To Maximize the Session

1. To Maximize the Session Participate (ask questions, give opinions, express concerns) Collaborate (share ideas, work together, offer suggestions) Respect (listen to each other, respect differing opinions) Commitment (participate actively)

2. Situational Barriers

3. Attitudinal/ Dispositional

4. Institutional

5. Academic Preparedness

6. Pedagogic

7. Employment training

9. Human Capital

10. Social Capital

11. Make Happen

12. Outcomes-based Education

14. “…. comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student.” Spady, W. 1994. Outcomes Based Education: Critical Issues and Answers. American Association of School Administration: Arlington, Virginia.

15. “… Thus having decided what are the key things students should understand and be able to do or the qualities they should develop, both structure and curricula are designed to achieve those capabilities or qualities….

16. … educational structures and curriculum are regarded as meansnot ends. If they do not do the job, they are rethought.” Willis, S. & Kissan, B. 1995. Outcome-Based Education: A Review of the Literature. Prepared for the Education Department of Western Australia

17. All Learners Can Succeed

18. Success Breeds Success

19. Teaching Institutions Control the Conditions of Success

20. Clarity of Focus • Focus on what learners able to do successfully • Enable predetermined significant outcomes • Focus on assessments of significant outcomes • Clarify short & long term learning intentions

21. Design Down • Trace back from desired end results • Identify “learning building blocks” • Link planning, teaching & assessment decisions to significant learner outcomes

22. High Expectations • Establish high, challenging performance standards • Engage deeply with issues • Push beyond

23. Expand Opportunities • Provide multiple learning opportunities matching learner’s needs with teaching techniques.

24. Learning Outcomes should… • Focus on what the learner has achieved rather than the intentions of the teachers. • Focus on what the learner can demonstrate at the end of a learning activity (measurable). • Focus on the application and integration of knowledge and skills

25. Characteristics of “Good” Learning Outcomes

26. Specific and use active language

27. Focus on the Learner

28. Are realistic

29. Focus on the application and integration of acquired knowledge and skills.

30. Indicate useful modes of assessment and the elements that will be assessed.

31. Manitoba Curriculum General Learning Outcomes Specific Learning Outcome

32. Mathematics | Manitoba Education English Language Arts 40S Transactional Focus

33. Foundation Skills Literacy and Communication Problem Solving Human Relations Technology

34. …every teacher will be a teacher of literacy and communication, of problem solving, human relations, and technology.

35. Course Development

36. The mere imparting of information is not education. Above all things, the effort must result in helping a person think and do for himself/herself. Carter G. Woodson

37. Traditional course design… • Content coverage • Activity centered • Not always clear connection to desired learning outcomes or larger understanding

38. Traditional course design • Choose text • Identify chapters to be covered • Develop lectures or labs • Create exams

39. Understanding by Design • Wiggins and McTighe • Represents BIG ideas with value beyond the classroom • Requires “uncoverage” • “Backward Design” - key • Engages students

40. Understanding by Design –Why Bother? • Focus on what you want students to achieve • Move away from “coverage” • Improve student and faculty engagement • Connect course outcomes, assessments, and activities • Facilitates mapping of course outcomes and student assessment to program, department, and institution – level goals

41. Understanding by Design with Grant Wiggins Jay McTighe on the Backward Design Framework

42. Backward Design

43. Stage 1: Identify the Desired Results Outcomes

44. Learning Outcomes What will my students know? What will my students be able to do? What will my students be to understand/appreciate?

45. Identifying Key Ideas Big-picture knowledge, allows One to find and retrieve information Prerequisites for success Students will know long after the class ends

46. Something to think about…. Course Outcomes Concepts and issues - What must the student understand to demonstrate the intended outcome? Process skills -What skills must the student master to demonstrated the intended outcomes?

47. Stage 1: Identify the desired results (based on Understanding by Design by Grant Wiggins and Jay McTighe)

48. Stage 2: Determine Acceptable Evidence

49. How will you know if students have achieved the desired results and met the expectations? What will you accept as evidence of student understanding and proficiency? What is evidence of in-depth understanding as opposed to superficial or naïve understanding? What kinds of assessment evidence will anchor units and guide instruction?

50. To what extent do the assessments provide fair, valid, and reliable measure of the desired results?