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To Maximize the Session

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). Situational Barriers. Attitudinal/

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To Maximize the Session

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  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

  8. Human Capital

  9. Social Capital

  10. Make Happen

  11. Outcomes-based Education

  12. “…. 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.

  13. “… 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….

  14. … 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

  15. All Learners Can Succeed

  16. Success Breeds Success

  17. Teaching Institutions Control the Conditions of Success

  18. 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

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

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

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

  22. 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

  23. Characteristics of “Good” Learning Outcomes

  24. Specific and use active language

  25. Focus on the Learner

  26. Are realistic

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

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

  29. Manitoba Curriculum General Learning Outcomes Specific Learning Outcome

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

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

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

  33. Course Development

  34. 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

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

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

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

  38. 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

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

  40. Backward Design

  41. Stage 1: Identify the Desired Results Outcomes

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

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

  44. 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?

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

  46. Stage 2: Determine Acceptable Evidence

  47. 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?

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

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