Straightforward Backward Course Design

1. Straightforward BackwardCourse Design Karl A. SmithCivil Engineering University of Minnesotaksmith@umn.eduhttp://www.ce.umn.edu/~smithScience and Engineering Education Scholars Program B Seventh Annual ConferencePenn State MinnesotaJuly 2004 1

2. To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.

3. Formulate-Share-Listen-Create (Think-Pair-Share) • Individually read the quote “To teach is to engage students in learning. . .” • Underline/Highlight words and/or phrase that stand out for you • Turn to the person next to you, introduce yourself • Share words and/or phrases that stood out and discuss 3

4. It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments James Duderstadt, 1999 4

5. Knowledge Probe • Individually complete the knowledge probe • Example from MOT 8221 • What would you like to know about the students in your courses? 5

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9. Knowledge Probe • Individually complete the knowledge probe • Example from MOT 8221 • What would you like to know about the students in your courses? • Talk with a partner 9

10. Session Goals This session provides an opportunity for participants to: • Explore the pedagogical shift from providing instruction to enhancing student learning. • Identify desired learning outcomes for students. • Find out about and experience teaching methods that create active learning opportunities for students in a lecture setting. • Discuss ways to help students think critically about the information presented in lectures and prepare them to apply it in real-world settings. • Gain a conceptual understanding of cooperative learning and find out how to operationalize and use both informal and formal cooperative learning groups effectively. • Determine acceptable evidence of students’ learning. • Build cooperative teaching and learning skills while building a professional network of colleagues dedicated to enhancing student learning. 10

11. Your Session Goals Participants’ Goals for the Workshop: • Choose three of the listed goals that are most important for you and your colleagues? 11

12. Book Ends on a Class Session See Cooperative Learning Handout for details 12

13. Book Ends on a Class Session • Advance Organizer • Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every 10-12 minutes • Session Summary (Minute Paper) • What was the most useful or meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the “muddiest” point in this session?

14. Advance Organizer AThe most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.@ David Ausubel - Educational psychology: A cognitive approach, 1968. 14

15. Formulate-Share-Listen-Create • (Think-Pair-Share) • Informal Cooperative Learning Group • Introductory Pair Discussion of a • FOCUS QUESTION • Formulate your response to the question individually • Share your answer with a partner • Listen carefully to your partner's answer • Work together to Create a new answer through discussion 15

16. Quick Thinks • Reorder the steps • Paraphrase the idea • Correct the error • Support a statement • Select the response • Johnston, S. & Cooper,J. 1997. Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7. 16

17. Minute Paper • What was the most useful or meaningful thing you learned during this session? • What question(s) remain uppermost in your mind as we end this session? • What was the “muddiest” point in this session? • Give an example or application • Explain in your own words . . . Angelo, T.A. & Cross, K.P. 1993. Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass. 17

18. Informal CL (Book Ends on a Class Session) with Concept Tests Physics Peer Instruction Eric Mazur - Harvard B http://galileo.harvard.edu Peer Instruction – www.prenhall.com Richard Hake – http://www.physics.indiana.edu/~hake/ Chemistry Chemistry ConcepTests - UW Madison B www.chem.wisc.edu/~concept Video: Making Lectures Interactive with ConcepTests ModularChem Consortium B http://mc2.cchem.berkeley.edu/ STEMTEC Video: How Change Happens: Breaking the ATeach as You Were Taught@ Cycle B Films for the Humanities & Sciences B www.films.com Thinking Together video: Derek Bok Center B www.fas.harvard.edu/~bok_cen/ 18

19. Richard Hake (Interactive engagement vs traditional methods) http://www.physics.indiana.edu/~hake/ Traditional (lecture) Interactive (active/cooperative) <g> = Concept Inventory Gain/Total

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21. Lila M. Smith

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23. Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4), 26-35. • Over 300 Experimental Studies • First study conducted in 1924 • High Generalizability • Multiple Outcomes Outcomes 1. Achievement and retention 2. Critical thinking and higher-level reasoning 3. Differentiated views of others 4. Accurate understanding of others' perspectives 5. Liking for classmates and teacher 6. Liking for subject areas 7. Teamwork skills

24. Small-Group Learning: Meta-analysis Springer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-52. Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis. The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.

25. Strategies for Energizing Large Classes: From Small Groups to Learning Communities: Jean MacGregor, James Cooper, Karl Smith, Pamela Robinson New Directions for Teaching and Learning, No. 81, 2000. Jossey- Bass

26. Session Summary (MINUTE PAPER) PART A DIRECTIONS: Read the following questions, and write a brief answer to each one. What is most important point conveyed during this session? What is one new teaching activity you are willing to try? What is 1 question you have about the session? PART B DIRECTIONS: Read each statement in the scale below. Circle the degree to which you either agree or disagree with it. SD=Strongly Disagree D=Disagree N= Neutral A=Agree SA=Strongly Agree 1. I was comfortable with the pace of the session. SD D N A SA 2. I found the content to be relevant. SD D N A SA 3. I found the activities to be useful. SD D N A SA 26

27. Goals and Objectives Instruction Effective Course Design (Felder & Brent, 1999) EC 2000 Bloom’s Taxonomy Course-specific goals & objectives Classroom assessment techniques Technology Cooperative learning Students Assessment Other experiences Tests Other measures Lectures Labs 27

28. Straightforward Backward Design Stage 1. Identify Desired Results/Goals Stage 2. Determine Acceptable Evidence/ Assessment Stage 3. Plan Learning Activities and Instruction 28

29. A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass. 29

30. Taxonomies Bloom’s taxonomy of educational objectives: Cognitive Domain (Bloom & Krathwohl, 1956) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001). Facets of understanding (Wiggins & McTighe, 1998) Creating significant learning experiences (L. Dee Fink. 2003) 30

31. The Six Major Levels of Bloom's Taxonomy of the Cognitive Domain(with representative behaviors and sample objectives) • Knowledge. Remembering information Define, identify, label, state, list, match • Identify the standard peripheral components of a computer • Write the equation for the Ideal Gas Law • Comprehension. Explaining the meaning of information Describe, generalize, paraphrase, summarize, estimate • In one sentence explain the main idea of a written passage • Describe in prose what is shown in graph form • Application. Using abstractions in concrete situations Determine, chart, implement, prepare, solve, use, develop • Using principles of operant conditioning, train a rate to press a bar • Derive a kinetic model from experimental data • Analysis. Breaking down a whole into component parts Points out, differentiate, distinguish, discriminate, compare • Identify supporting evidence to support the interpretation of a literary passage • Analyze an oscillator circuit and determine the frequency of oscillation • Synthesis. Putting parts together to form a new and integrated whole Create, design, plan, organize, generate, write • Write a logically organized essay in favor of euthanasia • Develop an individualized nutrition program for a diabetic patient • Evaluation. Making judgments about the merits of ideas, materials, or phenomena Appraise, critique, judge, weigh, evaluate, select • Assess the appropriateness of an author's conclusions based on the evidence given • Select the best proposal for a proposed water treatment plant 31

32. Facets of Understanding Wiggins & McTighe, 1998, page 44 When we truly understand,we Can explain Can interpret Can apply Have perspective Can empathize Have self-knowledge 32

33. A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass. 33

34. Understanding Understanding Stage 1. Identify Desired Results Focus Question: What does it mean to “understand”? Stage 2. Determine Acceptable Evidence Focus Questions: “How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency (Wiggins & McTighe) 34

35. Understanding Misunderstanding • A Private Universe – 21 minute video available from www.learner.org • Also see Minds of our own (Annenberg/CPB Math and Science Collection – www.learner.org) • Can we believe our eyes? • Lessons from thin air • Under construction 35

36. Backward Design Stage 1. Identify Desired Results Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom? Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline? Filter 3. To what extent does the idea, topic, or process require uncoverage? Filter 4. To what extent does the idea, topic, or process offer potential for engaging students? 36

37. Worksheet 1 Worksheet for Designing a Class List 3-5 goals for a class you teach -- At the end of this class session my students will . . . 37

38. Backward Design Stage 2. Determine Acceptable Evidence Types of Assessment Quiz and Test Items: Simple, content-focused test items Academic Prompts: Open-ended questions or problems that require the student to think critically Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic 38

39. Worksheet 1 Worksheet for Designing a Class List assessment Procedure for one goal List 3-5 goals for a class you teach -- At the end of this class session my students will . . . 39

40. Backward Design Stage 3.Plan Learning Activities & Instruction • What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? • What activities will equip students with the needed knowledge and skills? • What will need to be taught and coached, and how should it be taught, in light of performance goals? • What materials and resources are best suited to accomplish these goals? • Is the overall design coherent and effective? 40

41. Active Learning: Cooperation in the College Classroom • Informal Cooperative Learning Groups • Formal Cooperative Learning Groups • Cooperative Base Groups 41

42. Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome). Key Concepts •Positive Interdependence •Individual and Group Accountability •Face-to-Face Promotive Interaction •Teamwork Skills •Group Processing

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44. Informal Cooperative Learning Groups Can be used at any time Can be short term and ad hoc May be used to break up a long lecture Provides an opportunity for students to process material they have been listening to (Cognitive Rehearsal) Are especially effective in large lectures Include "book ends" procedure Are not as effective as Formal Cooperative Learning or Cooperative Base Groups

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47. Professor's Role in • Formal Cooperative Learning • Specifying Objectives • Making Decisions • Explaining Task, Positive Interdependence, and Individual Accountability • Monitoring and Intervening to Teach Skills • Evaluating Students' Achievement and Group Effectiveness 47

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50. Course/Session Design - Cooperative Learning Format TASK: Complete the course design project. INDIVIDUAL: Everyone contributes. COOPERATIVE: One plan from the group, strive for agreement, make sure everyone is able to explain or demonstrate the learning activity. EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain. EVALUATION: Does the learning strategy fit the selected goal? INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain or demonstrate the activity. EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members. INTERGROUP COOPERATION: Each group will describe or demonstrate their activity to one other group. 50