Documentation:Course Design Intensive/Facilitators Guidebook/CDI Module 2017
- 1 Day 1
- 1.1 Welcome
- 1.2 Discussion: Connecting Learner-Centredness with the Backward Design approach
- 1.3 Presentation: Backward Design
- 1.4 Plan Your Course: Context and Learners
- 1.5 Design Feedback Table Groups
- 1.6 Presentation: Big ideas and enduring understandings
- 1.7 LUNCH 12-1pm
- 1.8 Plan Your Course: Big Ideas and Essential Questions
- 1.9 Paired/Triad Sharing
- 1.10 Concept Mapping
- 1.11 Determining Priorities for Your Course
- 1.12 End of day debrief
- 2 Day 2
- 2.1 Welcome, Agenda, Debrief Feedback from Day 1
- 2.2 Iterative Design: Table Group Discussion
- 2.3 LEARNING OUTCOMES
- 2.4 Gallery Walk and Learning Outcomes
- 2.5 Lunch 12-1pm
- 2.6 Alignment, 3-column course planning, and Assessment for Learning
- 2.7 Educative Assessment Techniques at UBC
- 2.8 Design Feedback Small Groups
- 2.9 Debrief
- 3 Day 3
- 4 Next Steps
- CDI overview :
- CDI Schedule & Agenda
- Using the Wiki: http://cdi.ctlt.ubc.ca/cdi-module-2017/
- Working Docs (working on Part I of Course Design Working Doc & Considerations doc)
- CDI Day 1 Agenda
Discussion: Connecting Learner-Centredness with the Backward Design approach
Discuss in table groups:
- What is backward design (how would you explain it to your educated neighbour who does not teach and does not want a lengthy response?).
- Why is a backwards design approach considered a learner-centred approach to course design?
- What interests you or intrigues you about the concept of backward design?
- What are some questions you have about the backward design process?
Presentation: Backward Design
Plan Your Course: Context and Learners
Working Doc: Key Question 1: What factors influence the design of your course?
Pair up to share your course considerations, describing how these factors influence the design of your course.
Build on the information in Planning Your Course: Things to consider, by thinking about these questions:
- Learners: What do you know about the learners who might take your course? What do you need to find out?
- Place: What place does your course have in the curriculum (foundational, elective, etc)? Are there pre-requisites? Is it part of a program or set curriculum?
- Space & Technology: What role will technology/online spaces have in your course?
- Content: In what ways is your field or discipline changing and how might this be important?
- Assessment: What aspects of the course will allow for learner choice? How will learners participate in assessment of their own learning?
- Constraints and Known Factors: What do you know about: class size, teaching assistant support, technical support, administrative support, technological support, time, experience, etc.
- Other relevant contextual (situational) factors.
Design Feedback Table Groups
The course design process is iterative, and it is helpful to receive feedback on your ideas as you are working on them. With your design feedback group:
- Share your course & any significant course considerations
- Share a challenge within your course and what you hope to accomplish by Day 3
You will be presenting your course redesign progress with this group as you go along and on Day 3.
Presentation: Big ideas and enduring understandings
Additional Resources for group work:
Plan Your Course: Big Ideas and Essential Questions
- Course Design Working Doc: Key Question 2: What Core Understandings Guide the Learning?
This is your opportunity to identify the big ideas (enduring understandings) and essential questions relevant to your course.
FIRST: Review your Course Considerations document:
- Imagine it is two years from now and you've run into one of your students who had taken your class this year. He's telling you that the most important thing he learned in your class was X. What do you hope the X is? Try to give an immediate response. Think about the ideal qualities, attitudes, beliefs, knowledge, skills that your student of the future might possess. Write this down.
NEXT: Reflect on your course. Ask yourself:
- What is worthy of understanding in my course?
- What do you hope endures for students long after your course is over?
- Why should students take it - why should they care about what you are teaching?
- What's the "why" of your course?
- Remember a few outstanding students you had. What attributes did they have, and what did they know and were they able to do that others couldn't? What did that student 'get' that other students did not get?
With a pair or group of 3, share your big ideas and essential questions. Help one another to refine those.
"What does it take to think like an expert in your field?" Brainstorm your course design using concept mapping. Once have identified the big ideas, you can begin to map out the course concepts and explore what learners need to understand, know, do, to align with the big ideas of your course.
Starting from your enduring understandings/essential questions - work out from there (in concept map fashion) to identify:
- what concepts will students need to learn in order to articulate the big ideas and essential questions?(resources/concepts, etc)
- what do I need to provide?
- what can they reasonably learn about/reference on their own?
- what can they make, do, experience to help them learn?
Tips on this process:
- Intensive writing/listing (5 minutes) anything that comes to mind – Don’t stop, but do consider what concepts your students will need to know/work with in the process of building knowledge to access the big ideas of your course
- Circle core items and record individually on a sticky note
- Arrange sticky notes on flip chart paper/folder, and begin to identify relationships between concepts
- Prepare draft concept map with labelled nodes and lines
- Course Design Tool: the Concept Map: Stanford Teaching Commons
- Big ideas and enduring understandings (iTeach, University of Alaska Fairbanks)
Determining Priorities for Your Course
Transfer from the concept map to your Working Docs. Prioritize your concepts into the categories provided (Know, Do, Apply, Be Familiar with)
Pair up and share with a colleague. Take 10 minutes each to:
- Provide overview of your process (what did you do/focus on in the solo time?)
- Reflect on: What stands out for you at this stage?
- Articulate what are your next steps (before Wednesday morning)?
- Share anything else that you feel compelled to share
End of day debrief
- Recap of Day 1
- Lingering questions
- Formative Assessment of the day
- Homework for Day 2
Welcome, Agenda, Debrief Feedback from Day 1
Iterative Design: Table Group Discussion
Purpose: to debrief the concept of iteration.
Try writing 1 learner-centred learning outcome for your course based on criteria.
Gallery Walk and Learning Outcomes
Write 3 more learning outcomes for your course based on criteria. Share with a partner (the same or someone new).
Purpose: an opportunity to get feedback on learning outcomes as you refine them.
Large group debrief before lunch.
Alignment, 3-column course planning, and Assessment for Learning
- Planning your course: things to consider
Educative Assessment Techniques at UBC
An interview with Brett Gilley on 2-Stage Exam
Highlight 2 stage exam process.
- 2 Stage Exam Process
- Multiple choice, multiple students: The merits of the two-stage test : brief and excellent article explaining the value and processes used in two stage exams at UBC.
- Two Stage Exams (CWSEI, UBC) a good overview of the process and associated effective practices.
- 2 Stage Exam Process
Design Feedback Small Groups
- Aligning Assessments: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
- Course Design Examples by Disciplines:
- Re-cap of Day 2
- Lingering questions
- Formative Feedback
- Homework for Day 3
Welcome and Review
- Recap of Day 2: Addressing Formative feedback
- Day 3: Agenda and Outcomes
- Putting it all Together: Putting It All Together.pdf
Assessment and Alignment
Pair work: Assessment and Alignment from homework
Activity: Addressing a Learning Challenge: Modified Jigsaw
This activity is complex. By the end of it, you will be able to:
- find examples of learner-centered, active, constructivist approaches to designing a learning environment to further develop your course design.
- align a learning activity with a learning outcome, evidence and assessment method.
- propose a rationale for why your chosen activity shows promise in addressing the learning challenge you have identified.
Step 1: (25 minutes) Join your assigned group (based on the themes identified in the challenges you submitted). Present the student-learning challenges to each other. Then, independently research activities that may help to address the root of your defined learning challenge. Choose a promising activity to help you address the learning challenge you have identified.
BREAK 10 minutes
Step 2: (10 minutes) Propose a rationale for your selection and get feedback from one of your groupmates on your rationale. Take a few minutes to integrate the feedback into your activity.
Step 3: (20 minutes) Form a new group (based on colour coding): each participant to share their active learning strategy/activity by describing (in a maximum 3 minute presentation to your group):
- What is the learning challenge you're aiming to address?
- What teaching strategy/learning activity seems promising in helping you address this challenge?
- Why did you choose this activity?
Step 4: (15 minutes) Align your activity with one of the learning outcomes in your course plan. Adjust learning outcomes and assessment methods as necessary. Assess the fit with your enduring understandings - how does the activity support broader learning goals?
Resources on Teaching Strategies to Address Learning Challenges
- Learning/Teaching Challenges: Eberly Centre at Carnegie Mellon
- Instructional Strategies: Eberly Centre at Carnegie Mellon
- Pedagogies & Strategies (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
- ablconnect: Harvard's database of teaching strategies for active learning.
- The Teaching Professor Blog: Learner Centered Teaching
- Agile Learning: Derek Bruff - Blog about teaching practice (he is the Director of the Center for Teaching at Vanderbilt University)
- Stanford University's Teaching Talk Blog.
- Misconceptions: Improving Classroom Performance by Challenging Student Misconceptions About Learning - Dr. Stephen Chew
Design feedback groups: Course Design Plans
Opportunity for feedback Each participant will share their work in progress in any of the following areas:
- learner centered course description
- course design plan (in progress)
- learning challenge they have been working with
as well as provide peer feedback within their design feedback group (10-15 minutes each)
- Summative Feedback
- Next steps (CTLT professional growth resources - see CDI Site, Follow-up Section)
- Large group close
NEXT STEPS FOR YOUR COURSE DESIGN
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:
Refer to the Resource lists from each day to support your remaining work. Best of luck on implementing your course design!