Disciplines as frameworks for student learning
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Disciplines as Frameworks for Student Learning. Tim Riordan Alverno College. Articulating learning expectations for our students Developmental aspects of teaching, learning, and assessment Designing courses to engage students actively and developmentally

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Disciplines as frameworks for student learning

  • Articulating learning expectations for our students

  • Developmental aspects of teaching, learning, and assessment

  • Designing courses to engage students actively and developmentally

  • Forms of inquiry that foster scholarly teaching and collective responsibility


Articulating learning outcomes
Articulating Learning Outcomes

  • What can students not afford to miss in your discipline/subject?

  • What should students be able to do as a result of study in your discipline/subject?

  • How should students be able to think as a result of study in your discipline/subject?


Alverno abilities
Alverno Abilities

  • Communication

  • Analysis

  • Problem Solving

  • Valuing in Decision-Making

  • Social Interaction

  • Developing a Global Perspective

  • Effective Citizenship

  • Aesthetic Engagement



Questions to consider
Questions to consider different developmental levels?

  • How do the students improve as speakers?

  • What other abilities are they demonstrating in the process?

  • What implications does this have for teaching?


Analysis
Analysis different developmental levels?

1. Observes accurately

2. Draws reasonable inferences from observations

3. Perceives and makes relationships

4. Analyzes structure and organization

5. Refines use of disciplinary frameworks

6. Independently applies disciplinary frameworks


Designing active learning developmentally
Designing Active Learning Developmentally different developmental levels?

  • Development within a course

  • Development across courses at the same level

  • Development across a program


Development within a course
Development within a course different developmental levels?

  • Ongoing “assessment” of student learning

  • Design of learning experiences as developmental practice of learning outcomes


Tensions in the discipline
Tensions in the Discipline different developmental levels?

  • Exploration/Argument

  • Openness/Informed Judgment

  • Flexibility/Commitment


Development across courses at the same level
Development across courses at the same level different developmental levels?

  • Reinforce learning outcomes across course contexts

  • Problem-Solving/Analysis in psychology, politics, natural science, humanities, arts


Development across a program
Development across a program different developmental levels?

  • What you expect of students at different stages of the program

  • How expectations inform design of courses


Elements of assessment as learning design
Elements of Assessment as Learning Design different developmental levels?

  • Design learning experiences developmentally in relation to learning outcomes

  • Design assessment as learning

  • Develop criteria for performance and provide feedback for improvement

  • Create opportunities for self assessment


Criteria rubrics
Criteria/Rubrics different developmental levels?

  • Standards of what we expect in student performance

  • Indicators that the ability or knowledge is present in the performance

  • Basis for judgment, feedback, and self assessment


Scholarly teaching scholarship of teaching
Scholarly Teaching/Scholarship of Teaching different developmental levels?

  • Attention to learning outcomes, development, engagement

  • Informal/formal, individual/collaborative, going public/publishing

  • Structures and processes to support