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Integrated Learning Design Dr. Melissa Vosen Callens August 19, 2019

Integrated Learning Design Dr. Melissa Vosen Callens August 19, 2019. Workshop Objectives. Examine your current beliefs and how they do (or do not) intersect with the integrated learning design model Apply the integrated learning design model to a lesson of your choosing

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Integrated Learning Design Dr. Melissa Vosen Callens August 19, 2019

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  1. Integrated Learning DesignDr. Melissa Vosen CallensAugust 19, 2019

  2. Workshop Objectives • Examine your current beliefs and how they do (or do not) intersect with the integrated learning design model • Apply the integrated learning design model to a lesson of your choosing • Identify the value of instructional design theories in teaching

  3. Integrated Course Design • Write-Pair-Share: Think of a course, and a lesson within that course, you would like to teach or have taught. • What kind of impact would you like to have on your students as the lesson is happening? • What is it that you want your students to be able to do at the end of the lesson that they could not do before?

  4. Designing a Lesson(or Course) How do most faculty design a lesson (or course)? • Start with a topic (often found in a textbook) • Start with an activity • Many faculty are used to jumping to topics, textbook chapters, and assessments before clarifying learning objectives for students. • By thinking about our objectives first, we ensure greater alignment of our objectives and assessments and that teaching is focused on desired results.

  5. Provide a structure and meaning to the learning material • Ensure alignment between objectives and assessments • Help address common problems How can instructional design theories help us?

  6. Integrated Course Design

  7. Integrated Course Design

  8. Initial Phase: Integrated Course Design • Identify important situational factors. • Environment • Expectations by people outside the course • Characteristics of students

  9. Steps in Integrated Course Design ACTIVITY:Identify situational factors for a course you would like to teach.

  10. Initial Phase: Integrated Course Design What is the special pedagogical challenge in your course? Example, ENGL 120: College Composition II: • I am not a writer (the belief that one is either good at writing or is not good at writing). • Required, general education course / lack of interest

  11. Initial Phase: Integrated Course Design • Music Appreciation: “I hate classical music.” • Math: “Only smart people are good at math.” • Modern German History: “All German history is aboutWorld War II.”

  12. Initial Phase: Integrated Course Design ACTIVITY: With your partner, review your situational factors free writes. Discuss possible special pedagogical challenges. How might you address these challenges?

  13. What are some ways in which you can gather information to better identify and assess situational factors?

  14. Initial Phase:Integrated Course Design • Identify important situational factors. • Identify learning objectives. • Formulate assessment procedures and appropriate feedback. • Select teaching activities. • Make sure components are aligned.

  15. Integrated Course Design Objectives: • What is it that your students should be able to do at the end of the class session(s) that they could not do before? • A learning objective makes clear the intended learning outcome rather than what form the instruction will take. • Learning objectives focus on student performance. Action verbs that are specific, such as list, describe, report, compare, demonstrate, and analyze, should state the behaviors students will be expected to perform.

  16. Integrated Course Design • Review the write-pair-share you wrote at the beginning of the hour. Use it to write one measurable objective. Make sure to consider your situational factors! • Write-Pair-Share: Think of a course, and a lesson within that course, you would like to teach or have taught. • What kind of impact would you like to have on your students as the course is happening? • What is it that you want your students to be able to do at the end of the course that they could not do before?

  17. Initial Phase:Integrated Course Design • Identify important situational factors. • Identify learning objectives. • Formulate assessment procedures and appropriate feedback. • Select teaching activities. • Make sure components are aligned.

  18. Forward Looking Assessment(Grant Wiggins) • Realistic • Ask student to “do” the subject • Replicate or simulate the contexts in which adults are tested in the workplace, in civic life, personal life • Assess students’ ability to use knowledge and skill in a complex task • Allow opportunities for practice

  19. Forward Looking Assessments ACTIVITY: How could you assess student learning in the lesson you are planning?

  20. Wrap-Up DISCUSS: How might the integrated design model help with some of the concerns you have going into your first teaching assignment?

  21. College Teaching Certificate (CTC) • Three-semester(9 credit) graduate certificate in pedagogy • Must be concurrently enrolled in a graduate program • Complete application and submit $35 fee • Need a field supervisor (advisor) • Idea of what classes you plan to take

  22. College Teaching Certificate (CTC): Semester One • One Foundation Course: • COMM 702: Introduction to College Teaching in the Humanities and Social Sciences • HDFS 802: Teaching Developmental Science • STEM 810: Teaching College Science

  23. College Teaching Certificate (CTC): Semester Two • One Elective Course: • EDUC 728: Instructional Technology for Teaching and Learning • EDUC 753: Managing and Monitoring Learning • EDUC 853: Instructional Methods for Adult Learners • HDFS 880: Supervision and Teaching Couple and Family Therapy • STEM 820: STEM Curriculum and Instruction • STEM 840: Designing Technology-Infused Learning Environments in Higher Education

  24. College Teaching Certificate (CTC): Semester Three • Teaching Practicum: • Your Department Prefix + 792 (COMM 792) • This experience requires a minimum of 15 face-to-face teaching hours, with the remaining credit hours to be dedicated to preparing lesson plans, evaluating student data, and developing assessments. The field experience will be designed in consultation with a field experience supervisor (faculty teaching mentor). Students will prepare a 2-page field experience proposal for approval from the CTC Director during the semester prior to the experience.

  25. College Teaching Certificate Questions? • Talk to your advisor about how the CTC might fit with your program. • Visit with me, melissa.vosen@ndsu.edu.

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