Student Learning by Design

1. Student Learning by Design Daniel T. Flynn & Dawn Hunter Institute for Excellence in Teaching Chapman University

2. Session Roadmap • Designing for Student Learning • Understanding the Chapman Context • Differentiating Instruction • Strategies to Enhance the Learning Process • WORKSHOP format—questions always!

3. The Context of Learning at Chapman

4. Course design is more than a list of course content • Content Knowledge • Syllabi Best Practices • Learning Objectives • Instructional Methods • Accreditation • Pedagogical Content • Knowledge • Classroom Management • Assessment • Scholarship • Curriculum Handbook • Faculty Manual Pedagogical Knowledge Content Knowledge Policy

5. Syllabus Assessment

6. Student Learning Outcomes • Course Learning Outcomes • Program Learning Outcomes • Institutional Learning Outcomes Student Learning Outcomes

7. This Session has Outcomes • After this session, active participants will be able to: • Understand the significance of course design guided by a syllabus • Locate Chapman Syllabi Resources • Program Learning Objectives • Course Approval System/Approved Syllabi • Previous Syllabus Handouts • Understand the difference between the “Syllabus” and the syllabus handout.

8. What Does the Syllabus Do? • List required Resources (readings, texts, links, etc.) • Sets out the Calendar of activities and readings • Establishes the Point of Contact between Student and Instructor • Sets Tone of class • Describes the Educational Purpose of course • Establishes the Logistics • Helps students Assess their Readiness • Provides Learning Resources • Defines Responsibilities • Serves as a Contract • “All course syllabi submitted in curricular proposals must follow the guidelines for course syllabi and the sample syllabus format.” • Required Contents– Curriculum Handbook p. 26 • Guidelines for Various Components—Curriculum Handbook pp. 26-29 • Sample Syllabus – Curriculum Handbook pp. 30-34 O’Brien, Millis, and Cohen, 2008

9. Chapman Courses Have Defined Syllabi Called the “Syllabus.” • All Chapman courses are defined and approved as per the Curriculum Handbook (p. 26).

10. Chapman Courses Have Defined Syllabi Called the “Syllabus.” • All Chapman courses are defined and approved as per the Curriculum Handbook (p. 26). • Chapman Course Syllabi can be found within the Course Approval System or from your department • ACTIVITY: • Navigate to The Syllabus of a course you will be teaching in the fall. • Login to MyWindow, click on “Faculty” tab. • Course Approval System is listed at right • Login to Course Approval System • Navigate to your course via Modeling: Navigate to Lehnhoff’s Brit Lit as an example

11. Program Learning Objectives are the Foundation to Course Development • All Chapman courses are defined and approved as per the Curriculum Handbook. • Chapman Course Syllabi all reference Program Learning Objectives • ACTIVITY: • Navigate to the Program Learning Objectives for a course you will be teaching in the Fall. • Chapman Main Website, Academics, Learning at Chapman. • Program Learning Outcomes link is listed in center • Listed by degree program • Navigate to your course via its degree program

12. “Syllabus” and Syllabus Handouts • ACTIVITY: • Navigate to previous student handouts located at Chapman Online Syllabus. • Login to MyWindow, click on “Faculty” tab. • SelectA-Z Index at right • |S|, click Syllabi (view) • Navigate to Chapman University 2013 Fall term • Find a syllabus handout from a previous instructor

13. Outcomes Link to Learning From Overbaugh & Schultz http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

14. Knowledge Dimension

15. http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

16. Student Learning Objectives Are CONNECTED to ASSESSMENT http://www.humboldt.edu/celt/tips/writing_student_learning_outcomes/

17. Student Learning Objectives Assessment Aligned with SLOs

18. Assessment What is Assessment? The systematic gathering, analysis, and interpretation of student produced evidence to determine how well student learning matches stated expectations.

19. Formative Assessment to Inform Instruction Formative Assessment The formative assessment process provides information needed to adjust teaching and learning while instruction is still in happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides instructors in making decisions about future instruction • Examples of Formative Assessment • Observation • Quizzes • Clicker questions • Discussion • Q&A • Practice presentations http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

20. Summative Assessment to Evaluate Student • Summative Assessment • The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. • Summative assessment should be aligned with SLOs • Summative assessment is usually High Stakes • Examples of Summative Assessment • Lab reports • Midterm exams • Final projects • Papers • Senior recitals Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

21. WRAP UP: SLOs and Assessment are the bookends of quality course design. http://www.humboldt.edu/celt/tips/writing_student_learning_outcomes/

22. This Session’s Outcomes • After this session, active participants will be able to: • Understand the significance of course design guided by a syllabus • Locate Chapman Syllabi Resources • Program Learning Objectives • Course Approval System/Approved Syllabi • Previous Syllabus Handouts • Understand the difference between the “Syllabus” and the syllabus handout.

23. Differentiated Learning “I teach the way my best teachers taught me.” “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” Abraham Maslow, 1966, The Psychology of Science

24. Differentiated Learning Characteristics of Our Students Bain, 2004; Swinicki & McKeachie, 2011 Read/Written Visual Aural –or- Kinestetic

25. Differentiated Learning Characteristics of Ourselves ACTIVITY: Go to bit.ly/sivark2014 and complete the VARK Questionnaire. NOTE your preferred learning style(s).

26. Differentiated Learning Characteristics of Ourselves ACTIVITY: Go to bit.ly/sivark2014 and complete the VARK Questionnaire. NOTE your preferred learning style(s). SHARE BACK: How was that experience? What awareness developed as you think about course planning ?

27. Next: Dawn Hunter— The LEARNING PROCESS: Designing Instruction to facilitate student learning

28. Planning is More Than Just Following “The Syllabus.” • Preparing to Teach—at each lesson • Bain, 2004 • Countdown for Course Preparation • 3 months out • 2 months out • 1 month out • 1 week out • Svinicki & McKeachie, 2014

29. Motivated Students Learn Strategies for Fostering Motivation:

30. Motivated Students Learn ACTIVITY: Think-Pair-Share. What are some ways you motivate your students other than grades? NOTE your preferred learning style(s).

31. Strategies for Fostering Motivation: • Expect engagement (explicit, cultural aspects of participation) • Be an engaging teacher (passionate, approachable, authentic) • Use praise and criticism effectively (informational, privately) • Create a “safe” environment to learn (fear factor – learning is short lived) • Promote student autonomy (meaningful learning – options) • Teach things worth learning • Expect and facilitate students success (rebuild confidence if necessary, provide resource suggestions) [Barkley, 2010]

32. Active Learning Strategies Engage & Motivate Students

33. Active Learning Strategies Activity: Quick write – How can you employ active learning in your content area?

34. Active Learning Strategies: • Clarify roles of teacher and students • Help students develop learning strategies (devices that help retrieve, acquire and integrate information) • Activate prior knowledge and apply knowledge to new situations • Teach for retention (emotional connection, making sense of knowledge – fits in with what is already known, meaningful – a reason to remember information) • Provide opportunities for practice • [Barkley, 2010]

35. Building Communities Builds Learning Strategies for Building Communities:

36. Strategies for Building Communities (welcoming, valued, contributing members): • Move away from an authoritarian role (shared responsibility for learning) • Promote class civility • Learn student’s names and encourage them to learn each other’s names (photo roster available for each class) • Ice breakers (don’t have to be “touchy/feely” can relate directly to course content) • Be consciously inclusive • Use principles of universal design (useable by all people) • Use small groups/group work effectively • Involve all students in discussions (“think-pair-share,” craft effective prompts, teach students how to benefit from discussions) • Have fun! • Celebrate community • [Barkley, 2010]

37. Challenging Students Benefits Students Strategies for Ensuring Students are Appropriately Challenged:

38. Strategies for Ensuring Students are Appropriately Challenged: • Assess baseline knowledge • Pay attention to content pacing (“minute paper”/”quick write”; “what questions remain”; “what did you learn in class today”) • Facilitate students learning of how to self-assess (learning logs, “optimal challenge zone”) • Differentiate instruction (level of instruction; vary materials and how they can be accessed; range of modes of instruction; vary required products; classroom set up/space; vary the way time is spent: whole group/individually/small group, what can students do if they finish early?) • Scaffolding support for learning (modeling, think out loud, anticipate where mistakes might be made, chunk information and break into smaller parts, discuss work with peers) • [Barkley, 2010]

39. Alternatives and Supplements to Lecture & Discussion • How we teach is generally influenced by: • Our philosophy of teaching (influenced by teaching models we have experienced) • Our abilities, skills, and comfort zones • The class being taught • The specific goals being emphasized at a particular time • [Svinicki & McKeachie, 2014]

40. Be deliberate – careful select and vary pedagogy:TransformativeCritical, Radical, LiberationContemplative EdutainmentExperiential Learning Service Learning/Civic engagementResearchEtc.

41. Within each of these pedagogical models we can use: - formal and informal group work, - role playing, - debates, - gallery walks, - readers/artists/writers/performance theatre, - music, - instructional “games,”

42. - visual artifacts, - quote prompts, - deconstructing academic controversy, - analytic teams to critically read materials, - book clubs, - graphic organizers, - “big ideas,” - inquiry activities, - problem posing/solving, - case studies, - reflective journals/learning logs, - “make it your own” projects,

43. - jigsaw strategies, - observation, - community walks, - interviews, - ethical dilemmas, - stand where you stand, - critical incident questionnaires/moments, - triad listening, - poster sessions, - simulations, - guest speakers, - etc.

44. Having the students do most of the work!

45. Questions?

46. Thank You! Dan Flynn Flynn@chapman.edu Dawn Hunter dhunter@chapman.edu

47. References: Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass. Gross Davis, B. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass. Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth, Cengage Learning.