Developing Curriculum and Teaching for Active and Engaged Learning

1. Developing Curriculum and Teaching for Active and Engaged Learning A Workshop on Teaching and Learning June 8 - 11, 2009 Welcome!! Professor John M. Dirkx Professor Julie Brockman Higher, Adult and Lifelong Education School of Labor & Industrial Relations Michigan State University Michigan State University dirkx@msu.edubrockma4@msu.edu CTU Workshop on Teaching and Learning

2. Participant Introductions Divide up into groups of five representing different departments or programs Introduce yourself and what you do in your department or program Briefly describe what you are hoping to get out of this workshop CTU Workshop on Teaching and Learning

3. Participant Survey of Needs and Interests - In small groups Introduce yourselves to each other What do you hope to get out of this program? What are your interests in this topic? What are your most pressing problems? CTU Workshop on Teaching and Learning

4. Workshop Objectives • Characteristics of learners and the learning process • Meaning and definition of curriculum; course and lesson planning • Principles of effective teaching • Improving teaching through active learning strategies

5. Our Assumptions and Methods • Knowledge, understanding, and practice model (KUA) • Project-based learning - design and implement a microteaching session

6. Workshop Agenda Day One Active and engaged learning Key issues in curriculum development Day Two Syllabus development Lesson plans Principles of effective teaching The active lecture CTU Workshop on Teaching and Learning

7. Workshop Agenda Day Three Characteristics of collaborative learning Peer teaching, case study, problem-based learning Day Four Microteaching sessions Debriefing and discussion Conclusion and certificate ceremony CTU Workshop on Teaching and Learning

8. Review of Workshop Agenda( Review the workshop agenda Share with large group any changes or revisions you think should be made in the workshop syllabus CTU Workshop on Teaching and Learning

9. Day One Students as learners Learning as an active and engaged process Key issues in curriculum development CTU Workshop on Teaching and Learning

10. Most ideas about teaching are not new, but not everyone knows the old ideas. Euclid, c. 300 BC CTU Workshop on Teaching and Learning

11. The Nature of Our Learners and How They Learn CTU Workshop on Teaching and Learning

12. Write down a response for the following two questions: What characteristics of your students as learners do you believe are important to your teaching? What do you believe about how your students learn most effectively? Briefly share your responses with another person in the workshop CTU Workshop on Teaching and Learning

13. Large Group Sharing What characteristics of your students as learners do you believe are important to your teaching? What do you believe about how your students learn most effectively? CTU Workshop on Teaching and Learning

14. Active and engaged learning is learner-centered CTU Workshop on Teaching and Learning

15. Learner-centered Approach to Teaching Attends to students Emphasis is on student learning rather than teaching Stresses student outcomes – are students learning what you intend? CTU Workshop on Teaching and Learning

16. A learner-centered approach takes into account: The nature and characteristics of students Students’ interests and needs CTU Workshop on Teaching and Learning

17. A learner-centered approach takes into account: Students’ beliefs and assumptions about themselves as learners How students learn – their preferences and strengths CTU Workshop on Teaching and Learning

18. Some Key Characteristics of Students as Learners CTU Workshop on Teaching and Learning

19. Key Issues in Considering the Nature of Learners Prior experiences or knowledge Preferences for certain ways to learn Ways of perceiving the world CTU Workshop on Teaching and Learning

20. Prior Experiences or Knowledge Family backgrounds and contexts Cultural and ethnic backgrounds Educational and work experiences Knowledge of the subject matter CTU Workshop on Teaching and Learning

21. Preferences for Certain Ways to Learn Read/write Auditory Visual Kinesthetic CTU Workshop on Teaching and Learning

22. Ways of Viewing the World Abstract Concrete Ways of Working Global Sequential CTU Workshop on Teaching and Learning

23. Reflective activity: What are some characteristics of your students that are important to helping them learn? CTU Workshop on Teaching and Learning

24. How Students Learn: Active Learning as Engaged and Deep Learning CTU Workshop on Teaching and Learning

25. Characteristics of Engaged or Deep Learning Students use prior knowledge and experience Students seek meaning in what they are learning Students uses higher order thinking skills, such as critical thinking, problem-solving, evaluation, and synthesis CTU Workshop on Teaching and Learning

26. Characteristics of Engaged or Deep Learning Students become increasingly self-directed and independent in learning Students reflect on and assesses learning process Students increasingly learn through recognition of patterns rather than memorization of facts CTU Workshop on Teaching and Learning

27. Implications for Helping Students as Learners Gradually involve students in deciding what they should learn and how Integrate content with learner’s life experiences and context Use relevant cases, problems, and real-life scenarios CTU Workshop on Teaching and Learning

28. Learner-Centered Approaches Help Motivate Learners Assess and address learners’ needs and interests Fosters a safe learning environment Actively engages learners CTU Workshop on Teaching and Learning

29. Attention Relevance Confidence Satisfaction Keller ARCS Model of Motivation CTU Workshop on Teaching and Learning

30. Summary of Our Work Characteristics of learners relevant to learning Learning as deep, engaged,and active Motivating learners involves: Attending to learners Providing relevant and meaning experiences CTU Workshop on Teaching and Learning

31. Break for Lunch CTU Workshop on Teaching and Learning

32. Welcome Back!! Feedback or Questions from Morning Session? CTU Workshop on Teaching and Learning

33. Small Group work: What are you currently doing to: Actively engage your students in the learning process? Motivate your students to learn? CTU Workshop on Teaching and Learning

34. Report out of small groups to large group CTU Workshop on Teaching and Learning

35. Curriculum Development and Course Planning CTU Workshop on Teaching and Learning

36. Terms/ Curriculum Development Program Subject Course Syllabus Lesson Program planning Instructional design Teaching and training CTU Workshop on Teaching and Learning

37. What do you mean by “curriculum”? How do you define it? CTU Workshop on Teaching and Learning

38. Different Meanings of the Curriculum What students learn The body of knowledge at the command of teachers The set of courses or experiences needed to complete a college degree or a program CTU Workshop on Teaching and Learning

39. Areas of Common in Curriculum Most approaches to definitions of curriculum reflect attention to a set of common elements CTU Workshop on Teaching and Learning

40. Curriculum as an Academic Plan CTU Workshop on Teaching and Learning

41. The Academic Plan Model of Curriculum Purpose Content Sequence Learners Learning experiences Resources Evaluation Adjustment CTU Workshop on Teaching and Learning

42. Elements of an Academic Plan Purpose - what students should learn Content – the subject matter Sequence – arrangement of subject matter Learners – information about students for whom curriculum is intended CTU Workshop on Teaching and Learning

43. Elements of an Academic Plan(Continued) Instructional processes – activities to use for learning Instructional resources – materials and settings to be used Evaluation – if knowledge, skills, attitudes, behavior changed Adjustment – changes in plan to increase learning CTU Workshop on Teaching and Learning

44. Purpose • Plan with the end in mind • What you intend learners to learn or be able to do • Ways of stating purpose or objectives • Learning objectives • Learning outcomes CTU Workshop on Teaching and Learning

45. Ways of Stating Outcomes Bloom’s taxonomy Knowledge, Understanding, and Application CTU Workshop on Teaching and Learning

46. Bloom’s Taxonomy Abridged • Full version • From remembering information or skill to applying, analyzing and evaluating/creating • Condensed version • Knowledge, understanding and application CTU Workshop on Teaching and Learning

47. Importance of Context in Understanding the Curriculum External influences Society, government, the scholarly discipline, marketplace, alumni Organizational influences Relations, resources, governance, administration Internal influences Faculty, students, scholarly discipline, program mission and administration CTU Workshop on Teaching and Learning

48. Small Group Work Application of the Academic Plan Model to your own curriculum and curriculum planning Beginning to plan for your microteach session CTU Workshop on Teaching and Learning

49. Summary of Day One Important characteristics of our students as learners Learning process as deep, engaged, and active The curriculum as an academic plan CTU Workshop on Teaching and Learning

50. Conclusion of Day One: Classroom Assessment What do you like most so far about the workshop? What would like you like to see changed? CTU Workshop on Teaching and Learning