PART A - Designing instructional objectives / learning outcomes

 

Class topics:

 

-  Types of desired outcomes, e.g. attitudinal, quantitative skills, critical thinking skills, communication skills, information literacy, content, etc.

- How to write instructional objectives/ learning outcomes

 

(A) Readings & Webpages: (read in advance of  class on Feb 13)

 

- Read:  Science Teaching Reconsidered (Chapter 3)

- Visit the following “Understanding Objectives” tutorial: http://edweb.sdsu.edu/Courses/EDTEC540/objectives/ObjectivesHome.html

- Read “How to Write Learning Outcomes” from the NCGIA Core Curriculum in GIS Science http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html

- Visit the Instructional Objectives Writing Assistant (I.O.W.A.) site: http://epitome.ce.gatech.edu/iowa/index.html

- Visit the UA University-Wide General Education Committee’s webpage on Expected Outcomes for General Education courses: http://w3.arizona.edu/~uge/gened/outcomes.htm

 

Class topics:

 

- Basic syllabus guidelines, beyond the traditional syllabus, the “Course Information Document”

- How to decide on course content

- How to locate, review and select texts for a class; do you actually need a textbook?

 

PART B - Planning a syllabus, content, & texts

 

(B) Readings & Webpages:  (read in advance of  class on Feb 13)

 

- Read:  Science Teaching Reconsidered (Chapter 7)

- Read the UA course syllabus policy:  http://w3.arizona.edu/~policy/syllabus.shtml

- Find out what happens at the UA’s University Teaching Center (UTC): http://www.utc.arizona.edu/

- Read “The Modern Syllabus as a Course Information Document” from Thinking About College Teaching (UA’s University Teaching Center): ttp://utc.arizona.edu/resources/thinkingseries/vol1_6.html  

- Read “Course Planning” http://www.artsci.wustl.edu/~teachcen/WUTC/Faculty/course_plan.html or locate and read a similarly-themed site you find on your own

- Read “Textbook Selection for the ESL Classroom” http://www.cal.org/resources/digest/0210garinger.html  or locate and read a similarly-themed site you find on your own

- Read this slightly dated but interesting essay: R. Lewis (1992) Textbook Adoption: How Do Professors Select The Right One? The Scientist 6 [7] and comment: W. Farnsworth (2004) “In Teaching Science, Let The Textbook Support The Classwork, Not Vice Versa,”  The Scientist 6[11]:,

 

FOLLOW-UP HOMEWORK:  (due Feb 27)

 

(1)  Write instructional objectives / expected learning outcomes for the course or module you began to develop in Class #2. 

                       ==>  Use the I.O.W.A. site to evaluate your objectives. http://epitome.ce.gatech.edu/iowa/index.html

(2)  For the course or module you plan to teach, design a formal syllabus (with topics, readings, assignments, listed for each class) OR  a “Course Information Document” using suggestions and guidelines from the links above.   (NOTE: See  THIS LINK for items that should be included in  a UA syllabus/course info document

Class # 4 (Feb 27):  Developing learning activities

Class topics:

 

- Linking activities and assignments to learning objectives

- Some guidelines for collaborative learning and group learning activities

- Suggestions for effective writing assignments, student presentations, research projects, etc.

- Suggestions for developing a class in which students facilitate each other's learning (preceptors, etc.)

 

Readings & Webpages:(read in advance of  class on Feb 27)

 

- Read:  Science Teaching Reconsidered (Chapters 3 & 4)

- Read Michaelsen, L., Fink, D. and Black, R. (1996)  What every faculty developer needs to know about learning groups in L. Richlin, ed. To Improve the Academy, Vol 15 (pp 31-57). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.

- Read Michaelsen, L.and Black, R (1994) Building Learning Teams   [pdf]  

- From the Learner-Centered Education in the Arizona University System webpage read:

            - Seven Principles of Good Practice in Undergraduate Education: 

            http://www.abor.asu.edu/4_special_programs/lce/ugprinciples_lce.htm

            -  Learner-Centered Psychological Principles: http://www.cdl.org/resource-library/articles/learner_centered.php
 

FOLLOW-UP HOMEWORK (draft due Mar 20):

(skim -- then pick and choose as needed to support your own course design needs):

- Read about the University of Arizona's Teaching Teams Program, which involves undergraduate preceptors in a class, and about the Einstein's Protégés program.

- Read: Elena Berman (1996): A Short Guide to Improving Student Speaking and Writing

- See the UA Library’s Information Literacy and Outcomes with Ideas for Active Learning and Assessment:  http://dizzy.library.arizona.edu/library/teams/InfoLit2000/Outcomes_Activities.pdf

 

- OPTIONAL:  Browse the contents of the Journal of Geography in Higher Education (available online via SABIO) and find examples of homework assignments, exercises, problems and/or learning activities that you think are interesting, creative, and effective in promoting active student learning in your area.

 

- Select one concept or content item from the course content outline you developed earlier, using the learning outcomes you want the students to obtain in association with this concept/content, design a learning activity / exercise that you think will result in the desired student outcome(s). 

   Write up a draft of your idea and  be prepared to share what you might do with the class to get input and suggestions.  

Class #5 (Mar 20):   Assessment tools & grading  (NOTE: see above for homework assignment (draft) due on Mar 20)

Class topics:

- Importance of assessment, multiple modes of assessment, multi-tiered assessment

- Better tests and testing; pretests and post-tests

- Different philosophies & mechanics of grading; suggestions for designing grading rubrics

HANDOUT ON GRADING [pdf] (based on notes form workshops given by Dr. Elena Berman & additional sources)

Readings & Webpages:

- Read:  Science Teaching Reconsidered (Chapters 5 & 6)

- Read about the Immediate Feedback Assessment Technique (IF-AT): http://www.epsteineducation.com/

    View my Fall 2000 survey results from my students after their first use of  the IF-AT.

- Review Elena Berman’s presentation on  Better Testing, More Learning  (pdf -- included in above HANDOUT ON GRADING)

- "Grading Practices"  from Tools for Teaching    http://teaching.berkeley.edu/bgd/grading.html

FYI (for future reference):  Here's the link to other online chapters in Tools for Teaching:  http://teaching.berkeley.edu/bgd/teaching.html

FOLLOW-UP HOMEWORK  (due prior to April 3rd, as indicated on your D2L schedule)

-  LOGIN TO D2L and follow the directions under ASSIGNMENTS & EXPLORING D2L in the D2L Checklist on our class D2L website.

   ==>      DIRECTIONS ON HOW TO LOGIN TO D2L are found here:  D2L Student Tip Sheet.   [Tip sheet in PDF form]

                (HINT: be sure you follow the directions to click on the plus sign next to the 2006 Spring, and again next to GEOG, then click on our course GEOG695c)

 NOTE: the main assignment to TURN IN is due on April 3rd: your competed  LEARNING ACTIVITY -- see details in D2L. -- also, attached to your learning activity do the folllowing:

- Design a draft “Table of Specifications” to illustrate how you will assess whether students achieved a one or more of your expected learning outcomes for your course or module via your planned learning activity..

    Here's  an example of my TABLE OF SPECIFICATION for my NATS 101 course (MS Word doc)

SECTION III.  IN AND BEYOND THE CLASSROOM
 

Class #6 (Apr 3) : Fostering active learning & learner-centered education / Classroom dynamics & ethics

Class topics:

- Hints for effective lecturing

- Suggestions for implementing active learning in large and small classrooms

- The multimedia classroom and reaching the “cellphone generation”

- Fostering a classroom environment that enhances learning and reaches all types of students

- Student behavior in the classroom; viewing & discussion of “Arizona Idol” video

- Why and how to address cheating and plagiarism issues and incidents

Readings & Webpages:

- Read about Learner-Centered Education as promoted by the Arizona Board of Regents: http://www.abor.asu.edu/4_special_programs/lce/general_lce.html

- Visit ASU’s Best Practices in Engineering Education site and see Lessons and Activities:   http://clte.asu.edu/active/lessons.htm to review several examples of active/cooperative learning activities

- Read “Effective Lectures” http://utc.arizona.edu/resources/thinkingseries/vol1_2.html   (repaired link)

- Read:  Science Teaching Reconsidered (Chapter 8)

- See the results of the Faculty Survey on Disruptive Classroom Behavior:
 http://info-center.ccit.arizona.edu/~dos/Assets/pdffiles/facultysurveytwo.pdf

- Watch the ARIZONA IDOL video online at: http://uanews.org/cgi-bin/WebObjects/UANews.woa/wa/MainStoryDetails?ArticleID=9750

- Visit the UA Library’s Information Literacy Team’s Plagiarism: Detection and Prevention website: http://dizzy.library.arizona.edu/library/teams/InfoLit2000/plagiarism.shtml If you have time, review some of its many links and resources.

NOTE:  of the links at the Library site above, this one is exceptionally good, I think:
Anti Plagiarism Strategies http://www.virtualsalt.com/antiplag.htm
Good overview of strategies to prevent plagiarism

OFFICIAL UA POLICIES:

- Read the UA’s  Code of Academic Integrity http://w3.arizona.edu/~studpubs/policies/cacaint.htm

- Read the UA’s Policy on Disruptive Behavior in an Instructional Setting:
 http://info-center.ccit.arizona.edu/~policy/disrupt.shtml

- Familiarize yourself with the UA’s Student Life Policies: http://w3.arizona.edu/~policy/student.shtml

FOLLOW-UP HOMEWORK (due April 17):
 

- Design a grading rubric for the learning activity you are developing.

- Design three test questions that will assess student learning of the concept you are focusing on in your module / or learning activity.

READ:  Obstacles to Open Discussion and Critical Thinking (1998) by Carol Trosset  <== a copy was handed out in class on 4/3/06

Class #7 (Apr 17):  Learning technologies – why, when & how to use them

==> TOUR OF THE LEARNING TECHNOLOGIES CENTER (LTC)
 meet there at 1:00 pm today, Apr 17!     CCIT rm 337 (se corner of Mountain & Speedway)  MAP

Class topics:

-  Ideas, tools, and resources for developing course webpages

- Advantages and caveats associated with electronic learning platforms

Readings & Webpages:

- Visit Vincent Flanders’ “Webpages That Suck” site: http://www.webpagesthatsuck.com/

- Visit CCIT’s Resources for Instruction: http://computing.arizona.edu/instruction.html & the UA Web Resources site: http://uaweb.arizona.edu/

- Familiarize yourself with the Learning Technologies Center and all its resources: http://www.ltc.arizona.edu/

- Read about various e-learning platforms at: http://www.shambles.net/pages/staff/OLLE/ 

- Visit WebCT.com site: http://www.webct.com/vision  WebCT (like D2L) is used widely at many universities

- Visit the Moodle site. Moodle is a web-based course management tool based on a social constructionist pedagogy.  Read about the underlying philosophy for Moodle here: http://moodle.org/doc/?frame=philosophy.html   (Note: Compare and contrast the WebCT approach with Moodle in terms of underlying pedagogical philosophies.)

- Review the Information Literacy Guidelines for the UA’s General Education program: http://www.library.arizona.edu/library/teams/InfoLit2000/guidlnsIL.htm

- Familiarize yourself with The Integrated Learning Center  http://www.ilc.arizona.edu/, including the Information Commons, http://dizzy.library.arizona.edu/library/teams/pic/pic.htm , and the Digital Media Resource Center, http://www.ilc.arizona.edu/features/DMRC.htm. 

Class #8 (May 1): Teaching evaluations & teaching portfolios + Student Teaching Presentations (PART 1)

==> CLASS WILL MEET AT THE INTEGRATED LEARNING CENTER (ILC)  rm 130 at 1:00 pm

                            For directions and guidelines on preparing your teaching presentations:    CLICK HERE <==============

Class topics:

- Purposes for teaching evaluation: formative and summative

- How to interpret and use a TCE report

- Why and how of developing a teaching portfolio

- Transferring what you learned here to other types of learning environments

Readings & Webpages:

- Read A Short Guide to Evaluating Teaching:  http://aer.arizona.edu/AER/teaching/docs/shortGuide.pdf

- Visit the webpage of the UA’s Office of Instructional Assessment and review its many links: http://aer.arizona.edu/AER/ .

- Read how to interpret your Teacher-Course Evaluation (TCE) results at the TCE site: http://aer.arizona.edu/AER/teaching/Guide/TCEGuide.asp

- Visit Katie’s Teaching Logistics Webpage and review the many links on Teaching Portfolios http://fp.arizona.edu/kkh/links.htm#portfolio

 Wed May 10th  11:00 am - 1:00 pm  (Location TBD)  Student Teaching Presentations (PART 2)

                            Class Finale & Party:  Wed May 10 5:30 - 8:30 pm @ Katie Hirschboeck's