2016 spring gtl

7/26/2019 2016 Spring GTL

1/58

1

The BEST part about teachingis that it MATTERS.

7/26/2019 2016 Spring GTL

2/58

Review

Curriculum vs. Pedagogy

Constructivism

Deep vs. Surface vs. Strategic LearningLearning Styles

Teaching Styles

2

7/26/2019 2016 Spring GTL

3/58

3

Recap

Student Profile

Teaching Best Practices

Micro Update

Principles of UCD

Finks 5 Principles

Blooms TaxonomyADDIE Model

Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

4/58

4

Choose a card. Find the others who have the same

card. This is your group! [NB: 1 Group of 5]

Designate a group note taker. Designate a speaker.

Who do you imagine your students to be?

Some questions to get you started

how do they spend their time

what do they want from us

whats important to them

Workshop Activity | In Groups of 45 Minutes

7/26/2019 2016 Spring GTL

5/58

5

A Vision of Students Today https://www.youtube.com/watch?v=dGCJ46vyR9o

AVision

ofStudentsTo

day
https://www.youtube.com/watch?v=dGCJ46vyR9o

7/26/2019 2016 Spring GTL

6/58

6

Were you surprised by what you saw? Why?

Were there things on your list that were not

reflected in the video?

Did the video make you think about how

you can best reach students (e.g. strategies

for teaching, topics, etc.). Explain?

Did the video change your attitude about

undergraduate students?

In your groups. . .5 Minutes

7/26/2019 2016 Spring GTL

7/587

Recap

Student Profile

Teaching Best PracticesMicro Update

Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

8/58

8

Best Practices in Course Design

Best Practices for Teaching FirstYear Undergraduates, Eberly

Centre for Teaching Excellence,

Carnegie Mellon University

McKeachies Teaching Tips2014

http://teaching.uncc.edu/

learning-resources/articles-books/

best-practice/education-

philosophy/seven-principles

https://www.missouristate.edu/fctl/

89072.htm
https://www.missouristate.edu/fctl/89072.htm

7/26/2019 2016 Spring GTL

9/58

9Best Practices for Teaching First Year Undergraduates, Eberly Centre for Teaching Excellence, Carnegie Mellon University

McKeachies Teaching Tips2014http://teaching.uncc.edu/learning-resources/articles-books/best-practice/education-philosophy/seven-principles


Best Practices in Course Design

7/26/2019 2016 Spring GTL

10/58

10

Online

1. Respectful

2. Responsive

3. Knowledgeable

4. Approachable

5. Communicative

6. Organized

7. Engaging

8. Professional

9. Humorous

Face-to-Face

1. Respectful

2. Knowledgeable

3. Approachable

4. Engaging

5. Communicative

6. Organized

7. Responsive

8. Professional

9. Humorous

StudentPers

pectiv

es

Students Perceptions of E!ective Teaching in Higher Education, Board of Regents of the University of Wisconsin System, 2010.

7/26/2019 2016 Spring GTL

11/5811

Students love feeling important,

valued, respected, and

honoured. And through the

resulting faculty-studentconnection, students willingly

transform into vessels of learning.

What Students Want: Characterist ics of Effective Teaching From the Students Perspective http://www.facultyfocus.com/articles/philosophy-of-

teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/ (2011)
http://www.facultyfocus.com/articles/philosophy-of-teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/

7/26/2019 2016 Spring GTL

12/58

12

Personal and pedagogicalbehaviours of instructors

Fair, understanding, flexible,

caring, patient, helpful,compassionate, open-

minded, sincere, diplomatic,

concerned, reasonable,consistent, kind, empathetic,

humble, trustworthy, realistic

Respect.

Students Perceptions of Effective Teaching in Higher Education, Board of Regents of the University of Wisconsin System, 2010.

Image: http://nextshark.com/what-is-company-culture/respect/

7/26/2019 2016 Spring GTL

13/58

CompassionUnderstanding of unique

challenges/situationsRespect.

13

Students Perceptions of Effective Teaching in Higher Education, Board of Regents of the University of Wisconsin System, 2010.Image: http://www.compassionlab.com
http://www.compassionlab.com/

7/26/2019 2016 Spring GTL

14/58

14

Displays interest in individual students

Learns names

Offers help

Patient

Constructive [kind] feedback

Concerned for students academicsuccess

Respect = Caring


7/26/2019 2016 Spring GTL

15/58

15

Respect = Empathy

Students Perceptions of Effective Teaching in Higher Education, Board of Regents of the University of Wisconsin System, 2010.IImage: http://radio.wpsu.org/post/remembering-charles-barsotti-who-drew-cartoons-hugged-us-back
http://radio.wpsu.org/post/remembering-charles-barsotti-who-drew-cartoons-hugged-us-back

7/26/2019 2016 Spring GTL

16/58

Respect = Humility

16

Image: http://redemptoristpreacher.com/2012/11/05/Students Perceptions of Effective Teaching in Higher Education, Board of Regents of the University of Wisconsin System, 2010.

7/26/2019 2016 Spring GTL

17/58

17

Respect =

Fair & Reasonable


7/26/2019 2016 Spring GTL

18/58

18

Good Communication

Student Perspectiveshttp://www.facultyfocus.com/articles/philosophy-of-teaching/enhancing-out-of-class-communication-students-top-10-suggestions/

Image: http://www.wiziq.com/teachblog/new-perspectives-on-why-teachers-teach/
http://www.facultyfocus.com/articles/philosophy-of-teaching/enhancing-out-of-class-communication-students-top-10-suggestions/

7/26/2019 2016 Spring GTL

19/5819

Recap

Student Profile


Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

20/58

Micro Update

What is the name (and level) of

the you are designing ?

7/26/2019 2016 Spring GTL

21/5821

Recap

Student Profile


Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

22/58

Universal/Accessible Course Design

Multiple means of.

1. Content representation

2. Action & expression

non-traditional means of

engagement

assessment types

3. Engagement

22

http://ww1.facultyfocus.com/eletter/profile/1/373.html?ET=facultyfocus:e373:1095347a:&st=emailImage: http://enabled.in/wp/accessible-india-campaign-sugamya-bharat-abhiyan/
http://ww1.facultyfocus.com/eletter/profile/1/373.html?ET=facultyfocus:e373:1095347a:&st=email

7/26/2019 2016 Spring GTL

23/58

Font size & colour

Closed captioning

Repeat student questions

Pace

Wear a mic

Open formats

Course notes/ppt.

Paper &electronic

handoutsInclusive language

Reduce physical barriers

Safe learning environment

Student Accessibility

Most students

requiring SAS haveinvisible disabilities/

health conditions

7/26/2019 2016 Spring GTL

24/58

24

Recap

Student Profile


Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

25/58

Course DesignThe BasicsFinks 5 Principles of Good Course Design

Fink, L. D. (2003). Integrated Course Design. The Idea Centre. Accessed at: http://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdfhttp://www.coles.uoguelph.ca/pdf/Course%20Design%20Handout%20-%202.pdf

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/enewsletter.php?msgno=133325

1.Challenge students to higher thinking

2.ActiveLearning3.Gives frequent, immediate feedback

4.Uses differentlearning activities

5.Fairsystem [transparent] assessment
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/enewsletter.php?msgno=1333http://www.coles.uoguelph.ca/pdf/Course%20Design%20Handout%20-%202.pdfhttp://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdf

7/26/2019 2016 Spring GTL

26/58

26

Recap

Student Profile


Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

27/58

27

Classification of learning objectivesClassifies forms and levels of learning

Blooms Taxonomy (1956)

7/26/2019 2016 Spring GTL

28/58

Images:http://undergroundhealthreporter.com/cognitive-abilities/#axzz3m1qRllIpaffechttps://owningthelanguage.wordpress.com/tag/emotions/

http://www.practicingparents.com/teaching-toddler-to-walk/

Bloo

msD

omain

s

28
http://www.practicingparents.com/teaching-toddler-to-walk/https://owningthelanguage.wordpress.com/tag/emotions/

7/26/2019 2016 Spring GTL

29/58

29

Cognitive Domain

Skill Level:

Analyze

Tasks: Analyze,

differentiate,

break down,

outline, relate,

organize,

calculate, sort

Example: Sort

given set of

plants by

genus/species

7/26/2019 2016 Spring GTL

30/58

30

Affective Domain

Skill: Receive Tasks: Ask, listen,

focus, attend,

take part,

discuss,

acknowledge

Example:

Listen to new

information

with neutrality

7/26/2019 2016 Spring GTL

31/58

31

Psychomotor Domain

Skill: Execute Tasks: Recreate,

build, perform,

execute,

implement,

follow

Example:

Follow

instructions to

dissect shark

Bl T

7/26/2019 2016 Spring GTL

32/58

32

Image: https://juliaec.wordpress.com/2011/03/23/blooms-taxonomy-encouraging-higher-cognitive-thinking-in-primary-school-classrooms/

Cognitive Domain: Skills

Blooms Taxonomy
https://juliaec.wordpress.com/2011/03/23/blooms-taxonomy-encouraging-higher-cognitive-thinking-in-primary-school-classrooms/

7/26/2019 2016 Spring GTL

33/58

33Image: http://www.maggiehosmcgrane.com/2014/09/flipping-grade-4-and-flipping-blooms.html

Blooms

Taxonomy
http://www.maggiehosmcgrane.com/2014/09/flipping-grade-4-and-flipping-blooms.html

7/26/2019 2016 Spring GTL

34/58

34

Blooms Taxonomy

7/26/2019 2016 Spring GTL

35/58

35

Affective Domain: Skills

Image: https://plus.google.com/+MuhammadJavedAftabmjavedaftab/posts/KsQ5DxvHTiQ

Blooms Taxonomy
https://plus.google.com/+MuhammadJavedAftabmjavedaftab/posts/KsQ5DxvHTiQ

7/26/2019 2016 Spring GTL

36/58

36

Psychomotor

Domain: Skills

Blooms Taxonomy

Bl T

7/26/2019 2016 Spring GTL

37/58

37 Image: http://regiscpslearningdesign.weebly.com/blooms-taxonomy.html

Blooms Taxonomy

Skills & Verbs
http://regiscpslearningdesign.weebly.com/blooms-taxonomy.html

7/26/2019 2016 Spring GTL

38/58

https://teachingcommons.stanford.edu/resources/course-preparation-resources/course-design-aids/blooms-taxonomy-educational-objectives 38

Cognitive Domain

Blo

omsTa

xonomy

7/26/2019 2016 Spring GTL

39/58

39http://www.teachthought.com/learning/249-blooms-taxonomy-verbs-for-critical-thinking/

Cognitive

DomainVerbs

Blo

omsTa

xonomy
http://www.teachthought.com/learning/249-blooms-taxonomy-verbs-for-critical-thinking/

7/26/2019 2016 Spring GTL

40/58

40 Image: https://www.youtube.com/watch?v=ZxVaU_yNMgE

Blo

omsTa

xonomy

7/26/2019 2016 Spring GTL

41/58

41

Psychomotor

Domain

Verbs

Blo

omsTa

xonomy

7/26/2019 2016 Spring GTL

42/58

42

Verbs(Cognitive Domain)

Blooms

Taxonomy

7/26/2019 2016 Spring GTL

43/58

43

Activities/Verbs &

Products

(Cognitive Domain)

Image: https://http://

www.educatorstechnology.com/2013/12/8-wionderful-blooms-

taxonomy-posters.html

Blooms

Taxonomy
https://http//www.educatorstechnology.com/2013/12/8-wionderful-blooms-taxonomy-posters.html

7/26/2019 2016 Spring GTL

44/58

44

Why Blooms?

7/26/2019 2016 Spring GTL

45/58

45Image: https://www.techni-pros.com/category/workshop-and-office

Workshop Activity | Course DesignBlooms Assessment

Identify the level of Blooms

students be asked to engage?Why are these key

understandings/skills?

Consideris this expectation

reasonable given the pre-course analysis?
https://www.techni-pros.com/category/workshop-and-office

7/26/2019 2016 Spring GTL

46/58

46

Recap

Student Profile


Principles of UCD

Finks 5 Principles


Pre-Course Analysis

T3

O1

T

3

O1

7/26/2019 2016 Spring GTL

47/58

47

Course Design

7/26/2019 2016 Spring GTL

48/58

48

Analysis

Considers course, learners, context,constraints

Learner AnalysisContext/Practical Constraints

Front End

Process

7/26/2019 2016 Spring GTL

49/58

49

DesignCourse ObjectivesContent

AssessmentLesson Planning and Learning Outcomes

Teaching and Learning Activities

Media Selection

Ed Tech Selection

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#addie

Plan

7/26/2019 2016 Spring GTL

50/58

50

DevelopSyllabus and OutlineCourse Readings

Online Materials

Create Assessments

Submit SyllabusApproval/Review

Order Course Packs/Text Books Submit**Copyright Review Form**

(**6-8 wks prior)


Assemble

7/26/2019 2016 Spring GTL

51/58

51

Implement

Formative/Summative evaluationinforms teaching

Adjust as needed within limits of

syllabus


Teaching

7/26/2019 2016 Spring GTL

52/58

52

EvaluatePrior to course

During (formative/summativeevaluation)

End (summative evaluations)


7/26/2019 2016 Spring GTL

53/58

Content

Language/terminology

Textbook/readings

Pace

Assessments

Ed Tech

Why a Learner Analysis

53http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#addieUniversity of Calgary Course Design Workshop Manual 2013

7/26/2019 2016 Spring GTL

54/58

54http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#addieUniversity of Calgary Course Design Workshop Manual 2013

Why a Context/Constraints Analysis

Individual courses fit intocomprehensive program

Determine course content/

assessments

Enhance teaching & learning

activities

Pinpoints action points/areas for

further thought

Uncovers course design challenges

7/26/2019 2016 Spring GTL

55/58

55


Understand limits of resources

Select & sequence content

Plan appropriate assessments

Use class time effectively

Use teaching support effectivelyMake compensations for constraints

7/26/2019 2016 Spring GTL

56/58

56


Understand limits of resources

Select and sequence content

Plan appropriate assessments

Use class time effectively

Use teaching support effectivelyMake compensations for constraints

7/26/2019 2016 Spring GTL

57/58

57

Learner AnalysisWhat are the characteristics of your

students?

What are the implications for coursedesign?

Context/Practical Constraints

How is the course situated?

What are the practical constraints you

face in course design?Image: http://mswertheim.blogspot.ca/p/homework.html
http://mswertheim.blogspot.ca/p/homework.html

7/26/2019 2016 Spring GTL

58/58

Teaching Approaches

Threshold Concepts

Backwards Course Design

Course Objectives

ED TechIntro to Blended Learning

Next Time!!

2016 spring gtl

Documents