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COURSE SCHEDULE

You Are Here. COURSE SCHEDULE. WEDNESDAY. THURSDAY. FRIDAY. SATURDAY. SUNDAY. MONDAY. Admin & Gift. Admin & Gift. Admin & Gift. Admin & Gift. 8:00. Learning Styles. Lab III Practice Class 1. Lab IV Practice Class 2. Design of Instruction. Rapport. Learning Objectives.

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COURSE SCHEDULE

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  1. You Are Here COURSE SCHEDULE WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY Admin & Gift Admin & Gift Admin & Gift Admin & Gift 8:00 Learning Styles Lab III Practice Class 1 Lab IV Practice Class 2 Design of Instruction Rapport Learning Objectives Making it Work 10:00 Intro to ETW Planning A Class Assessment ASCE Initiatives Chalkboard Graduation 12:00 Lab IIIB Lab IA Lunch Learning To Teach Questioning Lunch Admin & Gift Lab V Practice Class 3 Teacher Performer Teaching Assessment 2:00 Demo Class I Lab IV (continued) Lab II Objectives Demo Class II Principles of Teaching & Learning Demo Class III 4:00 Class Prep & Working Dinner Class Prep & Working Dinner Class Prep & Working Dinner 6:00 Lab I Team- Building Hudson River Cruise

  2. Seminar X Organizing a Course:Systematic Design of Instruction Al Estes

  3. 2008 ExCEEd Teaching Workshop Movie Preferences Estes Scale 4 3 1 2 5 Max Testosterone, Violent, War, Sports, Sophomoric Humor Heart-warming, Weepy, Cute, Two-hanky love story 5: Wedding Crashers, Rush Hour 4: Bourne Identity, Longest Day, The Matrix, Shawshank Redemption 3: The Sting, Gremlins, Love Actually 2: Jungle Book, Princess Bride *3, Beautiful Mind, Amadeus, Out of Africa, Erin Brockovich, 1: Roman Holiday, Titanic, Pretty Woman, Dirty Dancing, Great Expectations 2.54

  4. Comparison with Other ExCEEd Groups

  5. Seminar X Organizing a Course:Systematic Design of Instruction Al Estes

  6. Learning Activity Situation: Your university has just made proficiency in sustainability a new graduation requirement. Your department head has asked you to develop and teaching a new course on sustainability. Group Task: List the first three things you will do to develop this course. Study Guide, p.49

  7. Dick & Carey, Ch. 1 Gagne, Briggs & Wager, Ch. 2 Systematic Design of Instruction Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Assessment and Revision

  8. Systematic Design of Instruction Course Goals

  9. Course Goals • General statement of what students will be able to do when course is completed • Sources of goals: • Institution, department, or program goals • Needs assessment from program review • Industry need • Mandate from the professional organization • New technology

  10. Course Goals CE300 Statics Apply the equations of equilibrium to analyze forces on rigid bodies

  11. Systematic Design of Instruction Instructional Analysis Course Goals Entry Level Characteristics

  12. Prerequisites Follow-on Courses Soils Steel Design Calculus Strength of Materials Struct. Analysis Concrete Design Computer Science Adv. Struct Analysis Physics Adv. Str. of Materials How the Course Fitsinto the Curriculum Statics

  13. Entry Level Characteristics • Knowledge and skills students must bring prior to beginning instruction • Identify where the knowledge and skills are obtained (prerequisites) • Other characteristics of the learners

  14. Entry Level Requirements CE300 Statics Verbal Skills English Vector Calculus Calculus Computer Skill Comp. Science Trig./Geom./Algebra High School Forces and FBDs Physics

  15. Instructional Analysis • Identify the learning required in the course being designed: • Major concepts • Subordinate concepts and skills • Diagram depicting these skills and the relationship between them A Map of the Content Domain

  16. Instructional Analysis Equilibrium Rigid Bodies Forces Solving Forces Types of Forces Equations of Equilibrium Members Vector math Trigonometry Geometry Free body Diagrams English/SI Units Particles Rigid Bodies Two force members Types of Constraints Concentrated Distributed Moments Couples 2-D Equilibrium 3-D Equilibrium Non-concurrent & Concurrent forces Types of Structures Specific Forces Where Forces Are Applied Newton’s Laws Friction Weight Internal Shear/Moment Diagrams Trusses Frames Cables Arches Line of Action Centroids Moment of Inertia Radius of Gyration

  17. Systematic Design of Instruction Instructional Analysis Course Goals Course Objectives Entry Level Characteristics

  18. Write Course Objectives • Specific statements of what learners will be able to do • Based on instructional analysis and entry level characteristics Learning Objectives (Seminar IV)

  19. Write Course Objectives CE300 Statics • Calculate external reactions for rigid bodies in 2D equilibrium • Draw free body diagrams for rigid bodies in 2D equilibrium • Analyze a truss • Calculate internal pin reactions in a frame • Calculate internal cable forces for discrete and uniformly loaded systems • Solve static dry friction problems • Calculate external reactions of rigid bodies in 3D equilibrium Demo Classes

  20. Systematic Design of Instruction Instructional Analysis Criterion-ReferencedTests Course Goals Course Objectives Entry Level Characteristics

  21. Develop Criterion Referenced Test Items • Measure learners’ accomplishment of the course objectives. • Use absolute (not relative) standards of achievement. • Could include: • Homework Quizzes • Design problems Final Exam • Oral presentations Group Exercises • Laboratory exercises Project Deliverables

  22. Systematic Design of Instruction Instructional Analysis Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics

  23. Develop Instructional Strategy • Strategy considers: • Pre-instructional activities • Presentation of information • Practice and feedback • Testing • Follow-up activities • Strategy Based on: • Knowledge of learning process • Content to be taught • Characteristics of learners Principles of Effective Teaching and Learning (Seminar II) Introduction to Learning Styles (Seminar III)

  24. A Model Instructional Strategy • Provide an orientation: • Why is this important? • How does it relate to prior knowledge? • Provide learning objectives. • Provide information. • Stimulate critical thinking about the subject. • Provide models. • Provide opportunities to apply the knowledge: • In a familiar context. • In new and unfamiliar contexts. • Assess the learners’ performance and provide feedback. • Provide opportunities for self-assessment. Seminar 1: Learning to Teach

  25. Implementing the Model • For a block of instruction (2-5 lessons): • Student preparation • Instructor-led lecture and discussion • In-class individual and group problem-solving, with assessment and feedback • Homework, with assessment and feedback • One or more exam problems • A transition from: • Instructor leading to students performing • Lower to upper levels of Bloom’s Taxonomy

  26. Evaluation Synthesis Analysis Application Comprehension For the Cognitive Domain Bloom’s Taxonomy of Educational Objectives judge, critique, justify, verify, assess, recommend create, construct, design, improve, produce, propose compare, contrast, classify, categorize, derive, model calculate, solve, determine, apply explain, paraphrase Knowledge list, recite

  27. Systematic Design of Instruction Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics

  28. Develop and Deliver Instruction • Develop instruction • Select textbooks • Supplemental notes • Refine homework and design problems • Prepare labs • Develop training aids, physical models, computer simulations, videos, etc. • Arrange field trips, guest lecturers, etc. • Course syllabus Organize individual classes (Seminar V)

  29. Develop and Deliver Instruction • Deliver Instruction • Office hours / Additional Instruction • Administer exams and projects • Grade • Conduct labs Classroom presentations ( Seminars VI, VII, VIII)

  30. Systematic Design of Instruction Instructional Analysis Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Assessment and Revision

  31. Types of Assessment • Assessment of a Program • Assessment of a Course • Assessment of Teaching • Assessment of Student Learning

  32. Assessment and Revision • Course Assessment • Student performance with respect to Course Objectives • Course surveys • Instructor self-assessment • Time surveys • Data comparison with previous years • Program Assessment • Student performance with respect to Program Outcomes • Graduate performance with respect to Program Objectives • Maps course contributions to Program Outcomes • Aggregates course assessment results at program level Classroom assessment techniques (Seminar IX)

  33. Systematic Design of Instruction Dick & Carey, Ch. 1 Instructional Analysis Gagne, Briggs & Wager, Ch. 2 Development and Delivery of Instruction Criterion-ReferencedTests Course Goals Course Objectives Instructional Strategy Entry Level Characteristics Assessment and Revision

  34. SeminarX Systematic Design of Instruction Questions?

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