pc ti pe pe1 ae mmmm copyright © pacific crest 2000 pe2 pacific crest 906 lacey ave. suite 211...

PC TITI PEPE PE1PE1 AEAE MMCopyright © Pacific Crest 2000 PE2

Pacific CrestPacific Crest906 Lacey Ave. 906 Lacey Ave.

Suite 211Suite 211Lisle, IL 60532Lisle, IL 60532

(630) 737-1067(630) 737-1067fax (630) 737-0881fax (630) [email protected]@pcrest.c

omomwww.pcrest.comwww.pcrest.com

Overview

Faculty Developme

nt

Publishing


Pacific CrestPacific Crest is an educational consulting and publishing company working to improve the quality of educational outcomes by focusing on five key processes: teachingteaching,, learning learning,, mentoring mentoring,, curriculum designcurriculum design,, and assessmentassessment..

• worked with higher education for the past 17 years

• visited more than 1,800 colleges and universities

• facilitated faculty development events for more than 12,000 faculty

• worked with more than 20,000 students in classroom situations

Faculty Faculty

DevelopmentDevelopment

PublishingPublishing

ConsultingConsulting

Faculty Faculty

DevelopmentDevelopment

PublishingPublishing

ConsultingConsulting


Faculty Faculty DevelopmentDevelopment Improving faculty Improving faculty performance with key performance with key processes essential to a processes essential to a quality educational system.quality educational system.• Teaching Institutes

• Curriculum Design Institutes

• Program Assessment Institutes

• Interactive Learning System Institutes

• Discipline-specific Institutes

• Workshops

• Learning to Learn Camps

Chronology


PublishingPublishingProcess-oriented

curricula

Pacific Crest publishes curricula which support educators who utilize active learning approaches, and seek to challenge their students to develop learning and

self-assessment skills, as well as learn content.

Curriculum Offerings Faculty Resources


Sample Sample Curriculum Curriculum OfferingsOfferings

• Foundations of Learning & Activities book

• Learning Assessment Journal

• Foundations of Problem Solving

• Life Vision Portfolio

• Foundations of Prealgebra & Algebra

• Gateway to Business

• Information Literacy: Guidebook and Journal

• Curriculum for psychology, biology, chemistry, human sexuality, and math courses.

Customized special package


Customized Curriculum Customized Curriculum

PackagePackageIntroduce Process Education into any course

Package includes:

The Learning Assessment Journal

and

your choice of pages from Foundations of Learning and

the Activities book


Faculty ResourcesFaculty Resources

• Institute Handbooks: Teaching, Curriculum Design,

Program Assessment, and Assessment

• Comprehensive Faculty Guidebook (being developed)

• Cognitive Level and Quality of

Writing Assessment

• Handbook on Cooperative Learning

• Classification of Learning Skills


Curriculum Curriculum Design Design

InstitutesInstitutesCurriculum and its quality greatly influence the manner in which students learn and the way faculty teach.

By integrating learning theory into the design of active-learning curricula, students’ critical thinking and learning skills can be strengthened.


Interactive Interactive Learning Learning System System

InstitutesInstitutes

Integrating process-oriented curriculum with technology and the Web to improve the quality of the teaching and learning processes.


Program Program Assessment Assessment InstitutesInstitutes

The increasing demands of external accrediting organizations require institutions to take a new look at their programs and outcomes. A new set of questions is being asked and must be addressed.

The institute helps participants determine the quality desired in a program, clarify the program goals, and identify key processes which will help produce those qualities.


Discipline-specific Discipline-specific InstitutesInstitutes

Institutes for faculty within a particular discipline area — providing a forum to address discipline-specific issues.

Examples of past discipline-specific institutes

include: chemistry,

nursing,

developmental math, and

engineering.


WorkshopWorkshopss

Categories of workshops include: • developing quality curricula• developing students' learning

skills• designing a quality course• assessment-related workshops• becoming a quality teacher• facilitating institutional change

Pacific Crest offers a wide variety of workshops which can be customized to meet the needs of your institution. Workshops range from ½ day to 2 days.


Learning to Learn Learning to Learn CampsCampsThe camp integrates two key processes, "learning how to learn" and "mentoring." A learning community

environment helps students to build relationships, gain a sense of "belonging" and improve their ability to perform in the classroom – all factors critical to student retention.


Chronology of Faculty Chronology of Faculty Development EventsDevelopment Events

1985 Commercial workshops for problem solving and statistics

1987 Half-day workshops for higher education focusing on

effective use of technology and curriculum design

1990 Organized first annual Problem Solving Across the

Curriculum Conference

1991 First Teaching Institute at Wells College, Aurora, NY

discipline-specific teacher workshop series in NY State

1992 4 Teaching Institutes during the summer

Faculty development workshop series, series of four

workshops focusing on problem solving and critical

thinking

1993 5 Teaching Institutes (5-day institutes)


Chronology Chronology continuedcontinued1994 8 Teaching Institutes

Workshops series on Process Education; four half-day workshops delivered to 24 colleges

1995 9 Teaching Institutes (including first 3-day institute)first Curriculum Design Institute & Learning to Learn

Camp

1996 15 Institutesfirst discipline-specific institute (nursing)One-day workshop on Process Education

1997 26 Institutes; first Advanced Teaching Institute

1998 & 1999 24 Institutes, 25 Institutes

2000 25 Institutes including Interactive Learning System, Program Assessment, and Facilitator’s Institute

2001 & 2002 New institutes: Student Success, Assessment, Designing Performance Measures, Faculty Development


Teaching Teaching InstitutesInstitutes

Pacific Crest’s Objectives (Outcomes) for a Te

aching Institute

Teaching Institute Overview

Sample Agenda

Causes of Faculty Frustration


Outcomes from a Outcomes from a Teaching InstituteTeaching Institute

Participants are able to...

• incorporate more process approaches in their teaching, learning, service, and research.

• value their role as mentors, and to better assess and measure the development of students’ learning skills.

• integrate new and improved student learning techniques and tools.

• implement new and improved teaching techniques and tools.

• incorporate existing process curricula and learn to design process curricula for use in their own courses.

• value the importance of self-assessment in the growth process and design strategies to make more use of specific assessment tools with students and themselves.


Teaching Teaching Institute Institute OverviewOverview

We want to present a model of Process Education so that participants learn from direct experience.

We want to address issues pertaining to student learning and faculty teaching (including teaching techniques, assessment, self-assessment, evaluation, curriculum design, mentoring).

Key activities include:Learning Process Methodology (LPM)Assessment MethodologySetting TI goals & measurable outcomesDesigning an active learning activity


Sample Agenda—Day Sample Agenda—Day OneOne

Introductions of facilitators and

mentors

Overview of Process Education

Team Building activity

Team Goal Setting activity

Teaching the Reading Methodology

Learning Process Methodology

Facilitation Methodology

Creating a Productive Learning

Environment

Managing Learner Frustration


Sample Agenda—Day Sample Agenda—Day TwoTwo

Team Reflection activity

Assessment Methodology

Comparing Assessment and Evaluation

Modeling a Process Education Classroom

Dialog with Students about Process Education

Discussion of the Student Session

Midterm Assessment


Sample Agenda—Day Sample Agenda—Day ThreeThree

Team Reflection

Designing an Activity

Creating a Quality Learning

Environment

Consulting session

Strategic planning for the host

school

Assessment of the Teaching

Institute


Causes of Faculty Causes of Faculty Frustration Frustration

• Experiencing an active learning environment from the perspective of a learner.

• Having to perform and work within a cooperative team.

• Dealing with the high level of self-assessment that is required throughout the Institute.

• Having to perform in public (among peers) with explicitly defined performance criteria.

• Coming to the realization that the role of a faculty member in Process Education offers many new challenges and opportunities.

• Lacking proper preparation for an event of this nature.

• Handling the amount of ownership and responsibility that is shifted to Institute participants.

• Juggling three roles simultaneously during the Institute—that of learner, teacher, and researcher.


Cooperative Cooperative Learning Learning

Team RolesTeam Roles

Captain Optimist

Recorder Skeptic

Reflector Technology specialist

Spokesperson


Introductions and Introductions and Team Building Team Building

ActivityActivityWhyWhy

Introductions serve as a good first step toward helping participants get to know each other and provide an opportunity to become familiar with personal objectives and reasons for participating in the Teaching Institute.

A quality learning environment requires creating and building a sense of familiarity and trust among the participants who share common goals. The skills of interviewing and making introductions are transferable to other social situations and help to create a positive, trusting environment.



ActivityActivity

Learning ObjectivesLearning Objectives

1. Form initial teams and get to know more about your

fellow participants and why they are at the Institute.

2. Begin the process of team building.



ActivityActivity

Performance CriterionPerformance Criterion

Your knowledge and ability to relate to team members

Factor 1: knowing every team member’s name and

discipline

Factor 2: knowing one reason why each team member is

participating in this Institute


Constructing Team Constructing Team GoalsGoals

WhyWhy

Working within a base group or team is an integral part of this

Teaching Institute. The process of constructing team goals serves

to bring additional focus to what can be accomplished and gained

by individual participants. The integration of individual goals into

team goals sets a direction for the team and helps facilitate the

process of team building.



Learning ObjectivesLearning Objectives

1. Share personal goals and objectives for the Institute.

2. Create team goals with measurable outcomes to increase

cooperation and begin creating a friendly, trusting learning

environment.



Performance CriteriaPerformance Criteria

1. Generate a synthesized list of your team’s three main goals and associated

outcomes.

Factor 1: goals are action oriented

Factor 2: team goals represent input from all team members

Factor 3: outcomes are measurable

2. Ability to follow and meet requirements for performance within your team

role;

Factor 1: Captain directs the team to complete the Plan within the

given time constraints

Factor 2: Recorder uses the appropriate form and accurately records

team goals and outcomes

Factor 3: Reflector is able to provide an Oral Reflector’s Report if

called upon the by the facilitator

Factor 4: Spokesperson is able to clearly articulate the teams goals


Teaching the Teaching the Reading Reading

MethodologyMethodology

WhyWhy




Learning Learning ObjectivesObjectives




Performance Performance CriteriaCriteria


Reading QuizReading QuizLearning Process Learning Process MethodologyMethodology

1. How many steps are there in the Learning Process Methodology (LPM)? Level 1– information

2. Which step(s) in the LPM help the learner improve future learning performance? Level 2 – comprehension

3. How could you effectively use the LPM in your class?

Level 3 – application

4. How can methodologies be used to improve students’ use of processes? Level 4 – problem solution


Learning Process Learning Process Methodology Methodology

ActivityActivity


Managing Learner Managing Learner FrustrationFrustration


Team ReflectionTeam Reflection


Assessment Assessment MethodologyMethodology


Midterm Midterm AssessmentAssessment


Modeling the Design Modeling the Design

of an Activityof an Activity


Overview of Overview of Process EducationProcess Education

The need The need for changefor change

in higher education in higher education has lead to has lead to research, study, and research, study, and thethe

articulation articulation of a philosophyof a philosophy

which is which is based based uponupon

certain certain principlesprinciples

which require the which require the utilization of utilization of certaincertain

processesprocessesand toolsand tools

which which producproducee

learning and learning and assessment skillsassessment skills

in students in students which leads to which leads to development development ofof

self-self-growersgrowers


Process Process EducationEducation

• Process Map for Process Education• Knowledge Tables• Key Concepts associated with PE• Key Processes associated with PE• Tools associated with PE• Way of Being for a Process Educator• Bloom’s Taxonomy and PE• The Learning College• Levels of Knowledge• Creating a Productive Learning Envir

onment


Process EducationProcess Education (cont.)(cont.)

• Levels of Learner Performance• Profile of a Quality Learner• Excerpt from American Imperative• Classification of Learning Skills• Accelerator Model• Components of a Life Vision Portfolio


Process Process Education...Education...

• is an educational philosophy focusing on the improving

students’ learning skills and creating “self-growers.”

• is a philosophy which utilizes an approach of continuous

quality improvement with respect to the key educational

processes of learning, teaching, mentoring,curriculum design,

assessment,

and administration.

• involves the use of innovative concepts, processes, and tools

to create environments which are instructive, enlightening,

and assist students in improving their learning and self-

assessment skills.

PEPEPEPE


Paradigm ShiftParadigm Shift

““A paradigm shift is taking hold in American A paradigm shift is taking hold in American

higher education. In its briefest form, the higher education. In its briefest form, the

paradigm that has governed our colleges is this: A paradigm that has governed our colleges is this: A

college is an institution that exists to provide college is an institution that exists to provide

instructioninstruction. .

Subtly but profoundly we are shifting to a new Subtly but profoundly we are shifting to a new

paradigm: A college is an institution that exits to paradigm: A college is an institution that exits to

produce produce learninglearning. This shift changes everything. It . This shift changes everything. It

is both needed and wanted.”is both needed and wanted.”

“ From Teaching to Learning–A New Paradigm for Undergraduate Education” by Robert B. Barr and John Tagg. Change, November/December

1995


Excerpt from Excerpt from “An American “An American Imperative”Imperative”

Traditionally, the acquisition of skills essential

to life and work has been considered a by-

product of study, not something requiring

explicit attention on campus. We know of only

a handful of the nation's colleges and

universities that have developed curricular

approaches similar to, for example, the list of

critical skills by the Secretary of Labor's

Commission on Achieving Necessary Skills

(SCANS).


But skills such as these— written and oral communication, critical analysis, interpersonal competence, the ability to obtain and use data, the capacity to make informed judgments, and the skills required in community life— are essential attributes of a liberal education when they are accompanied by discipline-based knowledge. These skills can be learned. If they are to be learned, however, they must be taught and practiced, not merely absorbed as a result of unplanned academic experience.

“An American Imperative–Higher Expectations for Higher Education,” Wingspread Group on Higher Education, Copyright ©1993, The Johnson Foundation, Inc.

excerpt continuedexcerpt continued


Process Map for Process Process Map for Process EducationEducation

MENTORSMENTORSMENTORSMENTORS

growthgrowthgrowthgrowth

facilitate the

of

studentsstudentsstudentsstudents peerspeerspeerspeers

with respect to

&

Learning Processes & SkillsLearning Processes & SkillsLearning Processes & SkillsLearning Processes & Skills

KnowledgeKnowledgeKnowledgeKnowledge

to accelerate the construction of

recognizing &

respecting respecting the Individualthe Individual

respecting respecting the Individualthe Individual

use all types and forms of AssessmentAssessmentAssessmentAssessment

guided by

Quality Quality MeasuresMeasures

Quality Quality MeasuresMeasures

to

learn, create, design, applylearn, create, design, applylearn, create, design, applylearn, create, design, apply

CurriculumCurriculumCurriculumCurriculum

Teaching Teaching Techniques & Tools Techniques & Tools

Teaching Teaching Techniques & Tools Techniques & Tools

LearningLearningEnvironmentEnvironment

LearningLearningEnvironmentEnvironment

Learning Learning Techniques & Tools Techniques & Tools

Learning Learning Techniques & Tools Techniques & Tools

what to do

how to do it

the following:

harmonizing with

FacilitationFacilitation Techniques & Tools Techniques & Tools

FacilitationFacilitation Techniques & Tools Techniques & Tools

ConstructiveConstructiveInterventionsInterventions

ConstructiveConstructiveInterventionsInterventions

EmpowermentEmpowermentEmpowermentEmpowerment

leading to

directed towards



Respecting the Respecting the IndividualIndividual

• Learning stylesLearning styles

• Personality Personality

differencesdifferences

(Myers-Briggs)(Myers-Briggs)

• Personal historyPersonal history

• Cultural backgroundCultural background

• Value systemsValue systems

• Life visionsLife visions

• Cognitive stylesCognitive styles

• Affect issuesAffect issues



EmpowermentEmpowerment

Self-Learner

• lifelong learning

• personal education plan

• strong learning skills

• good problem solver

• confident

Self-grower

• self-assesses

• self-mentors

• no limits

• servant leader

• mentors others


Process Map for Process EducationProcess Map for Process Education

Facilitation Techniques Facilitation Techniques and Toolsand Tools

• learner-centered approach• quick start-up time• time regulation (time-pressured learning) to control

challenge level• real-time curriculum design• continuous assessment• expectation of high-level performance• challenging environment• judging versus standards• summarizing and debriefing

Facilitation Methodology



Constructive Constructive InterventionsInterventionsSupport Techniques• empathy• listening• “being there”• provide more “rungs”

Critical Questions• directed• convergent• divergent• indirect

Declaratives• answers• “just-in-time” lectures• doing something• directive

Control Techniques• inventorying• redirection• rephrasing• planning



Quality MeasuresQuality Measures

Processes

• robust

• coordinated

• precise

• economical

• timely

• adaptive

Outcomes• unified• clear• logical• aesthetic• meaningful• authoritativ

e• sensitive

In general

• effective

• efficient

• accurate

• flexible


Principles of Process Principles of Process EducationEducation

1.Each person’s learning processes can always be improved.

2.There is no measurable limit to one’s potential for learning; one’s potential is not constrained by perceived ability.

3.At times, everyone requires help with learning, but one’s goal is to become a capable, self-sufficient learner.

4.Methodologies serve to model processes and are extremely helpful for learning to use processes more effectively.


Principles of PE Principles of PE (continued)(continued)

5.Educators must assess their students regularly; not only for purposes of feedback, but also to model the assessment process and help students learn to self-assess better.

6.An empowered learner is able to effectively use learning processes and self-assess to improve future learning and performance.

7.A quality learning environment involves facilitators who focus on improving students’ learning skills in specific defined areas through timely, appropriate, and constructive interventions.


Principles of PE (continued)Principles of PE (continued)

8.An educational system can be continually improved by:

a. improving the quality of instruction

b. improving the management of the educational system with better performance criteria and measures

c. improving the quality of curricula

d. empowering learners to continually improve their performance in the context of the defined system

9.Implementation of Process Education involves utilizing a set of ideas, processes, and tools, which improve through ongoing research and application with continuous quality assessment.


Levels of Learner Levels of Learner PerformancePerformance

• Trained individuals• Learned individuals• Lifelong learners• Enhanced learners• Self-growers

Profile of a Quality Learner


Self-growersSelf-growers

• Seek to improve their own learning

performance with every experience.

• Create their own challenges.

• Serve as a leader and mentor to others.

• Take control of their own destiny —there are no bounds.

• Self-assess and self-mentor to facilitate their own

growth.


Profile of a Quality Profile of a Quality LearnerLearner

• is an active participant in the learning process

• focuses on improving his/her learning skills

• takes individual responsibility for learning

• has developed a life vision

• seeks to continually develop his/her self-assessment

skills

• makes use of and applies appropriate tools on a

regular basis


Processes and Tools Processes and Tools used in Process used in Process

EducationEducation

Faculty Processes

Faculty Tools

Student Processes

Student Tools


Student Student ProcessesProcesses

• language development• writing• reading• information processing• literary analysis• mathematical

reasoning• communication• self-management• teamwork

• critical thinking• problem solving• personal

development• educational planning• creating a life vision• self-assessment• journal writing• tool usage• research


Faculty Faculty ProcessesProcesses

• mentoring• assessment• evaluation• communication• facilitation• planning• peer coaching• curriculum

design

• designing a syllabus• building knowledge maps• constructing methodologies• designing performance

criteria• developing performance

measures• producing a quality

learning environment


Student Tools used Student Tools used in PEin PE

• learning journals• methodologies• study groups• peer assessments• peer tutoring• portfolios• Internet• software tools

• mentors• learning assessment

journals• interactive learning

systems• self-assessment papers• life vision plan• undergraduate research• learning communities


Faculty Tools used Faculty Tools used in PEin PE

• active learning• guided-discovery learning• applied critical thinking• structured self-reflective

thought• open-ended labs• constructive interventions

• cooperative learning• journal writing• technology• project work• facilitation• problem-based

learning


Classification of Learning Classification of Learning SkillsSkills

CognitiveDomain

SocialDomain

AffectiveDomain

PsychomotorDomain

Language Development & Assessment and Evaluation


Cognitive DomainCognitive DomainProcesses and General Skill Processes and General Skill AreasAreas

InformationInformation ProcessingProcessing

Collecting Data

Generating Data

Organizing Data

Retrieving Data

Critical Critical ThinkingThinking

Applying Knowledge

Modeling

Reasoning

Analyzing

Synthesizing

Creativity

Problem SolvingProblem Solving

Setting up the Problem

Structuring the Problem

Solving the Problem

Assessing Problem Solution(s)

ResearchResearchIdentifying Knowledge

NeedsDiscoveringPeer Review


Social DomainSocial DomainProcesses and General Skill Processes and General Skill AreasAreas

CommunicatiCommunicationon

Creating the Message

Presenting the Message

Receiving the Message

Effective Use of Form

ManagementManagement

Managing Organizations

Managing Systems

Leadership

Managing Resources

TeamworkTeamwork

Team Building

Team Maintenance

Performing in a Team


Affective DomainAffective DomainProcesses and General Skill Processes and General Skill

AreasAreas

Value Value DevelopmentDevelopment

Valuing Self

Valuing Others

Personal Personal DevelopmentDevelopment

Self Management

Emotional Management

Social ManagementEsthetic Esthetic DevelopmentDevelopment

Self expression

Cultural Appreciation


Psychomotor DomainPsychomotor DomainProcesses and General Skill Processes and General Skill AreasAreas

WellnessWellness

Maintenance

Renewal

Motor Motor DevelopmentDevelopment

Physical Development

Motor IntegrationTool UsageTool Usage

Using Information Processing Tools


Assessment Assessment and Evaluationand Evaluation

Designing an AssessmentDesigning an Assessment

Conducting an AssessmentConducting an Assessment

EvaluatingEvaluating

Reporting an AssessmentReporting an Assessment

Building VocabularyBuilding Vocabulary

Decoding Decoding CommunicationCommunication

Understanding syntaxUnderstanding syntax

Identifying SemanticsIdentifying Semantics

Identifying ContextIdentifying Context

Language Language DevelopmenDevelopmen

tt


Bloom’s Taxonomy and Bloom’s Taxonomy and PEPE

Level Bloom’s Taxonomy Alternate Term Process Skill Area

1. Knowledge/facts Information baseInformationProcessing

2. Comprehension Knowledge Critical thinking

3. Application Knowledge skillHigher-order critical

thinking

4. Analysis Problem solution Problem Solving

5. Synthesis New knowledge Research

6. EvaluationPeer-reviewed

knowledgeAssessment


The Learning The Learning CollegeCollege

• Creates substantive change in individual learners.

• Engages learners in the learning process as full partners, assuming primary responsibility for their choices.

• Creates and offers as many options for learning as possible.

• Assists learners to form and participate in collaborative learning activities.

• Defines the roles of learning facilitators by the needs of the learners.

• Its learning facilitators succeed only when improved and expanded learning can be documented for its learners.


Knowledge Knowledge TableTable

Concept — an idea that represents a set of relationships

Process — a sequence of steps, events, or activities that results in a change or produces something over a period of time

Tool — any device, implement, instrument, or utensil that serves as a resource to accomplish a task

ContextContext — the whole situation, background, or conditions relevant to

the process

Way of being — the set of behaviors, actions, and use of language

associated with a particular discipline or knowledge area;

a culture


Knowledge Table Knowledge Table (continued)(continued)

Knowledge Form Key Question Example

Concept What is it? Newton’s Laws

Process How do we do it? Problem solving

Tool What will we use? Spreadsheet

Context Where will we do it? Laboratory

Way of Being Why should we do it? Precision isimportant


Way of Being for a Way of Being for a Process EducatorProcess Educator

• wants to see growth in others• trusts and respects students• is a risk-taker• is willing to shift control to students• can handle and adapt to change• has the desire to be a self-grower• enjoys assessment and is open to feedback• is a highly productive person• works well with others


Key Concepts Key Concepts associated with associated with

Process EducationProcess Education• learner ownership

• empowerment

• self-grower

• mentor

• lifelong learner

• learning skills

• active learning

• life vision

• personal growth

• rate of learning

• mutually shared respect

• performance based learning

• levels of knowledge

• performance criteria

• adding value to process


Key Processes Key Processes associated with associated with

Process EducationProcess Education• assessment

• mentoring

• learning

• facilitation

• teamwork

• problem solving

• constructive intervention

• grading/evaluation

• faculty development

• personal development

• activity management

• curriculum design

• program assessment

• creating methodologies

• peer coaching

• designing quality measures


Tools associated Tools associated with Process with Process

EducationEducation• cooperative learning

• journals

• portfolios

• technologies

• activities

• foundations course

• learning communities

• methodologies

• concept models

• interactive learning systems

• Classification of Learning Skills

• learning assessment journal

• problem-based learning

• peer assessment

• self-growth paper

• reflection time

• laboratories


Levels of KnowledgeLevels of Knowledge

Level 1 knowledge — informationLevel 1 knowledge — information

Level 2 knowledge— comprehensionLevel 2 knowledge— comprehension

Level 3 knowledge— applicationLevel 3 knowledge— application

low level 3– application within a single context

high level 3 – generalize across multiple

contexts

Level 4 knowledge— analysisLevel 4 knowledge— analysis

(a working expertise with the knowledge)


Creating a Productive Learning Creating a Productive Learning EnvironmentEnvironment1. Establish initial respect.2. Start with no prejudging.3. Obtain shared commitment.4. Foster and support risk-taking.5. Permit the learner to fail.6. Set high expectations.7. Establish clear performance criteria.8. Implement a quality assessment system.9. Document performance.10. Continually challenge performance.


Accelerator ModelAccelerator Modelfocus on cognitive growthfocus on cognitive growth

ChallengChallengee

Cognitive Cognitive SkillsSkills eq

ual m

atch

line

(45o )

maximum

cognitive

growth line““Happy Zone”

Happy Zone”

ComplacencyBoredomDisengagement

Anxiety

Frustration

AngerDisengagement


Accelerator ModelAccelerator Model3 axes3 axes

Challenge

Cognitive Skill Set

Affective Skill Set

Equal Match Line


Components of a Components of a Life Vision PortfolioLife Vision Portfolio

• pre-assessment

• self analysis

• values analysis

• processing life’s difficulties

• role model exploration

• educational plan

• career search

• reflect on personal life issues

• time analysis

• resume/vita

• meaning of life

• passion exploration

• legacy

• synthesis


Assessment Assessment and Evaluationand Evaluation

• Types of Assessment

• Comparison of Assessment and Evaluation

• Key Assessment Issues

• Example of an Assessment Design

• Grading Strategy for a Process Course

• Sample Evaluation/Grading System

• Course Assessment System


Types of AssessmentTypes of Assessment

Assessments can be:• Formative – made on a continuous basis• Summative – occur at the end of a set time

frame or set number of performances • Real-time – made as a performance is

happening

Assessments can be performed by:• oneself, self-assessment• peers or colleagues, peer assessment• for others, either individually or in teams


Comparison of Assessment and Comparison of Assessment and EvaluationEvaluation

EvaluationEvaluation determines if a standard was met; success or failure

Assessment Assessment provides feedback on performance; Strengths, Areas for Improvement, and Insights (SII)

Assessor provides feedback on how the performance can be improved

Assessor provides feedback on what were strengths of the performance and why

MeasurementMeasurement

Assessor provides clarification and meaning with insights about the performance

Measured performance

Low

High

using Standard 2 measured

performance was a success

using Standard 1measured

performance was a failure


Key Assessment Key Assessment IssuesIssues

• meeting external accreditation requirements

• clarifying the difference between assessment & evaluation

• improving the quality of peer coaching

• assessing process as well as content

• creating quality performance measures

• improving the quality of real-time and formative assessment

• improving students’ self-assessment skills

• shifting from discreet evaluation of knowledge to continuous assessment of performance


Example of an Assessment Example of an Assessment DesignDesign

Scenario:Scenario: a college faculty picnic

Purpose of the performance:Purpose of the performance: a time for community, enjoyment, and sharing among families

Purpose of the assessment:Purpose of the assessment: to measure the degree of fun and good times of the participants

Criterion:Criterion: quality of the weatherfactor 1:factor 1: air temperaturescale:scale: degrees Fahrenheit

factor 2:factor 2: amount of sunshinescale:scale: percentage of clouds/cloudiness

Criterion:Criterion: amount of activity by childrenfactor:factor:official games and contestsscale:scale: number of games and contests entered

per child


Grading Strategy for a Grading Strategy for a Process CourseProcess Course

% of Total GradeDuring Class

(50–70%)Out of Class

(30–50%)

Group Work(20–35%)

Individual Work(65–80%)

detailed breakdown

detailed breakdown


Sample In-class Sample In-class Grading StrategyGrading Strategy

• Portfolios (10–20%)• Quizzes• Learning activities• Simple problem solving• Recorder’s reports• Reflector’s reports• Peer assessments• Presentations (5%)

• Exams (20–30%)• Portfolio (10%)• Quizzes (10%)• Essays (5%)

Group WorkGroup Work

Individual WorkIndividual Work


Sample Out-of-class Sample Out-of-class Grading StrategyGrading Strategy

• Projects (5–10%)

• Take home exam

• Homework

• Problem solving exercises

• Learning Journal (10%)

• Assessment Journal (10%)

• Papers (10–20%)

• Problem solving activities (10%)

• Self-growth paper (10%)

Group WorkGroup Work Individual WorkIndividual Work


Sample Evaluation/Grading Sample Evaluation/Grading SystemSystem

Group portfolio 15%

group project 10%

Midterm exams(2) 20%

Final exam 20%

Learning Journal 10%

Assessment Journal 10%

Paper 10%

Problem solving 5%

Midterm exams (3) 30%

final exam 20%

Learning journal 10%

Assessment Journal 10%

Project presentation 5%

Written report/project 10%

Problem solving 10%

Self-growth paper 5%

With Cooperative Learning

Without Cooperative Learning


Course Assessment Course Assessment SystemSystem

Learning Outcomes:Learning Outcomes:

• differentiate between assessment and evaluation

• decide to create an assessment system

• allocate time for assessment

• describe the most important characteristics

• address the most important assessment issues

• determine what you and your students are going to assess

• utilize various methods of assessment


MethodologiesMethodologiesKey tools to help learn processes• Reading Methodology• Learning Process Methodology• Problem Solving Methodology• Assessment Methodology• Facilitation Methodology• Methodology for Designing a Course• Methodology for Designing a Guided-Discovery

Activity• Methodology for Creating Performance Measur

es• Methodology for Creating Methodologies

1. 1. 2. 2. 3. 3. 4. 4.


Reading Reading MethodologyMethodology

1. Establish purpose.

2. Set objectives and criteria.

3. Estimate time.

4. Skim and outline.

5. Understand vocabulary.

6. Read and question.

7. Assess and reread.

8. Synthesize information.


Learning Process Learning Process MethodologyMethodology LPMLPMLPMLPM

1. Why1. Why 8. Plan 8. Plan

2. Orientation2. Orientation 9. Model(s)9. Model(s)

3. Prerequisites3. Prerequisites 10. Critical Thinking10. Critical Thinking

4. Learning Objectives4. Learning Objectives 11. Transfer/Application11. Transfer/Application

5. Performance Criteria5. Performance Criteria 12. Problem Solving12. Problem Solving

6. Vocabulary6. Vocabulary 13. Self-assessment13. Self-assessment

7. Information7. Information 14. Research14. Research


Problem Solving Problem Solving MethodologyMethodology

1. Define the Problem

2. Identify the Key

Issues

3. Collect and Assess

Information

4. Identify Assumptions

5. Break Problem Apart

6. Model Sub-Problems

7. Integrate Solutions

8. Test and Validate

9. Generalize the Solution

10. Communicate the

Solution


Assessment Assessment MethodologyMethodology

1. Develop guidelines for the assessor to follow

when assessing a performance.

2. Design the methods used for the assessment.

3. Collect information during the performance.

4. Report the findings to the assessee.

S: S: I: I:

I: I:


Facilitation Facilitation MethodologyMethodology

1. Define the outcomes of an activity.

2. Design, review, and prepare for an activity.

3. Decide which teaching/learning processes and tools are appropriate for each activity including the roles for the learners.

4. Pre-assess before an activity. Assess the level of students’ preparation.

5. Set up the activity. Make sure students have the why, learning objectives, performance criteria, resources, and general tasks for an activity. Performance criteria should be set in terms of both process and content.

6. Release the teams to pursue the activity.continuecontinuedd


Facilitation Facilitation MethodologyMethodology

7. Assess team and individual performances.

8. Provide constructive interventions based on process not

content.

9. Bring all the teams back together at conclusion of the

activity.

10. Provide closure with inter-group sharing of performance.

Share quality performances that others can benefit from

and areas where performance needs improvement .

11. Use various forms of assessment to provide feedback to

students. Make regular use of oral reflector’s reports.

12. Follow up after class.


Methodology for Designing a Methodology for Designing a CourseCourse

1. Identify long-term behaviors.2. Identify key learning objectives.3. Identify key measurable learning outcomes

(competencies).4. Construct a knowledge map.5. Choose themes for the course.6. Create appropriate methodologies.7. Produce key performance criteria.8. Identify a set of activities.9. Identify 15 selected learning skills. 10. Locate or build key performance measures.11. Identify activity preference types. continuedcontinued


Methodology for Designing a Methodology for Designing a CourseCourse12. Match activity types with chosen activities.

13. Allocate time across theme areas.

14. Choose 30 in-class and 30 out-of-class activities.

15. Sequence the activities across the themes.

16. Create individual activities from a priority list.

17. Enhance activities using technology.

18. Have the activities you create peer reviewed.

19. Design a course assessment system.

20. Design a course evaluation system.

21. Create a course syllabus.


Methodology for Methodology for Designing a Guided-Designing a Guided-Discovery ActivityDiscovery Activity

1. Identify the focus of the activity and choose the appropriate “key instrument” for the activity (methodology, model, simulation, etc.)

2. Identify the focus of the Select or develop the appropriate key instrument; provide a “Model.”

3. Choose an appropriate “Title.”

4. Create the “Why” for the activity.

5. Identify the “Learning Objectives.”

6. Define the “Criteria” for performance.

7. Create “Critical Thinking Questions.”

continuedcontinued


Methodology for Methodology for Designing a Designing a Guided-Discovery Guided-Discovery Activity Activity (continued)(continued)

8. Identify pertinent and necessary “Resources” and “Information.”

9. Create a “Glossary” of relevant terms.

10. Write a “Plan” for the activity.

11. Develop “Skill Exercises.”

12. Determine an “Assessment activity.”

13. Design a “Problem solving project.”

14. Provide a “Research project.”


Methodology for Methodology for Creating Performance Creating Performance MeasuresMeasures1. Build a team.2. Identify a facilitator.3. Divide into work teams.4. Write a descriptive definition of the skill.5. Synthesize into a descriptive paragraph.6. Identify a skill expert.7. Brainstorm factors.8. Produce a top 10 list.9. Identify five qualitative labels.10. Develop five statements that clarify behaviors.11. Write parallel statements.12. Test the classification levels.


How to Create a How to Create a MethodologyMethodology1. Define the direction.

2. Identify the key issues.

3. Put into context.

4. Set criteria.

5. Inventory information and resources.

6. Logically order steps or activities.

7. Execute the methodology.

8. Assess each step.

9. Facilitate the process.

10. Assess performance.

Step 1Step 1

pc ti pe pe1 ae mmmm copyright © pacific crest 2000 pe2 pacific crest 906 lacey ave. suite 211...

Documents

pe2 pacific crest teaching

learning curricula

learning theory

pe2 faculty development

journal curriculum

active learning approaches

process oriented curriculum

faculty performance