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Today's Agenda. Concepts/Exit Skills/Objectives/EvaluationWhat are they?The ones for this workshopDesign them for your classThe ones developed for DSPS 31What to MemorizeMnemonics and Other StrategiesActivities / Assessments in DSPS 31Course Outline for DSPS 31. Typical Designing Process. Id
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1. Designing and Teaching a Memory Strategies Class Christine Tunstall, MS CCC-Sp
Instructional Specialist: Speech Pathology / ABI
Disabled Student Programs & Services
Mt. San Antonio College
Sunday, October 21, 2007
2. Today’s Agenda Concepts/Exit Skills/Objectives/Evaluation
What are they?
The ones for this workshop
Design them for your class
The ones developed for DSPS 31
What to Memorize
Mnemonics and Other Strategies
Activities / Assessments in DSPS 31
Course Outline for DSPS 31
3. Typical Designing Process Identify memory strategies and other things I think are important to teach.
Figure out generally how I’ll cover the material in class (outline)
Write the curriculum, objectives, etc.
Determine my grading process for the class (tests, papers, other assignments)
Figure out what I’ll actually do during class
4. Backwards Design What is backwards design?
“Beginning with the end in mind”
Wiggins, G. and McTighe, J. Understanding by Design (2nd Edition). Association for Supervision and Curriculum Development, 2005.
Understanding by Design: Three Stages
Identify desired results
Not “what I plan to cover,” but what they should know or be able to do as a result of taking your class
Determine acceptable evidence
How will you be able to tell that they know or can do?
Plan learning experiences and instruction
5. 1 - Identifying Desired Results What should the students know, understand, and be able to do – 5 years from now?
What are the essential questions of this topic?
What are the enduring concepts of this topic?
What are the key knowledge and skills?
6. Know/Understand/Be able to do for this Class Understand and approach development of a curriculum “with the end in mind.”
Know that there are a myriad of strategies out there and be able to evaluate those strategies’ appropriateness for your goals.
Be able to develop classroom activities and assignments that are functional and personally-relevant to the students’ needs.
7. Essential Questions What would students ask? What would help them make sense of the information?
Then think about broader questions about the topic.
Play “Jeopardy” with material you are thinking of covering.
Keep them open-ended questions, engaging, intriguing, even debatable.
8. Essential Questions for this Class Why is design important and how do I design something to fit my needs?
How do you find and evaluate what can work effectively to improve students’ memory skills?
What kinds of activities can develop students’ skills?
How can I make their learning functional and transferable?
9. Enduring Concepts What are they?
Originate from essential questions and what students should know/understand/do
Are statements that reflect the important knowledge & understandings of the topic
Form the basis of developing key knowledge and exit skills
They are the understandings you want the students to grasp
10. Back to: Know/Understand/Be able to do for this Class Understand and approach development of a curriculum “with the end in mind.”
Know that there are a myriad of strategies out there and be able to evaluate those strategies’ appropriateness for your goals.
Be able to develop classroom activities and assignments that are functional and personally-relevant to the students’ needs.
11. Enduring Concepts for this Class Curriculum designs evolve better from desired results, not planned coverage.
Memory strategies should be evaluated for their appropriateness to one’s goals.
Development and sequencing of tasks can emerge naturally from desired results and acceptable evidence.
Personally-relevant activities facilitate understandings and skills.
12. Group Activity Develop enduring concepts for the course you are thinking of:
(develop just one or two of each)
What do you want them to still know/ understand/ be able to do 5 years from now?
What are the essential questions?
What are the enduring concepts of this topic for your students?
13. Enduring Concepts for DSPS 31
You’ll get a copy of these when we reach this part of the workshop!
14. Exit Skills – “Desired Results” What are they?
What should they know / understand/ be able to do at the end of this class?
Which essential questions and enduring concepts should be developed into key knowledge and skills achievable by the end of this class?
15. Back to: Enduring Concepts for this Class Curriculum designs evolve better from desired results, not planned coverage
Memory strategies should be evaluated for their appropriateness to one’s goals
Development and sequencing of tasks can emerge naturally from desired results and acceptable evidence
Personally-relevant activities facilitate understandings and skills
16. Exit Skills / Desired Results for this Course Understand the basic concepts of the backwards design that they have used.
Develop a tentative design of a memory class for their settings, including enduring concepts, exit skills, objectives, and evaluation.
Be able to evaluate & sequence relevant strategies and activities for their class.
17. Group Activity Develop Exit skills for the course you are developing:
(develop one or two)
What should your students know / understand / be able to do when they leave your class?
What pieces of knowledge and skills are key to their ongoing success with this material after they leave this class?
18. Desired Results for DSPS 31
You’ll get a copy of these when we reach this part of the workshop!
19. Measurable Objectives What are measurable objectives?
A requirement of curriculum development
Goals for knowledge or skills that:
Have activities that show their development
These activities can be observed and objectively assessed
The assessment occurs in a manner that can be standardized to all the students
20. Back to: Desired Resultsfor this Course Understand the basic concepts of the backwards design that they have used.
Develop a tentative design of a memory class for their settings, including enduring concepts, exit skills, objectives, and evaluation.
Be able to evaluate & sequence relevant strategies and activities for their class
21. Measurable Objectivesfor this Class Demonstrate understanding of backwards design
Identify enduring concepts, exit skills, and objectives for a memory class relevant to their setting.
Determine assessment procedures to measure achievement of their objectives
Evaluate a variety of memory strategies and select at least four appropriate for their course
Plan a course outline or sequence of activities appropriate for their planned activities
Be satisfied with their emerging product
22. Group Activity Develop measurable objectives (one or two) appropriate for your class
They should be able to employ activities that will show their development (we’ll develop those activities later)
Vocabulary from Bloom’s taxonomy is common: identify, demonstrate, evaluate, apply, analyze, synthesize, etc.
23. Measurable Objectives for DSPS 31
You’ll get a copy of these when we reach this part of the workshop!
24. 2 – Determining Acceptable Evidence Usually – but not always – a measurable type of response, activity or product
What would show you that the student got the “desired result” / objective?
Note specifics in your “acceptable” response, skill demonstration, or product
Does it enable you to infer that the student got the enduring understanding/skill?
25. Back to: Measurable Objectivesfor this Class Demonstrate understanding of backwards design.
Identify enduring concepts, exit skills, and objectives for a memory class relevant to their setting.
Determine assessment procedures to measure achievement of their objectives.
Evaluate a variety of memory strategies and select at least four appropriate for their course.
Plan a course outline or sequence of activities appropriate for their planned activities.
Be satisfied with their emerging product.
26. Evidence / Evaluationfor this class List the basic concepts of backwards design
List at least one of (each) their enduring concepts, exit skills, and objectives planned
List at least one evaluation procedure planned
Select four strategies appropriate for their class
Yes/No – do they have a planned outline or sequence of activities?
Yes/No – are they satisfied with their emerging product?
Comments
27. Group Activity Look at each of your measurable objectives:
What kind of evidence do you need?
What specifics do you want to see in the response, performance, or product?
Can you infer from your evidence that the student attained the long-term enduring understanding / skill you were aiming for?
28. Evidence/Evaluation for DSPS 31
You’ll get a copy of these when we reach this part of the workshop!
29. “Understanding by Design”: Stages 1 and 2 If the desired result is Develop a tentative design of a memory class for their settings, including enduring concepts, exit skills, objectives, and evaluation,
then I need evidence that you have the ability to apply these concepts to your ideas of a memory strategies class,
(for CEUs, write some on your form!)
30. 3 – Plan Learning Experiences and Instruction so the learning experiences need to
engage you (in the benefits of the design)
inform you of the process of this design
apply to a course you might teach
involve you in actively applying the concepts in a supportive environment
produce a useful product (or start of one) that will reinforce the process
equip you with skills to continue on your own
31. Enjoy Lunch!
After lunch, we’ll start working on
the actual instruction ideas for
a Memory Strategies class
32. Teaching a Memory Strategies Class The desired results for DSPS 31:
Understand the theory of how memory works, and apply it to their own memory
Be able to identify what is important to memorize in academic material.
Experience applying variety of memory strategies
Select and demonstrate the use of those strategies they found helpful
33. Desired Result #2Identify what’s important End result: Be able to identify what is important to memorize in academic material
Acceptable Evidence: Graded group activities on identifying key concepts from increasingly complex material
Instruction: Introduce the identification of key concepts through 3 levels, spiral method 3 times during semester
I. Lists, steps of a procedure, labels
II. Information made more visible in the text by bolding, box, margins, diagrams, headings
III. Information that you must organize
34. Be able to identify what is important to memorize So the learning activities need to:
engage the students in seeking this
inform them of identifying characteristics
facilitate reducing them to key concepts
involve them in finding keys – with support
guide them to using the information for improving their memory of information
equip them with the skills to locate key concepts independently
35. Organizing Key Concepts I Handout
Briefly identify level 1 key concepts
Hook them with organizing activity - Word Sets
Try out mapping technique using memory theory information
Try out flow chart technique using O2 ?CO2 cycle and then perhaps with fractions
36. Word Sets
Organize these words into two sets
with three words in each set
37. Word Sets
Now organize them into another two sets of three words each set.
38. Identifying Key Concepts II Handout
Briefly review level 1 key concepts
Describe the visual nature of level 2 concepts
Provide on-screen examples in textbook pages for spotting level 2 concepts
Try out identifying level 2 concepts in sample textbook pages as a class
Activity (graded group activity)
Identify level 2 concepts in a sample textbook page and develop an association for one set
39. Identifying Key Concepts III Handout
Describe the general approach to level 3
Provide on-screen examples in textbook pages identifying and marking them
Try out handling level 3 concepts as class
Use mapping / outline to organize them
Activity (graded group activity)
Identify level 3 concepts in a sample textbook page and develop mnemonic(s) (prioritize)
40. Desired Result #3:Experience applying strategies End result: Experience applying a variety of memory strategies
Acceptable Evidence: Graded group activities on applying specific memory strategies
Instruction: Introduce mnemonic, practice in informal groups, then in graded group activity
Chunking • Peg Systems:
Associations - Verbal
Linking/Story - Visual
Journey/Loci/Roman Room - Phonetic
41. Experience applying a variety of memory strategies So the learning activities need to:
hook the students into trying them
demonstrate to them the effectiveness
explore how the strategy is used
involve them in activity with it – with support
guide them to using the strategy for improving their memory more independently
equip them with the skills to continue to apply the strategy independently
42. Mnemonics: Chunking Handout
Hook: States that start with N (review later)
Review various types with examples
Comp/Contrast Acronyms vs Acrostics
Informal groups try out acrostics
Activity (graded group activity)
Review group ratings and grading process
Assist groups, they present, class reviews
43. Mnemonics: Associations Handout
Hook: Exaggerating funny images (& art)
Review / Demonstrate various examples
Comp/Contrast/Blend visual vs verbal
Introduce “key word” concepts
Informal groups try out items
Nines multiplication / Pi
Activity (graded group activity)
Assist groups, they present, class reviews
44. Other Mnemonic Strategies Continue the same with other mnemonics
Linking / Story Techniques
Journey/ Loci/ Roman Room
Peg Systems –Visual, Verbal, Phonetic
Distributed Practice (repeated retrieval)
Handout, and interspersed with lecture
Prospective Memory (“to do”)
Handout, and assigned during lecture
45. Other ways to improve memory External Aids
PDA, Digital Memos, Cell Phones, Other
Health / Nutrition
Healthy Lifestyle
Diet and Supplement Issues
Exercise
Stress-reduction
Mental Stimulation
46. Desired Result for this class:Stages 1 and 2 If the desired result is Be able to evaluate & sequence relevant strategies and activities for their class,
then I need evidence that you have the ability to apply these concepts to your ideas of a memory strategies class,
47. “Know that there are a myriad of strategies out there” Web Sites to consider: (see handouts)
Some Suggested Memory Web Sites
Some Suggested Sites for Mnemonics Examples
Some Suggested Books / Articles
48. Group Activity Identify about 4 strategies for improving memory that would be appropriate for your class.
These may include:
Mnemonics (Chunking, Association, etc)
Other types of strategies (organizing, repeated retrieval, prospective memory, etc)
Other ways to improve memory (external aids, health/nutrition, exercise, stimulation, etc)
49. Desired Result #4:Demonstrate use of strategies End result: Select and demonstrate the use of those strategies they found helpful
Acceptable Evidence: Develop a portfolio of demonstrations of memory strategies applied to other class(es)
Instruction: Provide in-class support for each student’s development of a demonstration portfolio of strategy applications.
50. Select & Demonstrate Use of Strategies So the learning activities need to:
engage the students into using material from their other classes (personally relevant)
involve them in selecting material – create a structure with them that works for them
guide them to using strategies for their material more independently
equip them with the skills to continue to apply the strategy independently
51. Portfolio Handout
Assignment requirements
Chart (for guidance)
Done in 3 separate weeks
Need 3 demonstrations / need 5 / need 7
Each broadens possible strategies to use
Develop structure to assist
Present, and modify for each semester group
52. Desired Result #1:Understand theory and apply it End result: Understand the theory of how memory works, and apply it to their own memory
Acceptable Evidence: Quiz on theory, structured analysis for application to their own memory
Instruction: Discuss theory with activities, and give assessment tasks as group activities. Provide structure for analysis.
53. Understand the theory of how memory works, and apply it to their own memory So the learning activities need to:
Allow personal sharing to engage the learners
Provide a background appropriate to the goals of the class (mine had academic focus)
Include activities that require retrieval (an important part of my focus)
Include activities that give the students feedback on their own memory skills
Provide a structure and example for analysis
54. Theory For academics, include influences of attention and processing
Stress the importance of working memory and retrieval stages
Provide numerous examples of how problems at each step affect the outcome (personal sharing usually has started)
Activity of identifying step – given outcome
55. Assessment Attention
Processing (very general)
Working Memory
-----------------------------------
Short-term Memory
Long-term Memory (Survey)
Retrieval / Recall
56. DSPS 31 Course Outline Theory and Self-Assessment
Need to break up assessment processes
Key Concepts – Spiral
Need to integrate them as concepts build
Memory Strategies
Portfolio – Spiral
Need to include personally-relevant practice as concepts and skills develop