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Teaching for Learning Course Design


Click to edit Master subtitle style

4/22/12

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What course will you develop for 8101 portfolio?

n As

you come into class today n Sit at the tables with handouts n Begin listing, drawing, mapping out ideas for the course you will develop and turn into a syllabus n Some possibilities: n title n whos there/where offered, n what students will be able to 4/22/12 + do in the class

+ Centered Title

http://www.joebower.org/201 1/08/

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St u d e nt s as Le ar n er s

+ Universal Design Key Question


n Students

want to learn and their instructors share this goal. How can instructors select their curriculum and instructional strategies to maximize the learning of all students?

The Faculty Room, DoIt webpage: 4/22/12 http://www.washington.edu/doit/Faculty/S


n

+ Universal Design Core Practice


n Employing

universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf.

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+ Universal Design Core Practice


n However,

applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations.

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+ Universal Design Core Practice


n For

example, designing web resources in accessible format as they are developed means that no re-development is necessary if a blind student enrolls in the class; planning ahead can be less time-consuming in the long run. Letting all students have access to your class notes and assignments on an accessible website can eliminate the need for providing materials in alternative formats.
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Gathering Data Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms

Environment

Curriculum
Reflection Intended Learning Outcomes

Instruction
Creating Learning & Teaching Activities

Testing Feedback & Assessment Components/Tasks

Assessment

INTEGRATED ALIGNED COURSE DESIGN 4/22/12

+ Integrated Aligned Design


n

Integrated Aligned Design incorporates the principles of Universal Design into well several other schemes that reflect established tenants of good curricular design.

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Environment
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms

Learning & Teaching Activities

Instructi on

Curriculum
Intended Learning Outcomes

Assessment
Feedback & Assessment Components/Tasks

INTEGRATED ALIGNED COURSE DESIGN


4/22/12 from Dee Fink Adapted

Environment
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms

Instruction
Learning & Teaching Activities

Curriculum
Intended Learning Outcomes

Assessment
Feedback & Assessment Components/Tasks

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+ Integrated Aligned Design


Backward Design
n n n n

Review multiple contexts shaping Environmental Factors (Environment) Establish Intended Learning Outcomes (Curriculum) Determine plan for Feedback & Assessment Tasks (Assessment) Develop teaching and learning activities (Instruction)

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+ Backwards Design
n Begin n Write n Use

at the END

clear, unambiguous, specific Learning Objectives multiple accessible methods of and tools for Assessment Teaching and Learning activities are flexible, adaptable, and consistent with outcomes
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n Select

n Reflect

+ Course Design Scenarios


n Working n Discuss n

in trios (two trios per table)

assigned Course Design Scenario How would this scenario affect my course across the IADesign cycle? n outcomes? n learning/teaching plans in & out of class? n assessment?
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Consider also

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