Workshop Program

Friday, October 23

8:30 AM --- Welcome and Introductions

Goals of the Workshop

  • use "backward design" to design a course
  • identify big ideas ("enduring understandings") and essential questions
  • articulate goals for student learning
  • articulate learning outcomes and design an assessment
  • design a learning activity based on research-based evidence on learning, engagement, motivation, and metacognition
  • align learning goals, assessments and instruction

Slides for "Identifying Course-Level Goals" (PowerPoint 2007 (.pptx) 13.8MB Oct23 15)

8:45-9:00 AM --- Course Design Considerations Warm-up

Think-Pair-Share Activity on a "significant learning" experience

9:00-10:00 AM --- Backward Design: Big Ideas/Enduring Concepts, and Essential Questions

Guidelines for Enduring Understandings (Acrobat (PDF) 58kB Oct21 15)

Guidelines for Essential Questions (Acrobat (PDF) 55kB Oct22 15)

PDF version of Course Design Template (Acrobat (PDF) 91kB Oct23 15)

Course Design Template (Excel format) (Excel 2007 (.xlsx) 22kB Oct23 15)

10:00-10:20 AM --- Articulating course-level (aspirational or visionary) goals for student learning

Complete the Teaching Goals Inventory to help you "discover" the goals of your teaching

Example Syllabus for Mineralogy Course (Acrobat (PDF) 5.5MB Oct23 15) illustrating how big ideas, essential questions, and course-level goals can be implemented in a syllabus

10:20-10:30 AM --- Reflection and Action Planning

10:30-10:45 AM --- Break

10:45 AM-12:00 PM --- Aligning Learning Outcomes and Assessments

Slides for Learning Outcomes and Assessments (PowerPoint 2007 (.pptx) 451kB Oct25 15)

  • Warm-up Activity: Outcome-Assessment Alignment
  • Introduction to Bloom's Taxonomy
  • Activity: Write Learning Outcomes for your Context
    • Activity: Write Assessments Aligned with your Learning Outcomes
    • Reflection and Action Planning

    12:00-1:00 PM --- Lunch

    1:00-2:45 PM --- Metacognition and Reflection Presentation (PowerPoint 2007 (.pptx) 1MB Oct24 15)

    Initial Reflection

    "Stage View" Activity: Engage in a Content-Rich Active Learning Experience

    "Balcony View" Activity: Analyze this lesson for key research-based components

    • Examine the ways this lesson did or did not support student learning, engagement, motivation, metacognition
    • Handout that provides theoretical underpinnings to these constructs that supplements the presentations is available here (Microsoft Word 2007 (.docx) PRIVATE FILE 143kB Oct3 15).

    Personal Reflection and Action Planning

    2:45-3:00 PM --- Break

    3:00-4:00 PM --- Work time on instructional design, alignment and action planning

    • Work on design of activity or on incorporation of strategy across whole course (40 minutes)
    • Check for alignment between activity and learning outcomes. Turn to your neighbor and review each others' activity-outcome alignment (10 minutes)
    • Building on action plan steps developed in previous units, compile an action plan that will support successful completion of workshop activities and implementation into a specific course, including resources for future work (10 minutes)

    4:00-4:45 PM --- Strategies for Ongoing Improvement

    4:45-5:00 PM --- Workshop Wrap-up

    • Complete and Save Action Plan
    • Complete Workshop Evaluation