Documentation:Course Design Intensive/Vantage
- 1 Pre-Work
- 2 Plan for the Day
- 3 Morning
- 4 Your Big Ideas and Essential Questions
- 5 Setting Priorities: Course Mapping Activity
- 6 Next Steps
- 7 References
- 8 Resources
- 9 Follow Up
Plan for the Day
Session Overview and Agenda
9:00 am - noon
- us and you
- our intentions for the day
- how you can use the wiki (reference & discussion)
Discuss your perspectives on what you learned from the pre-work. As a table group, identify one comment and one question from your discussion. Post to the collection for follow up during wrap up.
Purpose: to activate your knowledge of your learners and gain further insight into their motivations and needs by detailing personas and mapping inferences about their lives.
BREAK: 10 mins
Your Student in the Future
Purpose: to identify your intentions for supporting student learning.
Why We Need A Why
Purpose: to offer a bridge between learner centered approach and an afternoon of "big" thinking about your course.
Backward Design, Big Ideas & Essential Questions
Purpose: to introduce the backward design framework and key concepts related to designing for understanding.
You will be working in table groups to develop your understanding of key concepts.
BREAK: 10 mins
Your Big Ideas and Essential Questions
Setting Priorities: Course Mapping Activity
Purpose: to offer a non-linear way to prioritize what learners will need to understand, know, do, be aware of in order to grapple with those big ideas and essential questions.
- 3 column course planning doc.
- outcomes, evidence, assessment and learning activities and alignment across.
- designing for common challenges (see follow up activity)
- muddiest points, observations, sharing.
- Allen, D. & Tanner, K (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design CBE Life Sciences Education
- Allan, Joanna (1996). Learning outcomes in higher education. Studies in Higher Education. Vol. 21, Iss. 1.
- Biggs, John (2013). Constructive Alignment in University Teaching. HERDSA, Vol. 1
- Cho, J & Trent, A. (2005). “Backward” Curriculum Design and Assessment: What Goes Around Comes Around,Or Haven’t We Seen This Before?. Taboo: Journal of Culture and Education.
- Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. Full text from ProQuest
Wiggins, Grant P, and Jay McTighe (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Print.
General Teaching Resources
- Cult of Pedagogy: College Teaching - engaging site with well researched content.
- Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
- Cornell University: Collaborative Learning: Group Work
- Decoding the Disciplines: a process for increasing student learning by narrowing the gap between expert and novice thinking.
- Middendorf, J. ; Pace, D. (2004). Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking. New Directions for Teaching and Learning.
- Beware the Expert Blind Spot - Heather Landers - Colorado State University.
Mindsets: Belonging, Relevance & Diversity of Experience
- What We Know About Belonging from Scientific Research – Carissa Romero- Mindset Scholars Network (2015): http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf
- What We Know About Purpose and Relevance from Scientific Research - Carissa Romero- Mindset Scholars Network (2015): http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Purpose-and-Relevance-.pdf
- When Students Zone Out, Zero In on Their Desire to Matter in Life – Research Summary – Mindset Scholars Network (2015): http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/When-Students-Zone-Out.pdf
- Purpose & Relevance - Mindset Scholars Network: http://mindsetscholarsnetwork.org/learning-mindsets/purpose-relevance/#
- Helping Students Find Relevance – Psychology Teacher Network – APA (2013) http://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx
- Yeager, David S. et al. “Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation.” Journal of personality and social psychology 107.4 (2014): 559–580. PMC. Web. 25 May 2018.
- Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and
health outcomes of minority students. Science, 331,1447-1451.
- What I Learned in Class Today- How to talk about aboriginal issues in the classroom.
- Indigenous Foundations
- The Human Core of Open: Belonging, Relevance & Diversity of Experience (2016) - Mike Caulfield's keynote speech on New Directions in Open Education
- Inclusion By Design: Your Syllabus and Course Design (2016) - interesting survey tool to help you examine the inclusive practices in your own teaching
- Classroom Climate: Indigenous Initiatives at UBC
- Syllabus Construction: Vanderbilt University
- A Learner-Centered Syllabus Helps Set the Tone for Learning - Mary Bart - Faculty Focus (2015)
- Inclusive Syllabus Language: University of Michigan (thoughtful approach at providing example language that personalizes the intent and varies from the "boilerplate language" of a department or program).
- Inclusion By Design: Survey Your Syllabus and Course Design - A Worksheet - James Madison University
- Designing for common challenges/problems. Try a TRIZ activity: looking at a problem from the opposite direction. For example - if the problem is cheating - what would you do to create the conditions that would encourage cheating? Approaching a problem from this direction can reveal insights about what you are currently doing to exacerbate the problem and, from there, you can begin to look at what you might do differently - in line with the big ideas and related learning outcomes you have identified.
- Identify a common problem that course design may address. Choose a problem that is faced in many courses.
- Follow the TRIZ process outlined on the Liberating Structures website.
- Use the insights generated to inform your course design.