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Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic
6
Topic 7
PREPARING TO TEACH
" Good teaching
facilitates students in constructing their own knowledge."
"Planning learning objectives/outcomes in advance strives to map this process
out in advance."
Topic
2: Instructional
objectives & learning outcomes
1. Know your audience (i.e. your students)
a. theories of critical thinking
b. learning styles and strategies to address them
2. Know what you want to convey
c. content to be covered
d. class goals /instructional objectives & desired learning outcomes
FOLLOW-UP
READING: designing instructional objectives / learning outcomes
- Read “
Planning a Course” from
Washington University of St. Louis's excellent Teaching Resource site.
(It's the basis for the class handout)
http://teachingcenter.wustl.edu/planning-course
- See also Washington University of St. Louis's (rather ambitious!)
"Planning a Course Timeline":
http://teachingcenter.wustl.edu/course-planning-timeline
- Go
through the
following “Understanding Objectives” tutorial form San Diego State University:
[NOTE: unfortunately,you won't be able to get feedback from the online tools or
quiz]
http://edweb.sdsu.edu/Courses/EDTEC540/objectives/ObjectivesHome.html
- Read “How
to Write Learning Outcomes” from the NCGIA Core Curriculum in GIS Science
(contains the "verb" chart)
http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html
- Visit and
browse the
Instructional Objectives Writing Assistant (I.O.W.A.) site:
http://epitome.ce.gatech.edu/iowa/index.html
from the Georgia Institute of Technology, under the direction of Dr. Nelson
Baker.
- Visit and
browse the UA University-Wide General Education Committee’s webpage on Expected Outcomes
for General Education courses:
http://gened.oia.arizona.edu/content/expected-outcomes
HOMEWORK DELIVERABLES:
Know your audience: Learning Styles Assessments
(1) Deliverable:
A summary of your own learning style as
defined by doing the following self-assessments (this will be
shared verbally with the class, no paper to turn in)
==> Complete the various online “Self-Assessments” on learning styles
available at the UA University Learning Center website:
http://www.ulc.arizona.edu/assessments.htm
==> Complete this
Learning Style Inventory
based on David Kolb's Model (you'll have to click on Enter
Profile and fill out at #13 to get access to the survey)
==> Complete the highlighted indicators (ILS & MBTI)
at this link from Richard Felder and
read through the accompanying material to understand the results:
More on cognitive skills &
learning styles
The "Meet Your Students" section is especially enlightening!
Know what you want to convey: Defining
specific course content & objectives / learning outcomes
(2) Deliverable:
A brief description of the course or
course "module" you intend to use as the basis for your subsequent assignments
in this class. (Submit a one paragraph "overview" description,
i.e, what might appear in the course description section of a syllabus or
at the beginning of an assignment or learning activity in your course.)
(3) Deliverable:
A list of the main content (topics) you
want to cover in your course or course learning module (Submit a typed
list of topics, not stated in objective form)
(4) Deliverable: Your
instructional objectives (expected learning outcomes) for the course or course module
you've selected (Submit a typed list of your objectives -- try
not to make it too long or overwhelming!
(5) Deliverable: Now that you've thought a bit
about your course or learning activity,
use the I.O.W.A. site to evaluate your objectives.
http://epitome.ce.gatech.edu/iowa/index.html [NOTE: it's a Java applet and
may take awhile to load.] For your own use, print out the textual
explanation of your results as well as all of the questions you were asked and
your answers (appears in a window if you say YES to the last question).
Print out a
copy of The Assistant's bar graph summary to submit and share with the rest of the class on Feb
5th).
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