Developing a Culture of
Teaching Excellence
Systematic Design
of Instruction
COL Joe Hanus
1
Group Activity
Situation:
Your organization has just made proficiency in
sustainability a program requirement.
You have been tasked to develop and teach a
new course on sustainability.
Group Task:
List the first three things you will do to design
this course on sustainability.
2
Systematic Design of Instruction
Dick & Carey, Ch. 1
Instructional
Analysis
Course
Goals
Course
Objectives
Gagne, Briggs & Wager, Ch. 2
CriterionReferenced
Tests
Instructional
Strategy
Development
and Delivery
of Instruction
Entry Level
Characteristics
Assessment and Revision
3
Systematic Design of Instruction
Course
Goals
4
Course Goals
Define course goals?
Sources of course goals?
5
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/customer need
• Mandate from the professional organization
• New technology
• Inspiration for Life Long Learning

6
Course Goals
CE300 Statics
Apply the
equations of
equilibrium to
analyze forces
on rigid bodies
7
Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Entry Level
Characteristics
8
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

9
Entry Level Requirements
CE300 Statics
Verbal Skills
English
Vector Calculus
Calculus
Computer Skill
Comp. Science
Trig./Geom./Algebra
High School
Forces and FBDs
Physics
10
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
11
Instructional Analysis
Equilibrium
Equations of
Equilibrium
2-D Equilibrium
3-D Equilibrium
Non-concurrent &
Concurrent forces
Forces
Types of
Forces
Concentrated
Distributed
Moments
Couples
Specific
Forces
Newton’s Laws
Friction
Weight
Internal
Shear/Moment
Diagrams
Solving
Forces
Vector math
Trigonometry
Geometry
Free body Diagrams
English/SI Units
Where Forces
Are Applied
Line of Action
Centroids
Moment of Inertia
Radius of Gyration
Rigid Bodies
Members
Particles
Rigid Bodies
Two force members
Types of Constraints
Types of
Structures
Trusses
Frames
Cables
Arches
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How the Course Fits
Into the Curriculum
Prerequisites
Follow-on Courses
Soils
Calculus
Computer
Science
Physics
Statics
Strength
of Materials
Struct.
Analysis
Adv. Str. of
Materials
Steel
Design
Concrete
Design
Adv. Struct
Analysis
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Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Course
Objectives
Entry Level
Characteristics
14
Write Course Objectives
How are Course Goals different
than Course Objectives?
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Write Course Objectives
Specific statements of what learners will be
able to do
 Based on instructional analysis and entry
level characteristics

Recall Monday’s Presentation by Dr. Finn
“Bloom’s Taxonomy and Lesson Objectives”
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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
17
Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Course
Objectives
CriterionReferenced
Tests
Entry Level
Characteristics
18
Develop Criterion Referenced Test Items
What are some examples of
Criterion Referenced Test Items?
19
Develop Criterion Referenced Test Items
Measure learners’ accomplishment of the
course objectives.
 Use absolute (not relative) standards of
achievement.
 Could include:
• Homework
Quizzes/Exams
• Design problems
Final Exam
• Oral presentations
Group Exercises
• Laboratory exercises
Project Deliverables

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Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Course
Objectives
CriterionReferenced
Tests
Instructional
Strategy
Entry Level
Characteristics
21
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
• Principles of effective teaching process
• Content to be taught
• Characteristics of learners and their learning styles
22
Group Activity
Situation:
Your organization has just made proficiency in
sustainability a program requirement.
You have been tasked to develop and teach a
new course on sustainability.
Group Task:
List the first three things you will do to design
this course on sustainability.
23
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.
24
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
25
Bloom’s Taxonomy of
Educational Objectives
For the
Cognitive
Domain
Evaluation
judge, critique, justify,
verify, assess, recommend
Synthesis
create, construct, design,
improve, produce, propose
Analysis
compare, contrast, classify, categorize,
derive, model
Application
calculate, solve,
determine, apply
Comprehension
explain, paraphrase
Knowledge
list, recite
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Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Course
Objectives
CriterionReferenced
Tests
Instructional
Strategy
Development
and Delivery
of Instruction
Entry Level
Characteristics
27
Develop and Deliver Instruction

Develop instruction
• Select textbooks
• Supplemental notes
• Refine homework and design problems
• Organize individual classes
• Prepare labs
• Develop physical models, computer simulations,
•
•
videos, etc.
Arrange field trips, guest lecturers, etc.
Course syllabus
28
Develop and Deliver Instruction

Deliver Instruction
• Classroom presentations
• Office hours / Additional Instruction
• Administer exams and projects
• Grade
• Conduct labs
29
Systematic Design of Instruction
Instructional
Analysis
Course
Goals
Course
Objectives
CriterionReferenced
Tests
Instructional
Strategy
Development
and Delivery
of Instruction
Entry Level
Characteristics
Assessment and Revision
30
Types of Assessments
Assessment of a Program
 Assessment of a Course
 Assessment of Teaching
 Assessment of Student Learning

31
Assessment and Revision
What are some examples of
Classroom Assessment Techniques?
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Assessment and Revision
What are some examples of
Classroom Assessment Techniques?
Recall Monday’s Presentation by Dr. Evans
“CATs by Angelo and Cross”
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Assessment and Revision


Course Assessment
• Student performance with respect to Course Objectives
• Classroom Assessment Techniques
• 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
34
Systematic Design of Instruction
Dick & Carey, Ch. 1
Instructional
Analysis
Course
Goals
Course
Objectives
Gagne, Briggs & Wager, Ch. 2
CriterionReferenced
Tests
Instructional
Strategy
Development
and Delivery
of Instruction
Entry Level
Characteristics
Assessment and Revision
35
Developing a Culture of
Teaching Excellence
Systematic Design
of Instruction
Questions?
36