UBC Wiki - User contributions [en]

Documentation:CTLT/Accessibility and Inclusivity Guidelines for Facilitators

2022-03-14T22:26:58Z

GillianGerhard:

The CTLT strives to host [https://events.ctlt.ubc.ca/ctlt-respectful-space-statement-for-events-programs-and-services/ inclusive events and services] where all attendees are provided an opportunity for meaningful and full participation. CTLT events have diverse audiences with multiple, intersecting identities, including differences in ability, race/ethnicity, socioeconomic status, age, position, gender, and more. These differences can be visible or invisible; therefore, all events should be planned with an assumption that there will be participants with diverse identities and needs. To this end, facilitators are asked to follow the guidelines below around culturally and linguistically considerate communication and accessibility when designing presentations and presenting at CTLT events.
== Land Acknowledgements ==
We encourage facilitators to learn more about the Indigenous lands and histories of colonialism where CTLT events are taking place, and to consider your own relationships to these lands and the Indigenous protocols therein. We encourage everyone to learn about land acknowledgements and build the confidence and skills to practice making a land acknowledgement. Here are some guidelines:
* Acknowledging the land on which your workshop is taking place is a step towards building better understandings and relations with Indigenous peoples and communities. It is also an opportunity to make meaningful connections between the land and yourself/your event. Acknowledging traditional, ancestral, and unceded lands is a way to invite guests - particularly those who are not Indigenous - to listen and acknowledge their positions on this territory, and to understand that as guests they benefit from being situated on unceded lands and the resources that the lands offer.
* [http://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf UBC Indigenous Peoples Language Guidelines] provides common ways to acknowledge territories on three UBC campuses—Point Grey, Robson Square, and Vancouver General Hospital (see page 12). However, consider extending and personalizing this given acknowledgement statement by integrating it into the context, in which you are speaking.
* Before your event, learn about the land on which the event will take place, if you are unfamiliar with it. For example, if the event is going to be on UBC Point Grey campus, you can go to the [http://aboriginal.ubc.ca/community-youth/musqueam-and-ubc/ "Musqueam & UBC" page in Aboriginal Portal] to watch a video of a Musqueam Elder Larry Grant welcoming guests to Musqueam territory. Also, [http://centennial.aboriginal.ubc.ca the UBC Aboriginal Centennial website] provides the hidden history behind how UBC Point Grey came to be where it stands today.
* To make your land acknowledgement respectful and meaningful, highlight the purpose and significance of your acknowledgement for learning. You can consider these guiding questions and use the answers to shape how you word your land acknowledgment:
** How do you situate yourself on the land and its history? How does your positionality shape your relationships to participants and the content of your presentation, workshop, etc.?
** How do you see the land, on which the event takes place, is related to the learning objectives and process of the event?
** What would you like participants to think and learn by engaging them with land acknowledgements in the context of your event?
** What prior knowledge or experience do participants have with territory acknowledgements? How would you explain why you make a land acknowledgement to those who are new to this practice?
* Making land acknowledgements should be a starting place for a lifelong process in learning, not a final destination. To learn more and explore how you can develop your ongoing process, visit [https://ctlt-inclusiveteaching.sites.olt.ubc.ca/files/2019/08/land-acknowledgement-wiki-resource_v2.pdf Considerations for practicing land acknowledgements in the classroom] and the [[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning|Land Acknowledgements in Teaching and Learning wiki]].

== Use of Language/Terminologies ==

Facilitators at CTLT events are expected to use inclusive language and refer to participants by the name and pronouns that they choose.

=== Chosen Names ===
* Use name tags or introduction rounds to create an opportunity for people to share the name they want to use during the event.
* Always call participants by the name that they have shared with the group. If you are unsure what name a participant prefers to be called, simply ask them, "What's your name?"
* Ask a participant if you are pronouncing their name correctly if it is an unfamiliar name to you, instead of asking if there is an easier way for you to call them.
* Visit [https://equity.ubc.ca/resources/gender-diversity/names/ the Equity & Inclusion website] to learn more about chosen names.

===Pronouns===
People do not always use the pronouns that you may expect based on their name or appearance. By modelling the correct use of pronouns for participants, you can help create an inclusive environment in the room. Here are some tips:
* When introducing yourself, you can share your name and your pronouns. This lessens gender assumptions and increases self-determination and identification.
* To learn your participants' pronouns, you could:
** Invite participants to share their names and pronouns during an introduction round and explain why this practice is important (we want to make sure we respect people's identities). It is a good idea to model what that looks like if you are presenting to a group that may not be familiar with the practice. (e.g., "Hi, my name is Alex, and my pronouns are he and him. Would you please go around to share your name and the pronouns that you'd like use in this workshop?")
** Use name tags to encourage people to share their pronouns.
** Review participants' pronouns provided in a registration list (When participants register for a CTLT event, they are asked to choose their pronouns).
* When fielding questions or comments from the audience (e.g., at an event that is too large for you to know each participant's pronouns), don't assume one's gender. Instead, you could say, "Yes, the person in the red sweater."
* When you get someone's pronouns wrong, apologize briefly, correct yourself, and move on (instead of making it about you by being overly apologetic). Most importantly, try to practice so you get it right next time.
* While it is good to ask for pronouns and normalize that practice, remember that people may use different pronouns in different settings, and that some people may change what pronouns they use over time. Some people may prefer not to share their pronouns.
* Visit [https://equity.ubc.ca/resources/gender-diversity/pronouns/ the Equity & Inclusion website] to learn more about pronouns.

===Inclusive Language===
Inclusive language is constantly evolving and context-dependent, rather than being fixed and universal, but you can take the following into consideration:
* When you refer to participants or others, use [https://www.aucd.org/template/page.cfm?id=605 person-first language] to place the emphasis on the person instead of on the disability or condition (e.g., say “a woman who is blind” rather than “a blind woman”).
* Honour the dignity and autonomy of the person you are referring to (e.g., "a person experiencing a drug problem" rather than "a drug addict," “a person who uses a wheelchair" rather than “a person confined to a wheelchair").
* Be specific to avoid broad generalizations or stereotypes (e.g., “Dominicans” rather than “Hispanics”).
* Consider the implications or effects of word choice for a diverse audience; how that word choice may exclude, offend, or stigmatize some people, even inadvertently (e.g., “that was crazy” or “hey guys”).
* Be transparent and provide context when you must use language that would otherwise seem ill-advised.
* When you make a statement about "we," question if that statement would really reflect everyone in the room, or be specific about whom you are referring to.
* Assume everyone has good intentions. Accept that you will make mistakes too and acknowledge when you do!
* You can visit the following websites to learn more about terminologies to refer to some groups of people or certain conditions that some people have in a respectful way:
** [https://indigenousfoundations.arts.ubc.ca/terminology/ Terms to refer to Indigenous peoples]
** [https://assets.brand.ubc.ca/downloads/ubc_indigenous_peoples_language_guide.pdf Indigenous Peoples: Language Guidelines]
** [https://equity.ubc.ca/resources/positive-space/positive-space-language/ LGBT2SQIA+ terms]
** [https://www.aucd.org/template/page.cfm?id=605 Language to refer to people with disabilities]
** [http://www.hr.ubc.ca/healthy-ubc-newsletter/files/Resource_Language-Dos-and-Donts.pdf Language to talk about mental health and mental illness]

==Cultural Considerations==
Facilitators at CTLT events are expected to incorporate cultural considerations in their presentations and workshops:

* Provide a range of examples and case studies that reflect diverse backgrounds, cultures, identities, abilities, and perspectives.
* Be transparent about who is included in data and who isn’t. Identify the possible implications of those parameters.
* Use images, graphics, and visual aids that represent diverse representations of people (e.g., people with disabilities, people of diverse racial/ethnic backgrounds).
* In selecting images, be careful not to perpetuate or reinforce stereotypes or a status quo (e.g., images of instructors are predominantly white, able-bodied people).
* Avoid culturally specific idioms; Use descriptive language instead (e.g., Instead of saying “quit cold turkey,” say "quit all at once" ).
* Indicate whether the resources highlighted in your presentation are available in different languages.

==Accessibility==
Facilitators at CTLT events are expected to make their presentations accessible so that everyone who might be in the room can understand and access the content of the presentation.

People in the audience come from all different backgrounds and have a variety of different abilities, some of which are obvious and some which are not. Presentations that have a lot of visuals, small text, or complex charts may not be able to be understood by an attendee who is blind or has low vision or is color blind. Presentations that use a lot of acronyms or so packed with information that the presenter rushes may not be able to be understood by someone with a limited understanding of English or who needs a slower pace. Presentations that use uncaptioned videos may not be able to be understood by someone who is deaf or hard of hearing.

===Spoken and Audio Presentations===
Individuals who are blind, deaf, have low vision, or hard of hearing may be present in your audience. Follow the guidelines below to ensure everyone can follow your presentation.

*Presenters should describe slides and graphics briefly. For example: "This slide covers these three key points..." "This graph illustrates these key points."
*Avoid referring to items using words like "this, that, these, and those", unless you indicate what "this" means. People who can't see you pointing to a slide don't know what "this" refers to unless you tell them. For example: "This map shows..., *These graphs indicate..."
*Presenters should speak directly into the microphone. Do not cover your mouth when speaking.
*Presenters should speak clearly at a moderate pace.
*If a presentation includes a video, that video MUST be captioned.

===Slides and PowerPoint Presentations===
PowerPoint presentations are commonly used among session presenters as an effective way to display ideas and data. Because PowerPoint is a visual medium, presenters should be sure to make presentations accessible to all audience members.

* Use clear formats for presentation materials — easy-to-read slides using large, sans serif fonts or arial and good colour contrast with white or pale yellow as a background and black text for the print.
* Use simple colours, avoid bright contrasting colours.
* Align text to the left and build simple and consistent layout.
* Utilize graphics in conjunction with text only to enhance the meaning of your slide content.
* If graphics are included, add an explanation of their meaning in a subsequent text-only slide. The meaning of the graphic is what’s important (e.g., “this chart shows…”), not a description of the graphic itself (e.g., “a chart with blue and red bars”).
* Use WAVE (http://wave.webaim.org/) to ensure maximum accessibility of websites.

For more information on creating accessible PowerPoint slides, please see:

* Microsoft guide: [https://support.office.com/en-us/article/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25 Make your PowerPoint presentations accessible to people with disabilities]
* [https://bccampus.ca/2021/11/02/presenter-toolkit-slide-design/?utm_medium=email&utm_campaign=BCcampus%20News%20November%203%202021&utm_content=BCcampus%20News%20November%203%202021+CID_06477fe4e45573a2fe9538a0b1a293cd&utm_source=Campaign%20Monitor&utm_term=Learn%20more Presenter Toolkit: Slide Design by BCcampus]

UBC Brand and marketing also has [https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/ PowerPoint templates] you can use.

===Handouts===
Individuals who are blind or have low vision may not be able to read standard sized print on your handouts.
*Write in plain language.
*Avoid small caps, italics, or all caps.
*Break up content with headings and sub-headings.
*Left justify, avoid columns, and use 1-inch margins.
*Unless landscape orientation is necessary, use portrait.
*Make lines heavy/thick in charts and graphs.
*Use grayscale or high black/white contrast, rather than colours (especially green and red) for options or emphasis.
*Omit decorative graphics that do not add any meaning, but use images and diagrams to support text (dyslexia).
*Keep content short, clear and simple.
*Make important information clear.

Be sure to bring appropriate numbers of your handouts in one or more of the following formats to ensure full participation in your session:
*''Large Print'' - Large print should be printed on single-sided 8.5" by 11" paper and stapled at the top left corner. Use 18-point font for all text, including body text, footers, page numbers, references, disclaimers, and labels on charts and graphs. Larger fonts may be used for headings. Individual users may request fonts larger than 18-point as an accommodation.
* ''Digital version'' - Meeting participants who are blind or have low vision may prefer to copy text files of your presentations and have their screen readers or other computer software convert the materials. Let users change the contrast between background and text. For more information please see [https://support.office.com/en-us/article/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d this guide from Microsoft on making Microsoft Word documents accessible.]

===Poster Presentations===
Poster presenters should consider all possible audience participants when creating the poster, including those who are blind or have low vision, those who are deaf or hard of hearing, and those with mobility or physical challenges.

*Keep the floor free from sharp objects or other obstructions.
*Bring a flash drive file of your poster in text or descriptive PowerPoint format for attendees who are blind or have low vision.
*Offer to describe your poster to attendees who are blind or have low vision.
*If you have access to a laptop computer with voice output software, prepare a brief description of your poster for listeners who are blind or have low vision.
*Consider modifying your poster font and layout to make it accessible to attendees with low vision.
*If your poster includes video of any kind, you must have captions available for that video.

==Washrooms==
When you introduce your event and explain logistics to participants, include the information about the closest washrooms, including gender-inclusive and accessible washrooms.
* '''Universal washrooms'''
** Check the location of the closest universal washroom to your event site ahead of the event. UBC offers single-user as well as gender-inclusive washrooms available at both [https://www.google.com/maps/d/viewer?mid=1Nviv1JmRdpTNjj7BuXg06dc2uW0&ll=49.264057587910315%2C-123.24728327751438&z=16 UBC Vancouver] and the [https://www.google.com/maps/d/viewer?mid=1iPjlsOlxp13nvRk2JDQ2SoKacm4&ll=49.939651798699686%2C-119.3957654605889&z=17 UBC Okanagan], as well as multi-stall universal washrooms in the Life building at UBC-Vancouver. (The maps need to be updated to include information that indicates which of these single user washrooms have gender-specific signage and which ones may be locked. Information that shows the type of fixtures and equipment that are present in washrooms are to be added.)

* '''Accessible washrooms'''
** Accessible washrooms are located on the 1st, 3rd and 4th floor of IKBLC. Please connect with the CTLT Events team if you need information around accessible washrooms in other buildings.

==CTLT Support ==

During your event, if you have need of support around accessibility or inclusion, please connect with one of our Event team members directly.
==Additional Resources==
* [https://festival.bccampus.ca/presenter-toolkit/ BCcampus Festival of Learning Presenter Toolkit for Creating and Facilitating an Accessible Presentation]
* [https://video.bccampus.ca/media/Inclusive+Design+Webinar+Series+Part+2A+Presentations/0_pcdaqr83 BCcampus Inclusive Design for Presentations Webinar]
* Presenter Guidelines: Accessibility and Inclusion (by AUCD): https://www.aucd.org/conference/index.cfm/presenter-guidelines-accessibility--inclusion2016#ppts
* POD conference guidelines on accessibility and inclusivity: https://podnetwork.org/content/uploads/2018-POD-Inclusivity-and-Accessibility-Recommendations.pdf
* [https://support.office.com/en-us/article/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25 Make your PowerPoint presentations accessible to people with disabilities (by Microsoft)]
* OER Accessibility Toolkit: https://open.ubc.ca/teach/oer-accessibility-toolkit/
* How to Make Your Presentations Accessible to All (WAI): https://www.w3.org/WAI/teach-advocate/accessible-presentations/#during-the-presentation-speakers <br>
* [http://udlguidelines.cast.org/ Universal Design for Learning] - UDL principles and guidelines can help you make your workshop design and materials more inclusive and accessible.
* Recognize that we all have [https://implicit.harvard.edu/implicit/takeatest.html implicit biases].

==Steps for Preparation==
☐ Have you consulted resources for making a land acknowledgement, and made a plan for how you will approach opening your event?

☐ Are you prepared to refer to participants by the name and pronouns that they choose and use cultural appropriate language?

☐ Have your presentation materials, including slides and handouts, been developed following accessibility guidelines?

☐ Is your presentation reflective of the diverse audiences at UBC?

☐ Have you included information about the facility logistics such as how to find universal washrooms into your presentation?

==About These Guidelines==

These guidelines were developed by the [https://edsc.ctlt.ubc.ca Equity and Diversity Standing Committee] at the [https://ctlt.ubc.ca Centre for Teaching, Learning and Technology] at the University of British Columbia. Some parts of these guidelines were adapted from the following resources:
*[https://www.aucd.org/conference/template/page.cfm?id=50231 AUCD Conferecne Presenter Guidelines: Accessibility & Inclusion]
*[https://podnetwork.org/content/uploads/2018-POD-Inclusivity-and-Accessibility-Recommendations.pdf POD conference guidelines on accessibility and inclusivity]

[[Category:CTLT]][[Category:CTLT_Resources]][[Category:Facilitation Resources]]

File:CHEM100Syllabus20W(1).pdf

2021-06-09T19:04:43Z

GillianGerhard: GillianGerhard uploaded a new version of File:CHEM100Syllabus20W(1).pdf

=={{int:filedesc}}==
{{Information
|description={{en|1=syllabus Chemistry 100 UBC}}
|date=2021-05-26
|source=Syllabus Chemistry 100
|author=Jaclyn Stewart
|permission=
|other versions=
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=={{int:license-header}}==
{{cc-by-sa-4.0}}

Documentation:TDPforNewFaculty/coursework

2020-08-18T22:09:10Z

GillianGerhard: /* Time Commitment */

== Coursework Overview ==

=== Time Commitment ===
The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete a combination of '''CORE''' (required), '''ELECTIVE''' (required with broad choice), and '''OPTIONAL''' (not required) elements that are offered in '''synchronous''' and '''asynchronous''' formats:
*Approximately 35 hours of '''core''' elements (see below for details)
*Approximately 8 hours of '''elective''' elements
*4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
*Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development) - '''core''' elements
== Coursework ==

=== TDP Program Sessions ===
Meet your TDP colleagues, take part in '''core''' and '''elective''' learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Sessions, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|August 27, 2020
9-11 am
|-
|Midpoint Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|December 17, ,2020
9-11 am
|-
|Capstone Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Optional/Elective
|Optional - may count two of these towards your “Electives” (see below ''"4 x Elective Workshops"''). [[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Core
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives*
|Core
|Select two online workshops or Classroom Climate modules located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching*
|Core
|Select one online workshop or complete Inclusive Teaching Module located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see Throughout the year; see [https://events.ctlt.ubc.ca/ CTLT Events]
|-
|4 x Elective Workshops*
|Elective
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above ''"4 x TDP Community Meetings"'') may be counted towards this requirement
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
|}
'''*''' ''You can count up to 2 CTLT workshops that you attended between May-August 2020 towards your core or elective program requirements. For example, if you attended a Classroom Climate / Indigenous Initiatives workshop this summer, you can apply this to the core requirement.''

=== Canvas Course - TDP Online Hub===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio. ('''Note:''' you will access this online course space a week before the TDP for New Faculty Kickoff session)
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Core
|Pre-activities for Program Meetings; record completion of required elements
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|4 x Readings / Discussions
|Core
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|Program Portfolio
|Core
|Teaching Philosophy Statement; Worked Artifacts; Reflections
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous and

[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

Documentation:TDPforNewFaculty

2020-08-18T22:07:34Z

GillianGerhard: /* TDP Program Sessions */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=db_82ZGM4Qw|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
<u>'''Note: Applicants must be teaching a credit course in the coming academic year.'''</u>

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Coursework Overview ==
[[File: TimeTDP.png |left|30px]]

=== Time Commitment ===
The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete a combination of '''CORE''' (required), '''ELECTIVE''' (required with broad choice), and '''OPTIONAL''' (not required) elements that are offered in '''synchronous''' and '''asynchronous''' formats:
*Approximately 35 hours of '''core''' elements (see below for details)
*Approximately 8 hours of '''elective''' elements
*4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
*Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development) - '''core''' elements
== Coursework ==

=== TDP Program Sessions ===
Meet your TDP colleagues, take part in '''core''' and '''elective''' learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Sessions, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|August 27, 2020
9-11 am
|-
|Midpoint Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|December 17, ,2020
9-11 am
|-
|Capstone Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Optional/Elective
|Optional - may count two of these towards your “Electives” (see below ''"4 x Elective Workshops"''). [[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Core
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives*
|Core
|Select two online workshops or Classroom Climate modules located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching*
|Core
|Select one online workshop or complete Inclusive Teaching Module located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see Throughout the year; see [https://events.ctlt.ubc.ca/ CTLT Events]
|-
|4 x Elective Workshops*
|Elective
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above ''"4 x TDP Community Meetings"'') may be counted towards this requirement
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
|}
'''*''' ''You can count up to 2 CTLT workshops that you attended between May-August 2020 towards your core or elective program requirements. For example, if you attended a Classroom Climate / Indigenous Initiatives workshop this summer, you can apply this to the core requirement.''

=== Canvas Course - TDP Online Hub===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio. ('''Note:''' you will access this online course space a week before the TDP for New Faculty Kickoff session)
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Core
|Pre-activities for Program Meetings; record completion of required elements
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|4 x Readings / Discussions
|Core
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|Program Portfolio
|Core
|Teaching Philosophy Statement; Worked Artifacts; Reflections
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous and

[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 14, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Cohort Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Cohort Session [core element]
* '''April 2021''' - TDP Capstone Cohort Session [core element]

Documentation:TDPforNewFaculty

2020-08-18T22:06:13Z

GillianGerhard: /* TDP Program Sessions */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=db_82ZGM4Qw|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
<u>'''Note: Applicants must be teaching a credit course in the coming academic year.'''</u>

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Coursework Overview ==
[[File: TimeTDP.png |left|30px]]

=== Time Commitment ===
The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete a combination of '''CORE''' (required), '''ELECTIVE''' (required with broad choice), and '''OPTIONAL''' (not required) elements that are offered in '''synchronous''' and '''asynchronous''' formats:
*Approximately 35 hours of '''core''' elements (see below for details)
*Approximately 8 hours of '''elective''' elements
*4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
*Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development) - '''core''' elements
== Coursework ==

=== TDP Program Sessions ===
Meet your TDP colleagues, take part in '''core''' and '''elective''' learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Sessions, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|August 27, 2020
9-11 am
|-
|Midpoint Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|December 17, ,2020
9-11 am
|-
|Capstone Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Elective/Optional
|Optional - may count two of these towards your “Electives” (see below ''"4 x Elective Workshops"''). [[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Core
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives*
|Core
|Select two online workshops or Classroom Climate modules located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching*
|Core
|Select one online workshop or complete Inclusive Teaching Module located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see Throughout the year; see [https://events.ctlt.ubc.ca/ CTLT Events]
|-
|4 x Elective Workshops*
|Elective
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above ''"4 x TDP Community Meetings"'') may be counted towards this requirement
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
|}
'''*''' ''You can count up to 2 CTLT workshops that you attended between May-August 2020 towards your core or elective program requirements. For example, if you attended a Classroom Climate / Indigenous Initiatives workshop this summer, you can apply this to the core requirement.''

=== Canvas Course - TDP Online Hub===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio. ('''Note:''' you will access this online course space a week before the TDP for New Faculty Kickoff session)
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Core
|Pre-activities for Program Meetings; record completion of required elements
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|4 x Readings / Discussions
|Core
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|Program Portfolio
|Core
|Teaching Philosophy Statement; Worked Artifacts; Reflections
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous and

[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 14, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Checkin Session [core element]
* '''April 2021''' - TDP Capstone Session [core element]

Documentation:TDPforNewFaculty

2020-08-18T22:04:46Z

GillianGerhard: /* Time Commitment */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=db_82ZGM4Qw|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
<u>'''Note: Applicants must be teaching a credit course in the coming academic year.'''</u>

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Coursework Overview ==
[[File: TimeTDP.png |left|30px]]

=== Time Commitment ===
The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete a combination of '''CORE''' (required), '''ELECTIVE''' (required with broad choice), and '''OPTIONAL''' (not required) elements that are offered in '''synchronous''' and '''asynchronous''' formats:
*Approximately 35 hours of '''core''' elements (see below for details)
*Approximately 8 hours of '''elective''' elements
*4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
*Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development) - '''core''' elements
== Coursework ==

=== TDP Program Sessions ===
Meet your TDP colleagues, take part in '''core''' and '''elective''' learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Sessions, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|August 27, 2020
9-11 am
|-
|Mid-year Check-in
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|December 17, ,2020
9-11 am
|-
|Capstone Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Elective
|Optional - may count two of these towards your “Electives” (see below ''"4 x Elective Workshops"''). [[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Core
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives*
|Core
|Select two online workshops or Classroom Climate modules located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching*
|Core
|Select one online workshop or complete Inclusive Teaching Module located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see Throughout the year; see [https://events.ctlt.ubc.ca/ CTLT Events]
|-
|4 x Elective Workshops*
|Elective
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above ''"4 x TDP Community Meetings"'') may be counted towards this requirement
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
|}
'''*''' ''You can count up to 2 CTLT workshops that you attended between May-August 2020 towards your core or elective program requirements. For example, if you attended a Classroom Climate / Indigenous Initiatives workshop this summer, you can apply this to the core requirement.''

=== Canvas Course - TDP Online Hub===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio. ('''Note:''' you will access this online course space a week before the TDP for New Faculty Kickoff session)
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Core
|Pre-activities for Program Meetings; record completion of required elements
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|4 x Readings / Discussions
|Core
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|Program Portfolio
|Core
|Teaching Philosophy Statement; Worked Artifacts; Reflections
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous and

[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 14, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Checkin Session [core element]
* '''April 2021''' - TDP Capstone Session [core element]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2019-10-21T21:33:34Z

GillianGerhard: /* Day 1 ReCap */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook and fill in the “Priorities chart”.

2. '''Share up to 4''' of these priorities [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….) Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

== '''MORNING''' ==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Gillian

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (parking lot)
::*Reflections on homework or course planning so far
::* Review Day 2 LOs (above) & agenda

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Isabeau

{{#widget:Google Presentation|docid=1StuCeDS19dnmoV3ZIplvn-44ycnFkHJ3CeX8AdFDRv0}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

== From Evidence to Outcomes ==
10:15-11am with Isabeau

Continue identifying the evidence of your learning priorities. Then revise into learning outcomes.

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:30 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:30 am - 12:00 pm''' - Isabeau

{{#widget:Google Presentation|docid=1TOdvI6Xo4Qc_5ArSrud-4cA2vgdtU0GWAaLln4UJLHc}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Learner-Centred Assessment===
'''1:00 - 2:30 pm''' with Gillian and all facilitators

'''Purpose''': to explore criteria for learner-centred assessments: discuss a variety of techniques and propose adaptations for your course.

{{#widget:Google Presentation|docid=1yHAC4rPB2iK4IWuQOlizqe1xdbFFfQGOYQNyOxeOjKM}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Based on your discusions, select an assessment technique you plan to use, e.g.
** Quizzes
** Problem sets
** Journals
** Midterms
** Term papers
** Reflection papers
* Consider how you can modify it to embed formative assessment along the way, align with learner-centred principles, and/or support Belonging, Relevance, Diversity of Experience

::
</div>

==BREAK 2:30 - 2:40 pm==

==Evidence & Assessment, Formative & Summative==

2:40 - 3:10 pm - Independent Work with 4-column course plan (CDI Workbook)

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For your learning outcomes where you've identified evidence, identify possibilities for collecting the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment ==
3:10 - 3:20 pm with Gillian

{{#widget:Google Presentation|docid=1SlRWp6-jvI2xVBldRsyum81rQtVkuxu-7zBLKWSobJc}}

==Feedback on Alignment ==
3:20 - 4:10 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:10 - 4:30 pm with Sue
*Re-cap of Day 2
*Preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback on cards:
**A highlight for me today was…
**One concept or idea that I continue to struggle with is...

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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 the last column of your 4-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. '''Read''': [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus]

4. '''Revisit your One-Sentence Challenge'''. Revise into a course description--describing your course from a learner centered perspective (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2019-05-29T22:50:50Z

GillianGerhard: /* Assessment & Alignment */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook and fill in the “Priorities chart”.

2. '''Share up to 4''' of these priorities [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….) Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

== '''MORNING''' ==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Judy

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (parking lot)
::*Share results of end of day poll on Day 1
::*Reflections on homework or course planning so far
::* Review Day 2 LOs (above) & agenda

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1StuCeDS19dnmoV3ZIplvn-44ycnFkHJ3CeX8AdFDRv0}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

== From Evidence to Outcomes ==
10:15-11am

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:30 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:30 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1TOdvI6Xo4Qc_5ArSrud-4cA2vgdtU0GWAaLln4UJLHc}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Learner-Centred Assessment===
'''1:00 - 2:30 pm''' with Sue and all facilitators

'''Purpose''': to explore criteria for learner-centred assessments: discuss a variety of techniques and propose adaptations for your course.

{{#widget:Google Presentation|docid=1yHAC4rPB2iK4IWuQOlizqe1xdbFFfQGOYQNyOxeOjKM}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Based on your discusions, select an assessment technique you plan to use, e.g.
** Quizzes
** Problem sets
** Journals
** Midterms
** Term papers
** Reflection papers
* Consider how you can modify it to embed formative assessment along the way, align with learner-centred principles, and/or support Belonging, Relevance, Diversity of Experience

::
</div>

==BREAK 2:30 - 2:40 pm==

==Evidence & Assessment, Formative & Summative==

2:40 - 3:10 pm - Independent Work with 4-column course plan (CDI Workbook)

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For your learning outcomes where you've identified evidence, identify possibilities for collecting the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment ==
3:10 - 3:20 pm with Gillian

{{#widget:Google Presentation|docid=1SlRWp6-jvI2xVBldRsyum81rQtVkuxu-7zBLKWSobJc}}

==Feedback on Alignment ==
3:20 - 4:10 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:10 - 4:30 pm with Judy
*Re-cap of Day 2
*Preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback on cards:
**A highlight for me today was…
**One concept or idea that I continue to struggle with is...

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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 the last column of your 4-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. '''Read''': [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus]

4. '''Revisit your One-Sentence Challenge'''. Revise into a course description--describing your course from a learner centered perspective (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2019-05-29T22:47:01Z

GillianGerhard: /* Introduction to Assessment */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook and fill in the “Priorities chart”.

2. '''Share up to 4''' of these priorities [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….) Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

== '''MORNING''' ==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Judy

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (parking lot)
::*Share results of end of day poll on Day 1
::*Reflections on homework or course planning so far
::* Review Day 2 LOs (above) & agenda

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1StuCeDS19dnmoV3ZIplvn-44ycnFkHJ3CeX8AdFDRv0}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

== From Evidence to Outcomes ==
10:15-11am

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:30 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:30 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1TOdvI6Xo4Qc_5ArSrud-4cA2vgdtU0GWAaLln4UJLHc}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Learner-Centred Assessment===
'''1:00 - 2:30 pm''' with Sue and all facilitators

'''Purpose''': to explore criteria for learner-centred assessments: discuss a variety of techniques and propose adaptations for your course.

{{#widget:Google Presentation|docid=1yHAC4rPB2iK4IWuQOlizqe1xdbFFfQGOYQNyOxeOjKM}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Based on your discusions, select an assessment technique you plan to use, e.g.
** Quizzes
** Problem sets
** Journals
** Midterms
** Term papers
** Reflection papers
* Consider how you can modify it to embed formative assessment along the way, align with learner-centred principles, and/or support Belonging, Relevance, Diversity of Experience

::
</div>

==BREAK 2:30 - 2:40 pm==

==Evidence & Assessment, Formative & Summative==

2:40 - 3:10 pm - Independent Work with 4-column course plan (CDI Workbook)

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For your learning outcomes where you've identified evidence, identify possibilities for collecting the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment ==
3:10 - 3:20 pm with Gillian

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Feedback on Alignment ==
3:20 - 4:10 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:10 - 4:30 pm with Judy
*Re-cap of Day 2
*Preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback on cards:
**A highlight for me today was…
**One concept or idea that I continue to struggle with is...

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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 the last column of your 4-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. '''Read''': [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus]

4. '''Revisit your One-Sentence Challenge'''. Revise into a course description--describing your course from a learner centered perspective (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2019-05-29T22:42:51Z

GillianGerhard:

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook and fill in the “Priorities chart”.

2. '''Share up to 4''' of these priorities [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….) Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

== '''MORNING''' ==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Judy

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (parking lot)
::*Share results of end of day poll on Day 1
::*Reflections on homework or course planning so far
::* Review Day 2 LOs (above) & agenda

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1StuCeDS19dnmoV3ZIplvn-44ycnFkHJ3CeX8AdFDRv0}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

== From Evidence to Outcomes ==
10:15-11am

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:30 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:30 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Learner-Centred Assessment===
'''1:00 - 2:30 pm''' with Sue and all facilitators

'''Purpose''': to explore criteria for learner-centred assessments: discuss a variety of techniques and propose adaptations for your course.

{{#widget:Google Presentation|docid=1yHAC4rPB2iK4IWuQOlizqe1xdbFFfQGOYQNyOxeOjKM}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Based on your discusions, select an assessment technique you plan to use, e.g.
** Quizzes
** Problem sets
** Journals
** Midterms
** Term papers
** Reflection papers
* Consider how you can modify it to embed formative assessment along the way, align with learner-centred principles, and/or support Belonging, Relevance, Diversity of Experience

::
</div>

==BREAK 2:30 - 2:40 pm==

==Evidence & Assessment, Formative & Summative==

2:40 - 3:10 pm - Independent Work with 4-column course plan (CDI Workbook)

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For your learning outcomes where you've identified evidence, identify possibilities for collecting the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment ==
3:10 - 3:20 pm with Gillian

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Feedback on Alignment ==
3:20 - 4:10 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:10 - 4:30 pm with Judy
*Re-cap of Day 2
*Preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback on cards:
**A highlight for me today was…
**One concept or idea that I continue to struggle with is...

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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 the last column of your 4-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. '''Read''': [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus]

4. '''Revisit your One-Sentence Challenge'''. Revise into a course description--describing your course from a learner centered perspective (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Resources/2018

2019-05-15T18:24:26Z

GillianGerhard: /* Core Resources */

We will be using some core resources through the 3 days of the CDI. Each day, facilitators have also assembled resources that we hope will extend your learning. Those are included here as well.

==Core Resources==
===Readings===
::* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
::*[http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LCT%20Paper.pdf Felder, R. & Brent, R. (2017). Learner-Centered Teaching: How and Why]
::* (''optional'') Davidovitch, N. (2013) [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjL_u-506jMAhXns4MKHRmHCVY4ChAWCBowAA&url=http%3A%2F%2Fcluteinstitute.com%2Fojs%2Findex.php%2FJIER%2Farticle%2Fdownload%2F8084%2F8137&usg=AFQjCNHI1JZgXSsubNhLZ_g0lIazc2lk7A&sig2=2bPow2QqrzgBvWuZC3kTTA Learning Centered Teaching and Backward Course Design. pdf]
::* (''optional'')Fink, D. (2007) [http://nur655sect2jan12teama.pbworks.com/w/file/fetch/51066806/The%20Power%20of%20Course%20Design%20to%20Increase.pdf The Power of Course Design to Increase Student Engagement and Learning]
::*(''optional'') Weimer, M. (2012) [https://www.teachingprofessor.com/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]

===Video===

* Video Backwards Design: * [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Note: most relevant, up to 4 mins 42 seconds.
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].

===CDI Workbook===
* You can choose to use the document in either Google Docs or MS Word:
::* [https://docs.google.com/document/d/1I4MS8_fHOwyuT46yy4B8qoG4EtOAezWLRJzAQodOMaU/copy CDI Workbook, Google Doc version (]make a copy)
::*[https://wiki.ubc.ca/images/7/70/CDI_Workbook_Nov.2018.docx CDI Workbook, Microsoft Word version]

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}
{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}
{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources}}

[[Category: CDI]] [[Category:CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Resources

2019-05-15T18:19:43Z

GillianGerhard: /* Day 1 Resources */

==Day 1 Resources==

===Course Design===
* ''CDI Workbook. You can choose to use the document in either Google Docs or MS Word:
::* [https://docs.google.com/document/d/1I4MS8_fHOwyuT46yy4B8qoG4EtOAezWLRJzAQodOMaU/copy CDI Workbook] (Google Doc version--make a copy)
::*[https://wiki.ubc.ca/images/7/70/CDI_Workbook_Nov.2018.docx CDI Workbook] (MS Word version)

* Criteria for Big Ideas: http://bit.ly/1kRjJAx
* Criteria for Essential Questions: http://bit.ly/1kHJ3Zt
* [[Documentation:Course_Design_Intensive/Facilitators_Guidebook/Course_Goals/Visioning|Visioning - a learner from the future]].
* [http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]

====Readings:====
::* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full ''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
::* Weimer, M. (2012) ''[https://www.teachingprofessor.com/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
::*''(optional) Davidovitch, N. (2013) [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjL_u-506jMAhXns4MKHRmHCVY4ChAWCBowAA&url=http%3A%2F%2Fcluteinstitute.com%2Fojs%2Findex.php%2FJIER%2Farticle%2Fdownload%2F8084%2F8137&usg=AFQjCNHI1JZgXSsubNhLZ_g0lIazc2lk7A&sig2=2bPow2QqrzgBvWuZC3kTTA ''Learning Centered Teaching and Backward Course Design''. pdf]

====Online Course Design====
* [[Design_Quality_OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [http://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC
* [http://connectedcourses.net/thecourse/ Connected Learning]: an online, open course about open learning. This is an opportunity for further professional development.

===Alternate Course Design Planning Approaches===
* Concept Maps
::* [http://cmap.ihmc.us/docs/conceptmap.php What are they?]: [http://cmap.ihmc.us/docs/img/CmapAboutCmapsLarge.png Sample map] about concept maps.
::* [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: The Concept Map] - Stanford University's Teaching Talk Blog'''
::* Concept maps as "constructivist" approach to supporting learning: [http://www.utc.edu/walker-center-teaching-learning/teaching-resources/cm-cd.php Concept Mapping and Curriculum Design]: U of Tennessee

===Learning Centered Practice===
* [http://www.assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf Paradigm Shifts Doc].
* [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwi6uN-UgOPMAhVO9WMKHW9FBQcQFggwMAM&url=http%3A%2F%2Fjosotl.indiana.edu%2Farticle%2Fdownload%2F3641%2F3658&usg=AFQjCNH_iFO5HSmF43RXZdBZRa_kv2Ye3g&sig2=RYsqu0FzsJOk1n5JS5LNmQ&cad=rja Fahraeus, A.W.E (2013) Book Review: Weimar, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice]. 2nd ed. San Francisco: Jossey-Bass
* [http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ 5 Characteristics of Learner Centered Teaching] (2012) Weimer
* [http://www.facultyfocus.com/articles/teaching-professor-blog/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

===Learning Outcomes===
* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
* '''[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''
::*for a visual representation of Fink's Significant Learning, see ''Fink, D. (2007) [http://sites.jmu.edu/flippEDout/files/2013/04/Fink2007.pdf T''he Power of Course Design to Increase Student Engagement and Learning'']
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]

====Belonging, Diversity and Inclusion====
* [http://www.facultyfocus.com/free-reports/diversity-and-inclusion-in-the-college-classroom/ Diversity and Inclusion in the College Classroom (2014)] - Download the full report - a collection of 20 articles - written by faculty - addressing complex and challenging issues in the classroom. Many practical strategies are discussed.
* [http://www.whatilearnedinclasstoday.com What I Learned in Class Today]- How to talk about aboriginal issues in the classroom.
* [http://indigenousfoundations.arts.ubc.ca Indigenous Foundations]
* [https://www.tandfonline.com/doi/abs/10.3200/JEXE.75.3.203-220 Sense of Belonging in College Freshmen at the Classroom and Campus Levels] (2010)
* [https://hapgood.us/2016/10/10/new-directions-in-open-education/ The Human Core of Open: Belonging, Relevance & Diversity of Experience] (2016) - Mike Caulfield's keynote speech on New Directions in Open Education
* [http://cte.virginia.edu/wp-content/uploads/2016/05/Inclusion-by-Design-Survey-Your-Syllabus-Brantmeier-Broscheid-Moore-.pdf Inclusion By Design: Your Syllabus and Course Design] (2016) - interesting survey tool to help you examine the inclusive practices in your own teaching

====Universal Design====
* [http://students.ok.ubc.ca/drc/facultystaff/ud.html Universal Design] - UBC-O resource to help faculty with principles that can assist in designing inclusive speeches, presentations, and lectures.

===Group Work===
* [https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ Group work: Using cooperative learning groups effectively] - from Vanderbilt U - Centre for Teaching
* Cornell University: [http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html Collaborative Learning: Group Work]

===Expert-Novice Thinking===
* [http://decodingthedisciplines.org/ Decoding the Disciplines]: a process for increasing student learning by narrowing the gap between expert and novice thinking.
* Middendorf, J. ; Pace, D. (2004). [https://pdfs.semanticscholar.org/88a1/d3c8c31394c42cb7c4bbabef617bb01b8aba.pdf Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking.] New Directions for Teaching and Learning.
* [https://tilt.colostate.edu/teachingResources/tips/tip.cfm?tipid=181 Beware the Expert Blind Spot] - Heather Landers - Colorado State University.

===References===
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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). ''[http://www.tandfonline.com/doi/pdf/10.1080/03075079612331381487 Learning outcomes in higher education]''. Studies in Higher Education. Vol. 21, Iss. 1.
* Biggs, John (2013). [https://www.tru.ca/__shared/assets/Constructive_Alignment36087.pdf Constructive Alignment in University Teaching]. HERDSA, Vol. 1
* Cho, J & Trent, A. (2005). [http://files.eric.ed.gov/fulltext/EJ795704.pdf “Backward” Curriculum Design and Assessment: What Goes Around Comes Around,Or Haven’t We Seen This Before?]. [http://www.freireproject.org/taboo/ Taboo: Journal of Culture and Education.]
* Davidovitch, N. (2013) [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjL_u-506jMAhXns4MKHRmHCVY4ChAWCBowAA&url=http%3A%2F%2Fcluteinstitute.com%2Fojs%2Findex.php%2FJIER%2Farticle%2Fdownload%2F8084%2F8137&usg=AFQjCNHI1JZgXSsubNhLZ_g0lIazc2lk7A&sig2=2bPow2QqrzgBvWuZC3kTTA Learning Centered Teaching and Backward Course Design. pdf]
* Wiggins, Grant P, and Jay McTighe (2005). ''Understanding by Design''. Alexandria, VA: Association for Supervision and Curriculum Development. Print.

===Support===
* Consultation related to the selection and use of learning technology to help you meet learning outcomes:
::* [http://lthub.ubc.ca/ Learning Technology Hub] - drop in hours available
::* [http://lthub.ubc.ca/support/ Specialized Help] - from your faculty support unit or media experts.

[[Category: CDI]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2019-05-15T18:18:51Z

GillianGerhard: /* Discussion: Learner-Centered Approaches */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #FF9933; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. '''You will need to print a copy of the one-page map''' (or recreate it on paper) before you begin. ''Be sure you bring a hard copy of your completed map to the workshop.''

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. [You’ll have the opportunity to come back to this during Day 2 and 3, and this will inform your revised course description.] ☂

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Gillian and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline & consultations
* Today's agenda
* Housekeeping & Resources:
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Group guidelines
* Pre-Survey - Diversity in the room

==Introductions==
9:15 - 9:40 with Gillian

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Judy

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.teachingprofessor.com/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Judy

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">
'''Empathy mapping activity'''

10:30 - 11:15 with Judy

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Introduction to Learner Centred Course Design==
11:15-12:00 pm with Sue

'''Purpose''': to introduce our design framework and key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

You will be working in table groups to develop your understanding of key concepts.

=='''AFTERNOON'''==
1:00-4:30pm

== Reflections on a Course Design (Part 1): Sheryda Warrener - Creative Writing ==
1:00 pm - 1:45 pm

<b>Purpose</b>: to offer a relevant example of course design as it looks in practice.

Sheryda will share her experience with designing a course in Creative Writing.

==Big Ideas & Essential Questions==
1:45pm - 2:00pm with Sue

'''Required Resources''':
* [http://bit.ly/1kRjJAx Criteria for Big Ideas]
* [http://bit.ly/1kHJ3Zt Criteria for Essential Questions]

=Plan Your Course: Big Ideas and Essential Questions=
2:00 - 2:35 pm with Sue

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to enduring understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==What do Students Need to Understand: Course Mapping Activity==
2:45-4:00pm Sue to introduce<br>

'''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.

{{#widget:Google Presentation|docid=1JAvM_qd0QApF-dVHiWyzQEfZncVVHJWnz0Xreb_jRH4}}

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there to identify:
* what '''concepts''' will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to '''do/ practice/ develop/work with/value''' in order to sufficiently learn those concepts.
* NOTE: we are not asking you HOW you will get there (ie. not teaching/learning activities)
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions (which will help you refine your course-level learning priorities)
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?
This process is meant to help you refine your Big Ideas, Essential Questions, and identify course-level learning priorities

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.

''(Reflect: is this captured within your Big Idea?)''
</div>

==Debrief and Feedback==
4:00-4:30 pm with Gillian

* Re-cap of Day 1
* Day 2 homework
* Consultation sign-up on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework at the end of Day 1: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to complete the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educacational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2019-05-15T18:18:16Z

GillianGerhard: /* MORNING */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #FF9933; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.teachingprofessor.com/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. '''You will need to print a copy of the one-page map''' (or recreate it on paper) before you begin. ''Be sure you bring a hard copy of your completed map to the workshop.''

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. [You’ll have the opportunity to come back to this during Day 2 and 3, and this will inform your revised course description.] ☂

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Gillian and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline & consultations
* Today's agenda
* Housekeeping & Resources:
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Group guidelines
* Pre-Survey - Diversity in the room

==Introductions==
9:15 - 9:40 with Gillian

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Judy

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Judy

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">
'''Empathy mapping activity'''

10:30 - 11:15 with Judy

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Introduction to Learner Centred Course Design==
11:15-12:00 pm with Sue

'''Purpose''': to introduce our design framework and key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

You will be working in table groups to develop your understanding of key concepts.

=='''AFTERNOON'''==
1:00-4:30pm

== Reflections on a Course Design (Part 1): Sheryda Warrener - Creative Writing ==
1:00 pm - 1:45 pm

<b>Purpose</b>: to offer a relevant example of course design as it looks in practice.

Sheryda will share her experience with designing a course in Creative Writing.

==Big Ideas & Essential Questions==
1:45pm - 2:00pm with Sue

'''Required Resources''':
* [http://bit.ly/1kRjJAx Criteria for Big Ideas]
* [http://bit.ly/1kHJ3Zt Criteria for Essential Questions]

=Plan Your Course: Big Ideas and Essential Questions=
2:00 - 2:35 pm with Sue

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to enduring understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==What do Students Need to Understand: Course Mapping Activity==
2:45-4:00pm Sue to introduce<br>

'''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.

{{#widget:Google Presentation|docid=1JAvM_qd0QApF-dVHiWyzQEfZncVVHJWnz0Xreb_jRH4}}

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there to identify:
* what '''concepts''' will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to '''do/ practice/ develop/work with/value''' in order to sufficiently learn those concepts.
* NOTE: we are not asking you HOW you will get there (ie. not teaching/learning activities)
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions (which will help you refine your course-level learning priorities)
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?
This process is meant to help you refine your Big Ideas, Essential Questions, and identify course-level learning priorities

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.

''(Reflect: is this captured within your Big Idea?)''
</div>

==Debrief and Feedback==
4:00-4:30 pm with Gillian

* Re-cap of Day 1
* Day 2 homework
* Consultation sign-up on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework at the end of Day 1: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to complete the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educacational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Teaching and Learning Resources Portal

2019-02-12T00:40:46Z

GillianGerhard: /* Teaching Pathways */

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''Teaching and Learning Resources'''
|-
!scope="row" colspan="2"| [[File:T%26L-Infobox-Photo.png|uploaded to Flickr by [http://www.flickr.com/photos/denisecarbonell/4464983497/ Denise Carbonell]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | '''T & L Resources Portal'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" | Welcome to the Teaching and Learning Resources Portal. You will find resources on a diverse range of [[:Category:Teaching and Learning|teaching and learning]] topics, strategies, issues and tools.
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | '''Photo Credit'''

|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" | Original photo by [http://www.flickr.com/photos/denisecarbonell/4464983497/ Denise Carbonell]
|}


Welcome to the Teaching and Learning Resources Portal. Here you will find resources to support your development both as a teacher and a learner. You will find pages containing an overview and bibliography on a diverse range of [[:Category:Teaching and Learning|teaching and learning]] topics, strategies, issues and tools.

These resources are intended for anyone interested in teaching and learning, including ISW participants, facilitators, faculty, staff and students. Everyone is encouraged to [[Teaching_and_Learning_Resources_Portal#Help_Develop_This_Resource|add]] or [http://wiki.ubc.ca/index.php?title=Teaching_and_Learning_Resources_Portal&action=edit edit] pages.

__TOC__

==Teaching and Learning Resources==

=== Teaching Pathway ===
Resources are categorized in accordance to the TLPD Teaching Pathway.
{| class="wikitable"
!Design for Understanding
!Teach for Learning
!Consider Your Learners
!Develop Your Teaching
|-
|[[Documentation:Design Principles for Multimedia|Design Principles for Multimedia]]
[[Documentation:Designing Courses|Designing Courses]]

[[Distance Education Learning Resources]]

[[Learning Design]]

[[Open Access]]

[[Open Education]]

[[Teaching Learning Technology]]
|[[Documentation:Active Learning|Active Learning]]
[[Classroom Assessment Techniques (Teaching and Learning)]]

[[Signature Pedagogies]]

[https://wiki.ubc.ca/images/a/ad/Student-peer-assessment.pdf Student Peer Assessment]

[https://wiki.ubc.ca/images/9/9b/Student-peer-assessment-strategies-success.pdf Student Peer Assessment: Strategies for Success]

[https://wiki.ubc.ca/images/c/c5/Teaching-squares.pdf Teaching Squares]
|[[Classroom Climate]]
[[Equity, Diversity, and Intercultural Understanding]]
|[[Documentation:Curriculum resources|Curriculum resources]]
[[EPortfolios]]

[[Documentation:Mid-course Feedback on Teaching|Mid-course Feedback on Teaching]]

[[Documentation:Small Group Instructional Feedback|Small Group Instructional Feedback]]

[[Presentation Skills]]

[[Documentation:Teaching Portfolio|Teaching Portfolio]]
|}

=== UBC Specific Resources ===
[[UBC Professional Development Programs|Teaching and Learning Professional Development Programs]]

[[UBC Teaching and Learning Centres|Departmental Teaching and Learning Centres]]

[[UBC Teaching and Learning Contacts|Departmental Teaching and Learning Contacts]]

[[Documentation:CTLT Resources/Teaching and Learning Journals Licenses|Free Teaching and Learning Journals Licenses Available to UBC Employees and Students]]

[http://www.library.ubc.ca/edlib/ UBC Education Library]

[http://refworks.scholarsportal.info/refshare/?site=010561141189200000/190-95-8SKCK71371581/Resource%20Room CTLT Resource Room Holdings]

[http://wiki.ubc.ca/Category:Online_Teaching_Modules| Online Teaching Modules]

[[Documentation:Guide to Teaching for New Faculty at UBC|Guide to Teaching for New Faculty at UBC]]

=== Teaching and Learning Initiatives ===
[[Berger Inquiry]]

[[Documentation:Digital Tattoo Curriculum|Digital Tattoo Curriculum]]

[http://elearning.ubc.ca e-Learning at UBC]

[[Flexible Learning|Flexible Learning Initiative]]

[[Documentation:CTLT programs/Global Citizenship/Global Citizenship Project|Global Citizenship Project]]

[[UBC Mix|UBC Mix Initiative]]

Note: The list of teaching and learning pages has been temporarily moved to [[Sandbox:Teaching and Learning Resources]] for reorganization.

==Classic CTLT Teaching and Learning Resource Packages==
Citations and links to the contents CTLT Resource Room's popular resource packages have been integrated into the articles below. Note that many have been updated to reflect the latest scholarship!
<dpl>
category = CTLT Resource Package
columns = 3
rowcolformat=width=80%
shownamespace = false
</dpl>

==General Readings on Teaching and Learning==
===Learning Principles===
* Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. {{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=sersol&SS_jc=TC0000419934&title=How%20learning%20works%20%3A%20seven%20research-based%20principles%20for%20smart%20teaching}}
*Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles. AAHE Bulletin, 49(2), 2-4.{{Template:Permalink|link=http://www.tltgroup.org/programs/seven}}{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Chickering&auinit=A.W.&title=AAHE%20bulletin&date=1996&volume=49&pages=2-4&issue=2&atitle=Implementing%20the%20seven%20principles&spage=2&au=Chickering%2CA.%20W.&au=Ehrmann%2CS.%20C.&}}
*Chickering, A. W., & Gamson, Z. F. (1989). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.{{Template:Permalink|link=http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm}}{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Chickering&auinit=A.W.&title=AAHE%20Bulletin&date=1989&volume=39&pages=3-7&issue=7&atitle=Seven%20principles%20for%20good%20practice%20in%20undergraduate%20education&spage=3&au=Chickering%2CA.%20W.&au=Gamson%2CZ.%20F.&}}
*Chickering, A. W., & Gamson, Z. F. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 1999(80), 75-81.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Chickering&auinit=A.W.&title=New%20directions%20for%20teaching%20and%20learning&date=1999&volume=1999&pages=75-81&issue=80&atitle=Development%20and%20adaptations%20of%20the%20seven%20principles%20for%20good%20practice%20in%20undergraduate%20education&spage=75&au=Chickering%2CA.%20W.&au=Gamson%2CZ.%20F.&}}
*Gamson, Z. F. (1991). A brief history of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 1991(47), 5-12.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Gamson&auinit=Z.F.&title=New%20Directions%20for%20Teaching%20and%20Learning&date=1991&volume=1991&pages=5-12&issue=47&atitle=A%20brief%20history%20of%20the%20seven%20principles%20for%20good%20practice%20in%20undergraduate%20education&spage=5&au=Gamson%2CZ.%20F.%20&}}
===Teaching Practice===
* [http://www.hybridpedagogy.com/ Hybrid Pedagogy Journal]
* [http://www.facultyfocus.com/topic/articles/teaching-professor-blog/ The Teaching Professor Blog]
* [http://derekbruff.org/ Agile Learning Blog]
* [http://www.cmu.edu/teaching/principles/ Eberly Centre for Teaching Excellence and Educational Innovation]

==Instructional Skills Workshop (ISW)==

Instructional Skills Workshops (ISW) are full-day workshops designed for graduate students and faculty members who wish to develop new teaching skills, enhance existing ones and/or try out challenging new ideas. Working with your peers and trained facilitators, you will review important concepts in group teaching situations, give 3 mini-lessons and receive valuable feedback in a supportive atmosphere.

For more information:
*[http://iswnetwork.ca/?page_id=2 ISW Network Website]
*[[Documentation:CTLT_programs/ISW_Faculty|ISW for Faculty]]
*[[Documentation:CTLT_programs/ISW_Grad_Students|ISW for Grad Students]]

To access and contribute ISW lesson plans:

*[[Instructional Skills Workshop Facilitator Portal]]

==Other Resources==

<dpl>
category = Teaching and Learning Links
columns = 3
rowcolformat=width=80%
shownamespace = false
</dpl>

==Help Develop This Resource==

You only need to [[Main_Page|login with your CWL]] first.

You can use the following code to categorize your page under Teaching and Learning:
*<nowiki>[[Category:Teaching and Learning]]</nowiki>

You can use the following code to add a page to the Teaching and Learning Resources Portal:
*<nowiki>{{Projectbox Teaching and Learning Resources}}</nowiki>

[[Category:Teaching and Learning]]

[[Category:Flexible Learning]]

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

2018-12-14T21:24:34Z

GillianGerhard: /* Welcome and Review */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Prepare for Day 3</b>

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, seeking alignment with your learning outcomes and assessment plans. Look at the instructions in the CDI Workbook to help you with this phase.

<br>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 BLUE 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 you will work on alignment of learning activities on Day 3.

3. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

</div>

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_3}}

=='''MORNING'''==

==Welcome and Review==
9:00 - 9:15 am with Gillian
*Day 3: Agenda and outcomes
*Address formative feedback from Day 2

{{#widget:Google Presentation|docid=1y7HHNPqsCdAkbCv85cE1tIMlwDbDcbr9goRMd_d0Kz8}}

*Parking lot

==Exploring Active Learning==
Judy introduces (all support ) - 9:15 - 10:00 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.'' [http://www.pnas.org/content/111/23/8410.full 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.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

"> '''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 blue card) to host the board
* Rest of us choose a technique we'd like to learn more about
* Discuss:
** What is it? (Describe the technique/strategy...explain it)
** How does it help support aspects of the human core: belonging, relevance, diversity of experience?
** 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 gets a chance to see the different strategies.

</div>

== Break ==

==Reflection on a Course Design: Candice Rideout (part 2)==
10:15 - 11:00 am

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

[https://wiki.ubc.ca/images/3/32/Rideout_slides_CDI_Day_3_Dec_2018.pdf You can view Candice's slides here.]
==Learning Activities==
Based on input from the morning, and the active learning session, revise your ideas for learning activities.

==LUNCH==
12:00 - 1:00 pm

=='''AFTERNOON'''==

==Assessment & Learning Activities==
1:00 am - 1:15 pm Judy facilitates a quick exercise on alignment:

{{#widget:Google Presentation|docid=1bBESsdPwMzGv2amyTAy1Xy1Iuskze5DM2fnWbgmyCOM}}

==Alignment ==
1:15 - 2:00 pm with Sue

-comment on DFG

'''Purpose''': revise your ideas for learning activities, and work on aligning your course level learning outcomes, assessment, and learning strategies.

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

a) Pair up with someone from your design group.

Ask your partner the following questions (and ask follow-up questions to clarify) [20 minutes - 10 minutes each]:
* What are students "doing" that will support them in reaching the outcomes/assessment you have planned? [How are your learning activities aligned with your learning outcomes and assessment plans?]
* Are your learning activities and assessment plans consistent within the domains of learning (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?
* Consider your student’s needs…. Do the activities promote social belonging? Do they bring relevance? How diverse are the activities?
Make sure you both have a turn to give and receive responses.

Begin to revise your learning activities, as relevant, based on your reflections, discussion, and feedback.

== Showcase preparation ==
2:00-2:15 pm

The showcase is an opportunity to share an aspect of your course plan and receive feedback one last time from your peers. You will also listen to your peers' plans and provide feedback to them. For the showcase you will prepare a flipchart paper to describe some aspect of your course plan - you will have '''2 minutes''' to introduce your ideas verbally to the group. The flipchart papers will be posted around the room and viewed during the gallery walk.

Ideas for this documentation include (but are not limited to) sharing:
* major insights you've had with your course planning
* an alignment example from your course plan
* revisions to your 'One-sentence Challenge'
* something that you've changed or are thinking about differently

==Showcasing course design plans: Opportunity for sharing==
2:15 - 3:00 pm

Presentation order will be established. Each person has 2 minutes to introduce their flipchart. This will be followed by a 15-minute gallery walk to view the flipcharts on the walls.
* Sticky notes will be provided--feel free to add feedback to your peers' as one final gift.

==Circle chat: parking lot debrief==
3:00 - 3:30 pm
==Close==
3:30 - 4:15pm with Gillian (and all)

*Complete [https://ubc.ca1.qualtrics.com/jfe/form/SV_4JwwxN9hDFUfGZL CDI Feedback survey]
*Next steps in your Course Plan (see Next Steps, below, as well as in your CDI Workbook)
*Hand out UBC Belonging folders
*CDI Reunion
* Large group close (Question: What is your next step with your course?)

==Next Steps==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''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:
* 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?
*Consider the diversity represented in your course content & perspectives. Your choice of course content and reading lists give students a sense of what perspectives are included in the class. Ideally, to promote belonging, a reading list would include authors of different identities and from a variety of backgrounds.
*Consider the accessibility of your course. Examples include physical accessibility of your course and financial accessibility. [https://taylorinstitute.ucalgary.ca/sites/default/files/UDL-guide_2018_05_04-final.pdf Universal Design for Learning] is an approach to consider accessibility.
*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.
*Determine a grading strategy that reflects the entire scope of the learning activities and intended outcomes.

'''Syllabus: 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. Consider the tone of your syllabus and whether you want to include a [https://www.brown.edu/sheridan/teaching-learning-resources/inclusive-teaching/statements Equity and Inclusivity Statement] and/or a statement on [http://indigenousinitiatives.sites.olt.ubc.ca/files/2016/09/Territory-Acknowledgement-Additional-Resources.pdf Territory Acknowledgement].

::* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus

:: Additional sample syllabi with learner-centered components:
* Catherine Rawn, PSYC102: http://blogs.ubc.ca/catherinerawn/files/2015/01/Psyc-102-Syllabus-2014.15-Section-4-FINAL.pdf
* Candice Rideout's course: http://wiki.ubc.ca/images/6/66/FNH_371_Syllabus_Fall_2017.pdf
* Gail Hammond, FNH250: http://wiki.ubc.ca/images/b/b7/16F-250_Syllabus.pdf
* http://callingbullshit.org/
* Identify elements that you may adapt for your own courses and begin revisions to your syllabus.

'''Additional Resource:''' [[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]] (A draft)

::*Example course description & outcomes: [https://courses.digitaldavidson.net/dig401/overview/ Course Overview: Hacking, Remixing, Design] - Mark Sample

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

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-11T21:50:55Z

GillianGerhard: /* Evidence - How will we know students are learning? */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (parking lot)
::*Share results of end of day poll on Day 1
::*Reflections on homework or course planning so far
::* Review Day 2 LOs (above) & agenda

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1iU_R5IZrxM0N5DB_JvxndRnmXP0Cz4nEmTjWMtXOm98}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2
*Preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback on cards:
**A highlight for me today was…
**One concept or idea that I continue to struggle with is...

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-11T01:00:54Z

GillianGerhard: /* Homework for Day 3 */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=10HaqLYQzmpNiNNil6RM-nFtvpDgmj-56NP-NR-7h61M}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework at the end of Day 2==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-11T00:56:05Z

GillianGerhard: /* Alignment Check: Evidence and Priorities with Big Ideas */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=10HaqLYQzmpNiNNil6RM-nFtvpDgmj-56NP-NR-7h61M}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (15 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-11T00:52:23Z

GillianGerhard: /* Alignment Check: Evidence and Priorities with Big Ideas */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=10HaqLYQzmpNiNNil6RM-nFtvpDgmj-56NP-NR-7h61M}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Pairs or Triads'''

a) Group up with one-two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from Monday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

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An interview with Brett Gilley on 2-Stage Exam

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===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

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">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

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==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-11T00:15:59Z

GillianGerhard: /* Homework for Day 2: Setting Priorities */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #FF9933; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

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'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #CBE1F7; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==What do Students Need to Understand: Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

{{#widget:Google Presentation|docid=1JAvM_qd0QApF-dVHiWyzQEfZncVVHJWnz0Xreb_jRH4}}

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; ">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #e6ffe6; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:60%; font-size:1.0em; "> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework at the end of Day 1: Setting Priorities ==

{| class="ambox ambox-content"
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'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educacational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T23:09:11Z

GillianGerhard: /* Introduction to Assessment */

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">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=10HaqLYQzmpNiNNil6RM-nFtvpDgmj-56NP-NR-7h61M}}

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box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1erQ0XEJm8jtPRIycoyIiDgN-2gT8stKjMr8J1Wkq0VE}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T23:08:26Z

GillianGerhard: /* Evidence - How will we know students are learning? */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=10HaqLYQzmpNiNNil6RM-nFtvpDgmj-56NP-NR-7h61M}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:09:42Z

GillianGerhard: /* Evidence - How will we know students are learning? */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Independent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:09:24Z

GillianGerhard: /* Evidence - How will we know students are learning? */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

'''Indenpendent Work: 15 minutes'''

'''Purpose''': Identify possible evidence that students are understanding your big ideas, inquiring into your essential questions, and achieving your learning priorities.

For at least 1 (ideally more) of your priorities, identify the evidence that would allow you and your students to know that they are achieving that outcome.
* What kinds of evidence will you need?
* Evidence of what?
Record on your spreadsheet or 2nd column of your course planning worksheet (just Evidence, not Assessments yet)
</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:07:42Z

GillianGerhard: /* Introduction to Assessment */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:06:47Z

GillianGerhard: /* Alignment Check: Evidence and Priorities with Big Ideas */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:00 am - 11:45 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
== Introduction to Assessment ==
'''11:45 am - 12:00 pm''' - Gillian

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:04:44Z

GillianGerhard: /* Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:15 am - 12:00 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:04:29Z

GillianGerhard: /* Alignment Check: Evidence and Priorities with Big Ideas */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''11:15 am - 12:00 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">
'''Purpose''': an opportunity to get input on your priorities and learning outcomes as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority and/or learning outcome. Explain how it connects to your your big ideas. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities and/or learning outcomes as possible in the time allotted.
** Are there aspects of your big ideas that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big ideas or your priorities?

Make sure you all have a turn. Begin to revise your learning outcomes, priorities, and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
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Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T22:01:08Z

GillianGerhard: /* Alignment of Priorities with Big Ideas */

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'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

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== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Evidence & Alignment==
'''11:15 am - noon''' with Gillian

'''Purpose''': to introduce the concept of meaningful assessment and practice identifying evidence that aligns with learning outcomes.

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

== Alignment Check: Evidence and Priorities with Big Ideas ==
'''9:45 am - 10:00 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

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'''Purpose''': an opportunity to get input on your priorities as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority. Explain how this priority connects to your your big idea. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities as possible in the time allotted.
** Are there aspects of your big idea that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big idea or your priorities?

Make sure you all have a turn. Begin to revise your priorities and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>
=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

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">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
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[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-09T00:18:57Z

GillianGerhard: /* Course Mapping Activity */

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"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

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'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==What do Students Need to Understand: Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

{{#widget:Google Presentation|docid=1JAvM_qd0QApF-dVHiWyzQEfZncVVHJWnz0Xreb_jRH4}}

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
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"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-09T00:18:19Z

GillianGerhard: /* Course Mapping Activity */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

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">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

{{#widget:Google Presentation|docid=1JAvM_qd0QApF-dVHiWyzQEfZncVVHJWnz0Xreb_jRH4}}

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T00:11:38Z

GillianGerhard: /* Evidence - How will we know students are learning? */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

== Alignment of Priorities with Big Ideas ==
'''9:15 am - 10:00 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

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">
'''Purpose''': an opportunity to get input on your priorities as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority. Explain how this priority connects to your your big idea. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities as possible in the time allotted.
** Are there aspects of your big idea that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big idea or your priorities?

Make sure you all have a turn. Begin to revise your priorities and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Evidence & Alignment==
'''11:15 am - noon''' with Gillian

'''Purpose''': to introduce the concept of meaningful assessment and practice identifying evidence that aligns with learning outcomes.

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

2018-12-09T00:11:13Z

GillianGerhard: /* Alignment of Priorities with Big Ideas */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">

'''Prepare for Day 2''' <br>

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document and answer the questions below''': [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy of Educational Objectives
* Fink’s Taxonomy of Significant Learning
* Wiggins & McTighe’s Facets of Understanding

3a.Which taxonomy of learning resonates for you in terms of your priorities and what you hope your students will demonstrate? (it might even be a different taxonomy for each priority you’ve identified)

3b. What particular level, facet or category within the taxonomy best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?
</div>

=='''MORNING'''==
9:00 am -12:00 noon

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_2}}

==Welcome==
9:00 am - 9:15 am
with Sue

===Day 1 ReCap===
::* Day 1 recap: address any muddy points (wiki discussion page or parking lot)
::*Share results of end of day poll on Day 1
::* Review Day 2 LOs (above).

===What You'll Need for Day 2===
* Your CDI Workbook and plans in progress
* Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)

== Evidence - How will we know students are learning? ==
'''9:15 am - 10:00 am''' - Gillian

== Alignment of Priorities with Big Ideas ==
'''9:15 am - 10:00 am''' - Judy, Gillian & Sue will first simulate the alignment feedback process together.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">
'''Purpose''': an opportunity to get input on your priorities as you refine them.

'''Respond in Triads'''

a) Group up with two others from your design group.

b) Start with one member of your group. Ask some of the following questions (and ask follow-up questions to clarify) [30 minutes - 10 minutes each]:
* Choose a priority. Explain how this priority connects to your your big idea. As a learner, ask follow-up questions in order for your partner to clarify their intent.
* Go through as many of your priorities as possible in the time allotted.
** Are there aspects of your big idea that aren't being uncovered through the priorities you’ve identified?
** How might your insights about your students (from yesterday) influence your big idea or your priorities?

Make sure you all have a turn. Begin to revise your priorities and/or big ideas, as relevant, based on your reflections, discussion and input. (5 mins)

</div>

== Break ==

==Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems==
10:15 am - 11:00 am

'''Purpose''': to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course in Land and Food Systems.

[https://wiki.ubc.ca/images/9/94/Rideout_slides_CDI_Day_2_Dec_2018.pdf You can view Candice's slides here.]

== Evidence & Alignment==
'''11:15 am - noon''' with Gillian

'''Purpose''': to introduce the concept of meaningful assessment and practice identifying evidence that aligns with learning outcomes.

{{#widget:Google Presentation|docid=1U8WStERp_NM-BMZIaasIIietACdB7w4KKdNDUaI8LAQ}}

=='''AFTERNOON'''==
'''1:00 - 4:30 pm'''

==Evidence & Assessment==

===Promising Assessment Techniques at UBC===
'''1:00 - 2:00 pm''' with Judy

{{#widget:Google Presentation|docid=1vCT37wQItTb-P3AgLys0lW5P_hIvScgvel1qDgqTJPo}}

An interview with Brett Gilley on 2-Stage Exam

{{#widget:YouTube|id=ZVFwQzlVFy0|width=500}}

===Using Assessment as a Tool for Learning===

'''Purpose''': highlight 2 stage exam process as an example of assessment as a tool for learning.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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background-color: #e6ffe6;
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width:60%;
font-size:1.0em;
">'''Individual reflection:'''
* Would a 2 stage exam process help learners meet learning outcomes?
* Why or why not?
* If you have a rationale for designing this into your course, add it to your plan.
'''Resources'''
::* '''[http://www.macleans.ca/education/multiple-choice-multiple-students/ 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.
::* '''[http://www.cwsei.ubc.ca/resources/files/Two-stage_Exams.pdf Two Stage Exams] (CWSEI, UBC)''' a good overview of the process and associated effective practices.
</div>

===Rubrics===
::* [http://course1.winona.edu/shatfield/air/rubrics.htm Sample Rubrics]: extensive list of sample rubrics for a variety of disciplines.
::* [http://wiki.ubc.ca/images/c/c7/Sample_Philosophy_Rubric_-_Joseph_Topornycky_CTLT.pdf Sample Rubrics]: Philosophy Rubric: Dr. Joseph Topornycky
::* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching
::* '''[http://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Six-Facet_Rubric_ed.pdf Rubric for 6 Facets of Understanding] (Wiggins & McTighe)'''

==BREAK 2:00 - 2:15 pm==

==Evidence & Assessment, Formative & Summative, and Alignments==

2:15 - 3:00 pm - Independent Work

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">'''On Your Own'''
* For '''4''' of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
::*Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
* Identify how students can demonstrate their progress towards learning outcomes
* Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
* Consider who will assess (self, peer, instructor, auto)
* Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.

'''Resources:'''
* '''CDI Workbook''': Part C, the 3-Column Course Planning table
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Aligning Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Assessment & Alignment: with Gillian ==
3:00 - 3:15 pm

{{#widget:Google Presentation|docid=1YxA7-cwr654jiA7gttt7Bn3wMdrVFB7y9kLreK_FO9U}}

==Design Feedback Groups==
3:15 - 4:00 pm<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:80%;
font-size:1.0em;

">'''Working in groups of two or three, from your Design Feedback Group (15-20 minutes each)'''
Ask your partner(s) the following questions for each assessment identified:
* What learning outcome(s) does this assessment support?

* What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?

* Have you given students the opportunity to self-assess and reflect upon their learning and performance before the final submission (scaffolding/formative)?

* Have you considered how the design of the assessment(s) addresses student’s sense of belonging, relevance or diversity of experience?
** Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
** Do the tasks allow students to demonstrate understanding with some choice, options or variety?
** Could the task be performed well without a clear grasp of the understanding the task is meant to assess?

'''Resources:'''
* '''CDI Workbook''': Part C: Evidence & Assessment
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
</div>

==Debrief & Wrap Up==
4:00 - 4:30 pm with Sue
*Re-cap of Day 2 & preparation for Day 3
*Consultations on Thursday
*Parking lot items
*Formative feedback:

==Homework for Day 3==
{| class="ambox ambox-content"
| class="mbox-text" | <div>

'''PREPARE FOR DAY 3'''

Continue working on aligning your learning outcomes and assessment plans.

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''' ([http://wiki.ubc.ca/Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_3_Resources 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, 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 BLUE 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. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on how you are now thinking about your course?

4. '''Read this brief blog post''', [https://culanth.org/fieldsights/868-lessons-for-learning-centered-course-design Lessons for Learning-Centred Course Design], and reflect on your own learning this past week.

|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_2_Learning_Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-09T00:07:49Z

GillianGerhard: /* Course Mapping Activity */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

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">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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width:60%;
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">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

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box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What are your Big Ideas?

* What concepts will students need to grapple with in order to understand the Big Ideas?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:25:07Z

GillianGerhard: /* Bridge Out Revisioning Activity */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework (CDI Workbook, Part A, Question 4) where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:24:24Z

GillianGerhard: /* Bridge Out Revisioning Activity */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to re-visit your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:24:08Z

GillianGerhard: /* Your Student in the Future */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Bridge Out Revisioning Activity===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Your Student in the Future'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:23:26Z

GillianGerhard: /* Your Student in the Future */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They were telling you that the most important thing they learned in your class was X.

Do you have any changes to what you hope X is? Write this down.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:22:13Z

GillianGerhard: /* Course Mapping Activity */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:22:01Z

GillianGerhard: /* Plan Your Course: Big Ideas and Essential Questions */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:21:21Z

GillianGerhard: /* Plan Your Course: Big Ideas and Essential Questions */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:20:33Z

GillianGerhard: /* Your Student in the Future */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:19:48Z

GillianGerhard: /* Learning Centred Course Design, Big Ideas & Essential Questions */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:19:24Z

GillianGerhard: /* Learning Centred Course Design, Big Ideas & Essential Questions */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce our design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:18:58Z

GillianGerhard: /* Backward Design, Big Ideas & Essential Questions */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Learning Centred Course Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce the backward design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:18:22Z

GillianGerhard: /* Design For Understanding */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Backward Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce the backward design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T23:18:06Z

GillianGerhard: /* Why We Need A Why */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the title of your course.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1p4hm8_nHw2mM6gm7tjx1gJRRddmfMJtarNZNOfh7lss}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Judy to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
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-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">

</div>

===Backward Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce the backward design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1WuOJJGMije9Dx7JvNLI35NyQA3LIqD4yywBTVYHH3zE/edit?usp=sharing in this Google spreadsheet (first three columns)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T19:45:44Z

GillianGerhard: /* Your Student in the Future */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #FF9933;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot)

==Introductions==
9:15 - 9:40 with Sue

Share name and department, and the course title.

Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1Q1MXqhFR8aT2KIHrkzSPKNqr91RHaRtYJ6tiJyGmXgw}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Sue to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Why We Need A Why===
'''Purpose''': to offer a bridge between learner centered approach and an afternoon of "big" thinking about your course.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''What's Your Why?'''
10 minutes.

::* '''prompt''': excerpt from [http://connectedcourses.net/thecourse/why-we-need-a-why/ Michael Wesch's reflection] on [http://connectedcourses.net/thecourse/ Connected Courses].
::* What's the "why" of your course?
::* Why should students take it - why should they care about what you are teaching?
::* What's the real "why" of your discipline?
Make a few notes on these questions to come back to later in the day.

</div>

===Backward Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce the backward design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

Ask yourself one or more of the following questions as you consider the intention of your course:

●     ''Why study ....? Why should we care about...?''

●     ''What makes the study of ..."universal"?''

●     ''If this course was a story, what's the moral of the story?''

●     ''What's the big idea underneath the skill or process of...?''

●     ''What larger issue, problem or concept underlies...?''

●     ''What couldn't we do if we didn't understand...?''

●     ''How is ... used and applied in the world?''

●     ''How would we be changed if we understood...?''

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Re-Visioning Activity'''
'''5 minutes.'''

Re-visit your homework where you imagined it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 27 68 87

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1TT8kW1IfobJMyFlD8pZoJ-_kS1ABJbnGzjJWTheWemI/edit?usp=sharing in this Google spreadsheet (first three columns only)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]

Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan

2018-12-07T01:05:28Z

GillianGerhard: /* Your Student in the Future */

<div style="border:5px #FF9933 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> <b>Preparation before Day 1</b>

1. Read the following three articles:
* Allen, D. & Tanner, K (2007). [http://www.lifescied.org/content/6/2/85.full 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
* Weimer, M. (2012) [https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]
* Bart, M. (2015). [https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A learner-centred syllabus helps set the tone for learning]. Faculty Focus, July 29, 2015.

2. Please watch the following video: [https://www.youtube.com/watch?v=QbKx_tG99ho Backwards Design Video] Time: approx 6 mins

3. Complete this exercise: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Instructions for Empathy mapping]] - Time: approx. 45 mins.
Please review the instructions for the mapping exercise first. You will need to print a copy of the one-page map (or recreate it on paper) before you begin. Be sure you bring a copy of your completed map to the workshop.

4. Complete the One-Sentence Challenge: You are pitching your course in a radio show to a diverse audience. How will you hook people to want to take your course? --using only one sentence!. You’ll have the opportunity to come back to this during Day 2 and 3.

5. Complete Part A of this guide. Please reflect on the course you are re/designing and complete questions 1-4.

'''Bring all of your completed pre-work to Day 1 of the CDI.'''

</div>

=='''MORNING'''==
(9am-12:00pm)

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/CDI_Learning_Outcomes/Day_1}}

==Welcome==
Judy and all facilitators- 15 minutes

* Welcome + Territorial Acknowledgement
* Facilitator Introductions
* Purpose of program (program outcomes)
* 3-day outline
** Pre-Survey - Diversity in the room (Design Feedback Groups)
* Any burning Questions, including
** CDI Workbook
** Wiki & Resources (necessary vs. optional)
* Ongoing questions about course design (parking lot + Wiki discussion board)

==Introductions==
9:15 - 9:40 with Sue

Take 3 minutes to get to know someone else in the room. Find out their name and department, and share your One-Sentence Challenge. Try to find something you both have in common with your course, your learners or at UBC in general.
==Discussion: Learner-Centered Approaches==
9:40 - 9:50 with Sue

'''Purpose''': To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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"> At your table groups, discuss the pre-work readings focused on learner-centred approaches:
*Allen & Tanner's [http://www.lifescied.org/content/6/2/85.full Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design]
*Weimer’s ''[https://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/ Five Characteristics of Learner-Centred Teaching]''
*Bart’s ''[https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ Learner-Centred Syllabus helps set the Tone for Learning]''

From your readings, and in your experience, what are your conceptions about a learner-centred approach? Add your ideas to the sticky notes and then to the wall. (10 mins)

</div>

==Learner Centered Approach==
9:50-11:15 with Sue

'''Purpose''': to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.

{{#widget:Google Presentation|docid=1Q1MXqhFR8aT2KIHrkzSPKNqr91RHaRtYJ6tiJyGmXgw}}

'''Break- 10 mins'''

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">
'''Empathy mapping activity'''

10:30 - 11:15 with Sue

'''Purpose:''' to conceptualize learner-centred course design by situating your course from a learner’s perspective.

'''Part 1: Analyze'''

Consider each of the 3 human core ideas related to learner centeredness and inclusivity: belonging, relevance and diversity of experience. Examine your map for all behaviors associated with the need to belong, the need for relevance, and needs around diversity of experience:
* Yellow Marker: circle those behaviours associated with the need to belong
* Blue Marker: circle those behaviours associated with the need for Relevance

* Red marker: circle those behaviours associated with the need for Diversity of Experience.
Analyze your map again. Does this spur on any new insights for you on the needs of your students? Does it help you think about the Student's Point of View? If so, revise the POV statement, or add your insights on sticky notes. (10 mins)

'''Part 2: Share'''

Pair up, and take turns sharing your maps. Introduce your student and any insights you've had about your student from this activity. (10 mins)

'''Part 3: Gallery walk & informal debrief'''

Post your map to the wall. Review the maps of your colleagues, reading their POV-statements and reviewing behaviors associated with the 3 human core ideas (Belonging, Relevance and Diversity of Experience).

<nowiki>*</nowiki>Provide feedback: If you have any insights while reviewing your peers' maps, please write it down on a sticky note and add it to their map. (15 mins)

'''Part 4: Document your insights'''

''What insights about students can you take back to your course design?''

Document your insights in '''Part A of your Workbook'''. These insights will guide your decisions as you plan your course. (5 mins)

'''Resource:'''
* Empathy map [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf sample].
* [https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/empathy-map.pdf Stanford's d. school method.]
* Pre-work: [[Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping|Empathy mapping instructions]]
</div>

==Design Feedback Groups: Context and Learners==
11:15-12:00 pm Sue to introduce, then move into Design Feedback Groups
* Purpose of DFG
* Group Guidelines
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">'''Key Question: What factors influence the design of your course?'''

Get Acquainted:
* Introduce yourself (name, dept, one-sentence challenge)
* Share one or two of your insights from the empathy mapping exercise.
Discuss how these insights will influence the design of your course.
</div>

=='''AFTERNOON'''==
1:00-4:30pm

==Design For Understanding==
1:00-2:00 pm with Gillian

===Why We Need A Why===
'''Purpose''': to offer a bridge between learner centered approach and an afternoon of "big" thinking about your course.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''What's Your Why?'''
10 minutes.

::* '''prompt''': excerpt from [http://connectedcourses.net/thecourse/why-we-need-a-why/ Michael Wesch's reflection] on [http://connectedcourses.net/thecourse/ Connected Courses].
::* What's the "why" of your course?
::* Why should students take it - why should they care about what you are teaching?
::* What's the real "why" of your discipline?
Make a few notes on these questions to come back to later in the day.

</div>

===Backward Design, Big Ideas & Essential Questions===
1:20 - 2:00 with Gillian

'''Purpose''': to introduce the backward design framework and key concepts.

'''Required Resources''':
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
You will be working in table groups to develop your understanding of key concepts.

{{#widget:Google Presentation|docid=1FcKeX2hZGwqxMv-7a5YCpO0BqUtj5HZKpLnZUsn1id8}}

==Plan Your Course: Big Ideas and Essential Questions==
2:00 - 2:35 pm with Gillian

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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background-color: #e6ffe6;
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-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Independent work: Identify your big ideas and essential questions'''
This is your opportunity to identify the big ideas and essential questions that can lead your students to essential understandings relevant to your course.

'''Resources'''
::*[http://bit.ly/1kRjJAx Criteria for Big Ideas] &
::*[http://bit.ly/1kHJ3Zt Criteria for Essential Questions]
::* CDI Workbook - Examples

'''Optional Pair up:''' If you finish early, pair up or in a group of 3, '''share your big ideas and essential questions.''' Help one another to refine those.

</div>

===Your Student in the Future===
'''Purpose''': to identify your intentions for supporting student learning.
<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Bridge Out Visioning Activity'''
'''5 minutes.'''

Imagine it is two years from now and you've run into one of your students who had taken your class this year. They are telling you that the most important thing they 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.
</div>

'''BREAK''' : 10 minutes

==Course Mapping Activity==
2:45-4:00pm Gillian to introduce, then move into Design Feedback Groups<br>

'''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.

<div style="border:5px #ccffcc solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #e6ffe6;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">''' Brainstorm your course using concept mapping'''

Starting from your why, your big ideas, and essential questions - work out from there (in concept map fashion) to identify:
* what concepts will students need to know in order to grapple with the big ideas and essential questions?
* what will students need to do/ practice/ develop/work with/value in order to sufficiently learn those concepts.
::*How do concepts connect?
::*Where do priorities emerge?

* '''Resource''': [https://teachingcommons.stanford.edu/teaching-talk/course-design-tool-concept-map Course Design Tool: the Concept Map]: Stanford Teaching Commons
</div>

After concept mapping, share your draft with a peer. Take turns sharing your map.

'''Purpose''': to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions which will help you refine your course-level learning priorities
* Ask your partner: Where did you start? What is your Big Idea?

* What concepts will students need to grapple with in order to understand the Big Idea?

* What will students need to do/practice/develop/work with/value in order to learn those concepts?
* How do the concepts connect?

==Debrief and Feedback==
4:00-4:30 pm with Judy

* Re-cap of Day 1
* Day 2 homework
* Consultations on Tuesday & Thursday
* Brief overview of Day 2 and Day 3
* Revisit burning questions, Parking lot, Muddiest Point
::* wiki page discussion board

===Feedback to team===

* At the end of Day 1 of CDI, I am feeling ...
** Enter your top three one-word answers here: [http://www.menti.com www.menti.com]
** Using code: 41 43 39

==Homework for Day 2: Setting Priorities ==

{| class="ambox ambox-content"
| class="mbox-image" |
| class="mbox-text" | <div>

'''PREPARE FOR DAY 2'''

'''1. Review your course maps to develop priorities for learning'''. Refer to your CDI Workbook to fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. '''Share up to 4''' of your priorities for learning [https://docs.google.com/spreadsheets/d/1TT8kW1IfobJMyFlD8pZoJ-_kS1ABJbnGzjJWTheWemI/edit?usp=sharing in this Google spreadsheet (first three columns only)] before 9 am on Day 2 of the CDI.

3. Once you have submitted your priorities on the Google spreadsheet, '''review the following document''', [https://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies of Learning], which highlights 3 different taxonomies of learning:
* Bloom’s Taxonomy & Learning Behaviour
* Fink’s Taxonomy of Significant Learning & Learning Behaviour
* Wiggins & McTighe’s Facets of Understanding

'''Review the 3 taxonomies, asking yourself''':
* Which taxonomy resonates for you in terms of your priorities and what you hope your students will demonstrate? You might even choose a different taxonomy for each priority you’ve identified (but you don't have to).

* What particular category best describes each of your priorities? (e.g. Analyze, Empathy, Application ….)

Makes notes of these in your CDI workbook.

4. '''Review your One-Sentence Challenge'''. Would you revise this in any way based on your how you are now thinking about your course?

</div>
|}

{{Documentation:Course_Design_Intensive/Facilitators_Guidebook/Day_1_Resources}}

==License==
{{cc-by-sa-4.0}}When using this resource, please attribute as follows: developed by the University of British Columbia.

==Page Statistics==
Number of times this page has been accessed: {{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan}}
[[Category: CDI]] [[Category: CDI Course Participants]]