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Working the Plan

Working the Plan

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Working the Plan

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  1. Working the Plan Assessment and instructional Strategies Day 3 – March 17, 2011 Facilitators Jeanete McDonald & Denise Stockley

  2. Educational Technology Sessions: How did they go?

  3. Principles for Using Technologies • Think pedagogy first, technology second • Aim for simplicity and accessibility • Choose tools that promote active learning and student engagement • Align technology with objectives Adapted from Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology. Virginia Commonwealth University

  4. Seven Things You Should Know About… • series of technology briefs • provides concise information on emerging learning technologies and related practices. • each brief focuses on a single technology or practice and describes: • What it is • How it works • Where it is going • Why it matters to teaching and learning

  5. Content Assessment Learning Outcome Context Strategy TLS McGill University

  6. Learning Outcomes • Formulate the beginnings of an assessment and instructional plan to facilitate the achievement of your learning outcomes and course objectives • Explain (and appreciate) the degree to which instructional strategies and assessment methods are intricately linked (alignment, again)

  7. Mystery Activity – Making a…..? • look at the materials available on your table to make a butter and jam sandwich • prepare a list of instructions on how to make the sandwich • compare your list with a partner and make any changes necessary • instruct a volunteer at your table to make sandwich and observe what happens

  8. Assessment – food for thought • What & how we evaluate: • signals what we want students to learn (Fenwick & Parsons, 2000) • defines the actual curriculum from the students’ point of view (Ramsden, 1992) • is the most significant prompt for learning (Boud, 1995)

  9. Assessment: Two Types Formative Summative • purpose: diagnosis, growth, feedback • takes place during the learning process • often not graded • feedback to learner and teacher/facilitator on progress to date • done at the end of module, course, unit • judgement is final • usually associated with marks • no opportunity to revisit learning BOOK CATS

  10. Assessment: Two Modes Formal Informal • structured • devised in advance • learners / teacher aware that evaluation occurring • some form of documentation of results • e.g., tests, projects, presentations, essays, case analysis, inventory • less structured • devised in advance OR on the spot • sometimes only instructor is aware of evaluation • usually no documentation of results • e.g., facilitator/teacher observation, polling learners

  11. Selecting Assessment Tools • taxonomic level(s) of learning objectives (Bloom); ICE (Fostaty Young) • number of students to be assessed • number of hours needed to prepare and evaluate x number of tests/assignments/exercises • availability of teaching assistants to help with marking (or other like resources) • administration, context, setting of assessment • demands on your time when assessment takes place Source: Pregent, 1990 | Walvoord & Anderson, 1998

  12. Assessment Strategies: Mining for Nuggets • Brainstorm a list of assessment strategies, practices, or methods you have used, experienced, or observed others using. • Choose your top two and write them on the provided flip chart paper for sharing. Be prepared, if selected, to speak to your pick of the day. • Consider how to adopt for online versus faceto face settings

  13. Instructional Strategies Section III

  14. Instructional Strategies: Some Assumptions • designing courses for learning not teaching • learning takes place inside/outside the classroom • learning can take place in un/structured settings • students can learn w/o us being present • students can learn material not covered by prof.

  15. Principles of Good Practice(Chickering & Gamson,1987) • encourages contact b/w students and faculty • develops reciprocity and cooperation among students • encourages active learning • gives prompt feedback • emphasizes time on task • communicates high expectations • respects diverse talents and ways of learning

  16. Designing a Unit of Instruction for Learning

  17. Course / Module Blueprint

  18. Selecting Instructional Strategies • aligns with stated learning outcomes • reflects learner knowledge, skills, abilities, experiences • takes into account learning/er context (contexts defines what’s possible) • builds in opportunities for informing, practice, and feedback • reflects what can best be done in-class, online, offline

  19. Instructional Strategies: Mining for Nuggets • Brainstorm a list of instructional strategies, practices, or methods you have used, experienced, or observed others using. • Choose your top two and write them on the board for sharing. Be prepared, if selected, to speak to your picks. • Consider how to adopt for online versus faceto face settings

  20. Next Steps • Consolidating • see next steps section of binder • complete first chart • Going Forward • Friday Morning • Staying Connected

  21. References/Resources • Boud, D. (1995). Assessment and learning: Contradictory or complementary. In Knight, P. (Ed.). Assessment for learning in higher education. London: Kogan Page, pp. 35-48. • Fenwick, T. & Parsons, J. (2000). The art of evaluating adult learners: A handbook for educators and trainers . Toronto, Ontario: Thompson. • Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology • Learning and Teaching Centre (2006).The course redesign process. Pre-conference Workshop, EDC Conference, University of Victoria, February. • McAlpine, L. (2000). Designing a unit of instruction for learning. 8C-Designing a Unit of Instruction for Learning.doc PPT Slide. Accessed March 3, 2008. • Pregent, R. (1990). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications • Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. • Rowntree, D. (1977). Assessing students. London: Harper & Row. • Saroyan, A. & Amundsen, C. (Eds). (2004). Rethinking Teaching in Higher Education. Sterling: Stylus Publishing, Inc. • Teaching and Learning Services, McGill University • Walvoord, B., & Anderson, V. (1998). Effective Grading: A Tool for Learning and Assessment. San Francisco, CA: Jossey Bass.