Documentation:Course Design Intensive/Facilitators Guidebook/Day 3 Learning Plan

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Prepare for Day 3

Day 3 will be about integrating learning activities to support the outcomes you have defined for learners and the evidence they are expected to produce. Spend time exploring the resources on Teaching and Instructional Strategies (we've curated a resource list for you, here on the wiki, Day 3 Resources). As you explore the materials think about the types of learning activities that will support your learners in the course you are designing, seeking alignment with your learning outcomes and assessment plans. Look at the instructions in the CDI Workbook to help you with this phase.

You may have previously identified a particular "learning challenge" or "learning pitfall" that your students experience in your course. If so, pay attention to how some of these strategies might address the learning challenge and support student's learning throughout the course.

1. As you explore the resources, identify some strategies/techniques you've used in the past, and some you are interested/considering using. Write 2 of the strategies you've used before on the WHITE cards. Write 2 of the strategies you're interested in using on the YELLOW cards. Bring these cards to Day 3.

2. Update your course design plan, integrating your ideas for learning activities into Column 3 of your 3-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. Update the same google spreadsheet, (Colums 3 & 4). Update your current assessment plans, and ideas of learning activities that you think might support your learners in reaching the desired outcome.

Day 3 Learning Outcomes[edit | edit source]

Theme: Exploring the “How”: Possibilities for Engagement[edit | edit source]

Essential Question for Day 3: How do I design and/or select activities that support student learning?'

On Day 3, you will adopt a teaching strategy that has potential for addressing your identified challenge and is aligned with learning outcomes and assessment processes. You will articulate a brief learner centered course description for a syllabus, and in design feedback groups offer and integrate feedback on this (the syllabus) as well as course design plans.

By the end of day 3, you will have:

  • Shared a learning activity/teaching strategy, and learned about several others that could be adapted to fit their context.
  • Aligned a learning activity/teaching strategy, course-level learning outcomes, and assessment for your course.
  • Appreciated the iterative nature of course design.

MORNING[edit | edit source]

Welcome and Review[edit | edit source]

9:00 - 9:30 am with Gillian

  • Day 3: Agenda and outcomes
  • Address formative feedback from Day 2
  • Parking lot

Reflection on a Course Design: John Vigna (part 2)[edit | edit source]

9:30 - 10:15 am

John will talk about his course from the perspective of teaching it. Please notice the theme of iteration in course design!

Break[edit | edit source]

Exploring Active Learning[edit | edit source]

Judy introduces (all support ) - 10:30 - 11:15 am

Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work. Freeman, et al - in large meta-analysis of undergraduate STEM education courses.

In this activity you'll have the opportunity to further develop your knowledge of instructional strategies and active learning techniques.

Purpose: an opportunity to implement active learning strategies to promote learning.

Modified Gallery Walk / World Cafe:

Round 1 (15 minutes):

  • At each white board, invite a volunteer 'expert' (a person who contributed a white card) to host the board
  • Rest of us choose a technique we like to learn more
  • Discuss:
    • What is it? (Describe the technique/strategy...explain it)
    • How did the 'expert' prepare?
    • How can we adapt it?
  • Jot your ideas down

Round 2 (15 minutes):

  • Everyone moves to a different technique (stay if you like; facilitators will act as 'experts' when needed)
  • Discuss:
    • What is it? (Describe the technique/strategy...explain it)
    • How did the 'expert' prepare?
    • How can we adapt it?
  • Jot your ideas down

Final Round

  • Everyone does a gallery walk and get a chance to see the different strategies.

Assessment & Learning Activities[edit | edit source]

11:15 am - 12:00 pm - independent work

Purpose: an opportunity to work on alignment of your learning activities with your learning outcomes and assessment plans.

Based on input from the morning, and the active learning session, revise your ideas for learning activities.

  • Work on aligning your course level learning outcomes, assessment, and learning strategies.

If/when you're ready, you can pair up informally with other members of your Design Response Group.


LUNCH[edit | edit source]

12:00 - 1:00 pm

AFTERNOON[edit | edit source]

Alignment[edit | edit source]

1:00 - 2:30 pm

Continue to revise your ideas for learning activities, and work on aligning your course level learning outcomes, assessment, and learning strategies.

  • You will also have the opportunity to sign up for a 15-minute consultation time with a facilitator.

If/When you're ready, pair up: a) Pair up with someone from your design group. Silently and on your own, take a few minutes to read each other’s learning activities documented on the google spreadsheet. (5 minutes)

b) Ask your partner the following questions (and ask follow-up questions to clarify) [20 minutes - 10 minutes each]:

  • How are your learning activities aligned with your learning outcomes and assessment plans? (What are students "doing" that will support them in reaching the outcomes/assessment you have planned?)
  • In what way(s) have you incorporated different domains of learning into your learning activities and assessment plans, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?
  • In what ways will the suggested learning activities support students in exploring/inquiring into the big idea?

Make sure you both have a turn to give and receive responses.

c) If you would like your partner's opinion on your learning activities and/or alignment, leave some time to ask for it.

d) Begin to revise your learning activities, as relevant, based on your reflections, discussion, and feedback this morning. (10 minutes)

Course Design Plans: Opportunity for sharing[edit | edit source]

2:30 - 3:45 pm in Design Response Groups

Share one aspect of your course plan, something that you've changed or are thinking about differently. 5 minutes each.

Close[edit | edit source]

3:15 - 3:45 pm with Gillian & Sue

  • Next Steps in your Course Plan (see CDI site, and Next Steps, below)
  • Complete CDI Feedback survey
  • CDI Reunion
  • Large group close (Question: What is your next step with your course?)

Next Steps[edit | edit source]


You have likely assembled many of the foundational pieces you will need to finalize your course design for the first implementation.

These are a few remaining tasks which will require your attention:

  • Fine tune your design to building out your learning plans and continue checking for alignment
  • Use the Course Sequence Planning table in your CDI Workbook to help you develop the sequence of your course, identifying:
  • themes/focus for each week
  • what will learners be expected to do on their own outside of class?
  • what will learners do together during the class?
  • what sorts of resources, readings will learners need access to to help them with the weekly work?
  • Determine a grading strategy that reflects the entire scope of the learning activities and intended outcomes.
  • Determine what sort of feedback you will need (from your students or elsewhere) in order for you to assess the first implementation and prepare for iteration.
  • Describe your course in a way that will inspire your learners, in preparation for writing your syllabus. Keep it short and inspirational. Be sure to include the big idea that you are working with and any course level learning outcomes that you have developed. Additional resources to help you write your learner-centered syllabus:

Additional Resource: File:How to Make your Syllabus more Learner-centered.pdf (A draft)

Refer to the Resource lists from each day to support your remaining work. Best of luck on implementing your course design!

Day 3 Resources[edit | edit source]

Teaching & Instructional Strategies[edit | edit source]

Blogs on Teaching

Active Learning :

Discipline-related Strategies

Expert-Novice Thinking[edit | edit source]

Group Work[edit | edit source]

  • Brickell, J. L., Porter, D. B., Reynolds, M. F., & Cosgrove, R. D., (1994). Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods. Journal of Engineering Education, 7, 259-262. (From Brickell…. “allowing students to select their own groups results in poorest attitudes about course, their instructors, the project, and their classmates”)
  • Fiechtner, S. B., & Davis, E. A. (1985). Why some groups fail: A survey of students' experiences with learning groups. The Organizational Behavior Teaching Review, 9(4), 75-88.

Critical Thinking[edit | edit source]

Blended and Flipped Classrooms[edit | edit source]

  • Blended and Online Learning - excellent overview and resources: Vanderbilt U - Centre for Teaching.
  • UBC's Flexible Learning Initiative: Flexibytes: a UBC curated collection of news stories related to teaching practice.

Syllabus Design[edit | edit source]

Video and Multimedia[edit | edit source]

Support[edit | edit source]

  • Consultation related to the selection and use of learning technology to help you meet learning outcomes:

License[edit | edit source]

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