Welcome to the WIDS Workshop

1. Welcome to the WIDS Workshop Kirkwood Community College

2. Welcome • Tell your name and your position at the college • Share an item that you have with you that tells something about you (from your purse, briefcase, pocket, wallet, etc.) • Share any questions you’d like to get answered in this workshop

3. Preview Course Materials • Packet • WIDS PAT Library Books

4. Workshop Competency Competency Illustrate the WIDS Model Linked Core Abilities • Think critically • Communicate clearly Performance Standards You will demonstrate competence: • by completing the WIDS Model Framework activity for a unit study Your performance will be successful when: • framework includes one to three (1-3) related competencies • framework includes linked program outcomes, general education outcomes and/or external standards as appropriate • framework includes a set of learning objectives that outline supporting skills, concepts, procedures, processes and or principles that a learner needs to perform the competency • framework includes learning activities that help learners master the competency • framework includes an assessment strategy for the competency • framework includes a set of criteria that form the basis for the assessment checklist or rubric

5. What is WIDS?

6. What is WIDS? • Worldwide Instructional Design System • Created in 1993 by the WTCS Colleges • Curriculum Model • Software Package • Designed by our users for our users

7. Who Is Using WIDS? • Over 200 licenses worldwide (33 states and 5 foreign countries) • Technical colleges • Community colleges • Universities • High schools • Businesses

8. 16 WI Technical Colleges • MN State Community and Technical College • Saint Paul College, MN • Hennepin Technical College, MN • Bethel University, MN • South Central Community College, MN Some of Our Users • 6 Canadian Colleges • Learning Resources, Cape Town, South Africa • Schoolcraft Community College, MI • State Fair College, MO • National American University

9. Why WIDS? • Guidance and framework for teachers • Consistent curriculum model and language • Learner centered model • Document • Align/Link to standards • Store electronically • Prepare for accreditation visits

10. Basic Assumptions Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning Commission, NCA. 2001. Doherty, Riordan, Roth. “Student Learning: A Central Focus for Institutions of Higher Education.” Alverno College Institute, Milwaukee, WI.

11. The Challenge • Determine outcomes for learners • Design learning to achieve outcomes • Develop assessments that measure outcomes • Develop criteria for assessing student performance • Connect outcomes, assessments, learning

12. Imagine this . . . • You’ve just been hired to teach • It’s already the first day of school • The only materials you have been given are a syllabus and a text from the previous teacher • WHAT DO YOU DO NOW?

13. What you are facing is a typical instructional design challenge How do you get ready to teach?

14. Typical Questions • Who are the learners? • What will I teach? • How should I present the content? • How will I evaluate students’ work? • When will I know the students have learned?

15. Components of PBL:Performance Based Learning Content and Standards Assessment Instruction

16. Feature #1 • Competencies are identified, verified, and made public in advance • All content decisions are based on competencies • This is part of the WHAT

17. Competencies • Establish a soil nutrient plan • Determine a tillage and conservation plan • Determine a pest management plan • Manage crop storage Plan nursing interventions

18. Competencies Drive Learning and Assessment

19. Feature #2 • Assessment of a competency asks a learner to PERFORM the competency as the primary source of evidence that he/she has mastered it • This is the WHEN

20. I TAUGHT STRIPE HOW TO WHISTLE True Learning?

21. I DON’T HEAR HIM WHISTLING

22. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate.

23. Feature #3 • The criteria and conditions for assessing achievement are explicitly stated • They are made public in advance • Assessment is criterion-referenced, not norm-referenced • This is part of the WHEN

24. Feature #4 • The learning activities and teaching strategies relate directly to the competencies • A variety of strategies are used • Activities are learner centered • This is the HOW

25. LEARNING OUTCOME (COMPETENCY) Learning Activities Learning Activities Learning Activities Learning Activities ASSESSMENT Performance Standards

26. Aligning Course Design Components Misalignment between course objectives, classroom activities and assessment can often be the basis of students’ lack of learning. . . researchers have found that lack of excellence in [student learning is] caused, not so much by ineffective teaching, but by misalignment between what instructors intend to teach, what they actually teach, and what they test. S.A. Cohen, Instructional Alignment: Searching for a Magic Bullet

27. Activity • Complete the activity on pages 4 and 5 of your packet by yourself. • Then share your results with 2-3 other people. Discuss • How did you rate yourself? • How would you like to rate yourself differently in the future? (What would you like to change—if anything?)

28. Course Map • Examine the course map on page 6 of your packet • Complete your course map on page 7

29. Competencies Drive Learning and Assessment

30. Competencies • Describe an outcome of the course • Begin with a SINGLE action verb • Are measurable and observable • Require application of knowledge (application level or above on Bloom’s taxonomy) • Are clear and concise

31. Goal or Competency?

32. Goal or Competency? • Know about the human body • Build a staircase • Learn software programs • Create a spreadsheet • Evaluate employee safety programs • Understand machining processes

33. Competency • Using page 7, write a competency for each item in the box.

34. Competencies • Describe an outcome of the course • Begin with a SINGLE action verb • Are measurable and observable • Require application of knowledge (application level or above on Bloom’s taxonomy) • Are clear and concise

35. Learning Objectives • Facts • Concepts • Principles • Processes • Procedures

36. Activity • Complete page 8 in your packet • Share your ideas with a partner

37. Learning Activities

38. The Learning Cycle Application Motivation Comprehension Practice

39. ATTEND a lecture on Preparing a Presentation. BRAINSTORM situations where you might have to persuade someone at work. ATTEND a lecture on Preparing a presentation. BUILD sample presentations on the board. DEVELOP key messages for your presentation using the Presentation Plan Sheet. Presentations Unit: Session 1

40. PREPARE your presentation. CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet. MAKE changes if necessary. Presentations Unit: Session 5

41. Sample Learning Plan

42. Activity • Identify several activities you can use to teach the competency on your framework. • Write them in the box on the bottom left.

43. Why Write Performance Assessment Tasks

44. Raise the Quality of Work Learners Produce • Performance standards give a clear picture of what the end result should look like • Using that information learners can produce a quality product

45. Write your name

46. Performance Assessment Task

47. Provide Data for Improving Teaching/Learning

50. Talk About It • What conclusions can you draw from this data? • How might you use this data to improve teaching and learning? • What is the value of scoring guides for teaching and learning?