Chapter 4 Designing Significant Learning Experiences II: Shaping the Experience

1. Chapter 4Designing Significant Learning Experiences II: Shaping the Experience

2. Step # 4: Generate Teaching and Learning Activities

3. Passive Learning Necessary component for the transmission of knowledge • Reading • Lectures

4. Active Learning 1. Experiences “Doing” e.g. Lab experiments “Observing” e.g.. Field trip to a factory

5. Active Learning (con’t) • Reflection Making meaning of the content and the learning process Can be done alone or with others e.g.. Journaling, small group discussion Note: Time must be given for students to reflect! Visit website: http://www.sci.sdsu.edu/BFS/first/activestrat.html for active learning ideas!

6. Step # 5: Integrate the Primary Components • How are the preceding steps fitting together so far? • Can you anticipate any problems? • Are your goals consistent with the students’ goals?

7. Step # 5: Integrate the Primary Components (con’t) • See Exhibit 4.4 on page 125 of Creating Sig. Learning Experiences • Identify your goals • Identify assessment procedures • Identify learning activities

8. Worksheet for Creating Integrated Components Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

9. Assess design so far: • Steps 1-5 • See figure 4.4 on page 127 of Creating Sig. Learning Experiences by Fink, L.D. • Are you on the right track?

10. Step # 6: Creating a Course Structure Review the course and select 4-7 major topics These topics should build upon one another- one strategy is to arrange from simple to complex, or chronologically

11. Learning Activities/Assignments These activities should integrate concepts discussed in the course so far Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

12. Step # 7: Selecting an Effective Teaching Strategy Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

13. Out of Class Activities These activities facilitate learning content Readings Written assignments e.g. essays Journaling Recording observations In Class Activities Focus should be on application of content Lectures Small Groups Case Studies Lab work Field trips Activities

14. Goal: Master and apply the course content • See page 132, 133 for Team Based Learning (Creating Significant Learning Experiences) • See page 135, 136 for Problem Based Learning (Creating Significant Learning Experiences) • See page 136, 137, 138 for Accelerated Learning with the “MASTER” plan (Creating Significant Learning Experiences)

15. Step # 8: Creating the Overall Scheme of Learning Activities • Create an overall Scheme of Learning Activities • See figure 4.13 page 139, Creating Significant Learning Activities • Integrate the course structure and strategies • Vary learning activities • Activities need a pattern of development in complexity and challenge • Create schedule of activities • Choose week one activity then the final week activity to ensure goals will be achieved. Fill in the middle weeks with these goals in mind. • Leave unscheduled time for potential problems

16. Step # 9: Put Together the Grading System • Fair and Educationally valid – appeal to different types of abilities • Reflect the full range of learning goals • Reflective relative to weight of activity • Grading Scale

17. Step # 10: Identify What Might Go Wrong • One Final Check • E.g. Room bookings, technical supplies/support, library resources, textbooks

18. Step # 11: Write the Syllabus • Communicate course information/delivery to students • General management: Instructor’s name, office hours, phone number, etc • Course Objectives • Discuss class activities, including due dates, tests and projects • Text and other required reading material • Grading procedures • Course/Institutional policies

19. Step # 12: Plan an Evaluation of the Course and Your Teaching • Consider a midterm as well as final evaluation • Goals being achieved, effectiveness of learning strategies, appropriate feedback and interaction with students • Multiple sources • Students • Peers • Audio/Videotape • Student

20. Good Design and Flow Experiences • Involve students • Pick own objectives • Feedback techniques and assessment • Reassess flow • Use diagrams, graphics (Unifying Mechanisms see figure 4.14, page 147, Creating Significant Learning Experiences

21. Case Study One Week in Review of a Course on Extreme Weather Week 3 Tornadoes http://www.pnr-rpn.ec.gc.ca/air/summersevere/ae00s02.en.html

22. Week # 3: Tornadoes

23. Questions to Ponder • What would motivate you to learn about tornadoes? • What other learning activities would you consider? • How would you evaluate learning in this week in addition to the learning journal and essay? (no need to respond to the group as we are just encouraging individual reflection. Thank you.)