Focus – 1 week in a course Saturday & Sunday Tuesday Thursday in-class activities Wednesday Friday Monday out-of-class activities include OBJECTIVES write ASSESSMENTS connect STRATEGIES describe IMPACT

9. Wikimedia Commons: Stefan (Duke) vom Unterberg Datum : August 2004 Hohensalzburg Constructing your Castle Top

10. Castle Top: An Evolution Walvoord, B. (1998): How do we make certain that our students (a) master the content; and (b) learn how to use and value that content? The problem: Most of us end up with little time for (b). The solution: Find ways to move the initial learning of the content to out-of- class activities, leaving more in-class time for learning how to use it. OUT OF CLASS IN-CLASS READ DO WRITTEN HOMEWOR K MAKE OBSERVATIONS WORK IN STUDY GROUPS OTHERS LECTURES CLASS DISCUSSION IN-CLASS WRITING SMALL GROUP ACTIVITIES OTHERS

11. Saturday & Sunday Tuesday Thursday in-class activities Wednesday Friday Monday out-of-class activities Designing Instruction

12. Saturday & Sunday Tuesday Thursday in-class activities Wednesday Friday Monday out-of-class activities Integrating Assessment formative assessments **** summative assessments * tutorial - sources * unit exam

13. Your Turn 1.Construct a castle top diagram that fits your course schedule. (Use the template or create your own. 2.Choose an objective or set of objectives that you’d like to focus on during one week in the life of your course. 3.Now, brainstorm generic responses to the prompts below. (Know that your responses will become more sophisticated throughout this week.) What would you like to have happen at points 1 (out of class) and 2 (just before class) in order to prepare students for point 3? How does point 3 bring points 1 & 2 to life? (How are these aligned?) What happens at points 4 & 5?

14. Course: _________ in-class out-of-class