Advanced Facilitator
Certification
Combined Weekly Readings
Version 0413A
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Table of Contents
Table of Contents ........................................................................................................................................................ 2
Week One Readings ............................................................................................................................................................... 3
Literature Review Examples .............................................................................................................................................. 3
Library Tips and Strategies ................................................................................................................................................ 3
UOPX Scholarship ............................................................................................................................................................. 8
Week Two Readings ............................................................................................................................................................. 12
Learning Theorists............................................................................................................................................................ 12
Theorist Resource Guide ................................................................................................................................................. 13
Adapting Courses Using the Principles of Course Design ............................................................................................... 23
Advocating Student Learning by Adapting Courses ........................................................................................................ 39
College Guidelines for Adapting Courses ........................................................................................................................ 41
Week Three Readings .......................................................................................................................................................... 45
Learner-Centered Environment........................................................................................................................................ 45
Metacognition ................................................................................................................................................................... 47
The Role of Classroom Assessment ................................................................................................................................ 50
Week Four Readings ............................................................................................................................................................ 54
Description of the Classroom Management Tool (CMT) .................................................................................................. 54
CMT – Qualitative Participation ........................................................................................................................................ 56
ABC Facilitation Model and the CMT ............................................................................................................................... 60
CMT – Qualitative Feedback ............................................................................................................................................ 61
The Socratic Method and Student Feedback ................................................................................................................... 63
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Week One Readings
Week One opens with an activity and discussion centered on scholarship at UOPX. Participants
reflect on their current knowledge of UOPX scholarship activities and explore the overall benefits of
scholarship involvement. Additionally, participants will take a refreshing look at the use of research
and the literature review process, as it applies to advanced facilitators’ scholarship and classroom
instruction. Scholarship will be applied in the sense of erudition beyond concluding one’s degrees.
Literature will be defined as current, available material relating to a subject area of expertise and, in
this certification, a scholarly journal from the University Library. As with all valuable tasks, reflection
and advocate exploration will round out the process.
The focus this week is to employ the literature review as a tool to stay progressive and fresh in one’s
discipline. The selected reading on the hermeneutic circle literature review method presents a system
of identifying a small number of highly relevant publications versus a huge number of potentially
relevant publications on a specific topic to quicken the process of finding germane information.
Various search techniques are offered in the Electronic Reserve Readings; some familiar, some new.
The most current tools of the University Library are summarized in the Library Tips and Strategies
reading to help facilitate research.
This twist to the literature review process is a quick investment in staying up-to-date in one’s field of
expertise and does not require an opinion on the sources, but a dissemination of the material, such
as a unique overview or stepping-stone. In that vein, the deliverable involves a self-created visual.
The goal is to practice simplifying material into a visual for ease of audience comprehension. This
also provides a different presentation of the material that reaches multiple learning styles. The
Secrets of Readable Charts offers ideas for creating visuals.
Literature Review Examples
Examples of Literature Reviews can be found in the Week One Readings.
Library Tips and Strategies
The university provides an extensive online library for active faculty with 24/7 access from eCampus
anywhere there is an Internet connection. Tapping into the University Library will uncover a broad
spectrum of documents catalogued and ready for use. There is an outstanding collection of eBooks,
scholarly journals, multimedia content, current industry periodicals, and more. The library’s collection
of resources is continually updated and expanded to provide up-to-date and relevant information.
Examples of resource types include the following:
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Articles
Audio files
Conference proceedings
Dissertations
Essays
Financial data
Images
Industry reports
Video files
White papers
The newest supplements to the University Library include:
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Khan Academy focuses on providing free educational materials on a variety of subjects for a
wide range of learners. It includes videos, interactive lessons, and online assessments on
topics such as math, science, finance and economics, humanities, and computer science.
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A permalink to ebooks published by Signma Theta Tau International was added to the
University Library’s website. This permalink directs users to the publisher’s collection that is
accessible through the University Library’s ebrary Academic Complete package. Sigma Theta
Tau International is a Nursing Honor Society that supports the learning, knowledge and
professional development of nurses.
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Cabell's Directories Cabell's Directories provides access to detailed information about
scholarly journals that is designed to help researchers and academics match their manuscripts
with journals that are most likely to publish them. Cabell’s provides information such as contact
information, publication information, the journal’s review process, and manuscript
specifications.
Supplements within the last six months are as follows:
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Computers and Applied Sciences Complete database from EBSCOhost covers a variety
of topics on computer and applied sciences, including traditional engineering challenges and
research, computer theory and systems, and new technologies. It contains abstracts for over
2,200 academic and professional publications and full-text for more than 1,020 periodicals.
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Entrepreneurial Studies Source offers access to 150 periodicals, numerous case studies
and company profiles, and over six hundred videos with transcripts. It covers a variety of
entrepreneurial topics including business planning, communications, innovations,
management, marketing, organizational behavior, product development, raising capital, and
risk taking, among others.
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Literary Reference Center Plus from EBSCOhost provides access to full text content from
literary reference resources, literary journals and magazines and more on thousands of
authors and their works across literary disciplines and timeframes. A breakdown of the content
is as follows:
o Over 35,000 plot summaries, synopses and overviews
o Close to 100,000 literary criticism articles and essays
o Over 257,000 author biographies and over 7,300 author interviews
o Over 660 literary journals
o Over 705,000 book reviews
o Over 99,000 classic and contemporary poems
o Over 23,100 classic and contemporary short stories
o 40 full-text study guides
o 72 literary videos
o Over 8,200 classic texts
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Films on Demand database includes documentaries, educational films, and even full length
production of stage plays and operas. It is divided into sections by content area:
o Humanities and Social Sciences
o Business and Economics
o Science and Mathematics
o Health and Medicine
o Archival Films and Newsreels
Faculty members may use these videos as an additional resource to enhance class
discussions. A shortcut for students can be set up by creating a user account. Playlists can be
created for students saving whole films or segments.
Google Scholar is important to mention here. This is a customized version which highlights full-text
content found within the University’s collection. It searches scholarly literature across multiple
disciplines and sources
Biographies can be useful at times for facilitation. You can view biographies of historical figures in the
American National Biography resource under Encyclopedias and Dictionaries. You should also
be able to find biographies in several of the other resources listed under Encyclopedias and
Dictionaries. Once in the resource, in the Search by Name box, type the name of a historical figure
(example: Ansel Adams). Once the results appear, click on the name of the person whose biography
you wish to view.
The University Library’s Sage Reference interface was re-vamped by Sage and re-named Sage
Knowledge. Sage Knowledge provides access to full-text encyclopedias and handbooks on various
subject areas including business, education, health care, philosophy, social science, and criminal
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justice, and technology. Sage Knowledge is accessible under the Encyclopedias and Dictionaries
heading on the University Library homepage.
All of these new resources are accessible under the View All Resources Alphabetically heading on
the University Library homepage.
The University Library houses more than 240,000 unique publications, including peer-reviewed and
refereed materials, from over 280 resources that provide scholarly content generally unavailable
through free web search utilities.
Active faculty have access to the following eBook resources:
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APA Handbook of Industrial and Organizational Psychology offers an in-depth
examination of the types of behavioral and structural issues that I/O psychologists study every
day, from both a theoretical and applied perspective.
Books 24X7provides thousands of electronic books and videos on a variety of business and
technology subjects, including leadership, project management, graphic design, programming,
and telecommunications, from notable publishers such as IBM Press, John Wiley and Sons,
and McGraw-Hill Osborne. Topics include 50 Lessons, Leadership Channel, Business,
Executive Summaries, IT and Technical, Office, and Industry.
Books@Ovid is a searchable collection of clinical texts in nursing and health sciences from
Lippincott, Williams and Wilkinson. Specific titles cover topics in critical care, pediatric nursing,
emergency medicine, pharmaceutical drug references, nursing research, and theory. The
complete text of each book is viewed in an interlinked interface, giving quick access to
research and reference information. While Books@Ovid is a searchable database of book
content for in-depth research, the contents are not downloadable electronic books.
Business Book Summariesprovides an extract of the key concepts of the best business
books. Enabling executives, managers, and individuals, quick access to the latest in business
thought. Following a rigorous selection process, expertly-written summaries are created for the
top business books published each year. The BBS library offers hundreds of summaries with
new ones added weekly.
Dissertations & Theses@University of Phoenixprovides access to doctoral dissertations
completed by learners at the University’s School of Advanced Studies.
Ebrary is a comprehensive database of e-books and other authoritative materials that cover a
variety of topics. Specific subject areas include business and economics, IT, education,
engineering, history, political science, humanities, language and literature, law, life science,
medicine, nursing, physical sciences, psychology, religion, philosophy, sociology, and
anthropology. Ebrary has recently added over 1,000 Science & Technology ebooks to its
Academic Complete collection that the University Library provides access to. ebrary as a
whole provides access to over 70,000 ebooks that cover a variety of subjects including
business and economics, IT, education, engineering, history, political science, humanities,
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language and literature, law, life science, medicine, nursing, physical sciences, psychology,
religion, philosophy, sociology, and anthropology.
Ebrary has an Android™ app, available on Google Play.
Emerald eBooks currently offers access to a growing collection of over 650 volumes from
over 80 ebook series titles. Providing contemporary and high quality research, this collection
covers topics in the fields of business, management, economics, education, environmental
management/environment, health care management/healthcare, language and linguistics and
sociology and public policy.
Forensic & Law Enforcement netBASE is a collection of digital reference material focusing
on forensic science, law enforcement, and criminal justice.
Info Security netBASE provides an electronic collection of reference material focusing on
information security, IT management, and IT auditing.
ITECH netBASE provides a variety of reference materials focusing on the study, design,
development, implementation, support, and management of computer-based information
systems. They cover how to securely convert, store, protect, process, transmit, input, output,
and retrieve information.
MyiLibrary includes over 150 eBook titles by various publishers such as: Elsevier Science and
Technology, Blackwell, Cambridge University Press, Taylor and Francis, and Wiley. This suite
of e-books focuses on various topics in Business Management, Psychology and Criminal
Justice. While this is a searchable database of book content for in-depth research, the
contents are not downloadable electronic books
ProQuest Dissertations and Theses – Full Text contains the full text of over a million
dissertations and theses from universities throughout the United Stated and Canada. Almost
all dissertations published since 1997 are available online with numerous older dissertations
added continuously.
PsycBOOKS, a resource from the American Psychological Association (APA), is a database
of more than 13,000 chapters from over 700 books published by the APA and other
distinguished publishers. The database includes scholarly titles published by the APA from
copyright years 1953 - 2004.
These eBooks are accessible under the View All Resources Alphabetically and Books,
Dissertations, and Theses headings on the University Library home page.
A single search allows examining multiple library resources at once, retrieving the most relevant
information while helping reduce search time. Results are categorized by relevancy, based on
keywords and indexing. Most materials can be saved or downloaded at no cost to keep for future
reference. For faculty with visual or hearing impairments, most library information is compliant with
the Americans with Disabilities Act.If you have any questions about any of the University Library’s
content, just click on Ask A Librarian on the University Library homepage or email the reference desk
at library@phoenix.edu.
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Helpful library tools include the following:
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Ask a Librarian provides research assistance when needed. Submit a request to a staff
librarian and receive an email response within 12 hours, even on weekends.
Online Tutorials help users navigate the individual resources, and the overall library site.
Alerts can be set up to send an e-mail or RSS feed to automatically notify the user each time a
new issue for a journal title offered in the library is available (See the Help menu in
EBSCOhost for instructions).
Text-To-Speech can read web articles or portions aloud while you are doing something else.
MP3 Download is available for many eBooks and for the articles in the Text-to-Speech feature.
Library Folders are available to store your favorite articles and journals, along with any
download.
An optional tutorial on advanced research techniques is available for those who would like
more direction on using the library
All of the above allow for a supply of potential material to use for future scholarship and classroom
instruction. All of the information you need is at your fingertips to quickly access, from the comfort of
your home or office.
UOPX Scholarship
UOPX Scholarship Philosophy
According to the UOPX Faculty Handbook (2011), the university encourages faculty members to be
actively involved in professional and academic scholarly activities like research, faculty development,
and academic inquiry. Faculty at UOPX engage in research initiatives, author or co-author research
works, participate in postdoctoral fellowships, serve on boards at local and regional levels, partake in
volunteer efforts, and conduct academic presentations.
UOPX has a clear definition of scholarship based on the Boyer Scholarship Model. Boyer’s model
features four distinct dimensions of scholarship: discovery, integration, application, and teaching.
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(University of Phoenix, 2012)
“Discovery — build new knowledge through traditional research.
Integration — interpret the use of knowledge across disciplines.
Application — aid society and professions in addressing problems.
Teaching — systematically study and improve teaching models and practices to achieve optimal
measurable learning outcomes.” (“Faculty Research Programs,” 2012, para. 1)
UOPX Scholarship Opportunities
There are a number of scholarship opportunities at UOPX. The University offers the following
programs to foster and promote scholarship:
Teaching and Learning Research Fellowship
Candidates who are selected for the Teaching and Learning Research Fellowship program will
receive comprehensive research support. This includes access to classrooms and teaching
environments, funding assistance, and expert guidance. Fellowship projects are focused on research
with a connection to teaching and learning within the UOPX classroom. Funding opportunities are up
to $10,000 based on project scope (“Faculty Research Programs,” 2012).
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General Grants
The general grants program is designed to help faculty conduct meaningful, independent research.
This scholarly inquiry does not have to be directly related to teaching and learning like the Teaching
and Learning Research Fellowship. A faculty member may elect to explore the teaching and learning
topics but on a smaller scale. Research findings derived from this program are expected to be
disseminated through scholarly/professional channels. Award amounts of up to $5,000 can be
earned (“Faculty Research Programs,” 2012).
Excellence in Publishing Award
This award recognizes faculty for their contributions to peer reviewed publications or other scholarly
sources. Faculty recognized for their scholarly efforts in this program receive a $500 award.
Selection is based on the impact of the contribution to teaching and learning (“Faculty Research
Programs,” 2012).
Faculty Honorarium Program
A $200 publication or presentation honorarium is available to UOPX faculty. This program recognizes
faculty scholarship in a wide variety of endeavors that connects to the UOPX definition of scholarship.
Publications and presentations considered under the program must illustrate a professional affiliation
with UOPX (“Faculty Research Programs,” 2012; “Research at UOPX,” 2012).
Please visit the following websites for more information about UOPX scholarship opportunities:
http://www.phoenix.edu/faculty/research-and-innovation.html
https://ecampus.phoenix.edu/secure/aapd/cist/scholarship/Research.html
If you have questions about UOPX scholarship opportunities, please contact the Office of Scholarship
Support at: oss@phoenix.edu.
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Library Resources
To support faculty scholarship, the University Library provides access to the following resources.
Cabell’s Directories provides access to detailed information about scholarly journals that is designed
to help researchers and academics match their manuscripts with journals that are most likely to
publish them. Cabell’s provides information such as contact information, publication information, the
journal’s review process, and manuscript specifications.
Papers Invited is a searchable directory that focuses on calls for papers for forthcoming worldwide
conferences and special issues of scholarly journals. Calls for participation arrive from various areas
including professional associations, universities, journal editors, and other conference organizers.
Faculty Matters
The UOPX quarterly publication, Faculty Matters, features faculty scholarship. Each issue highlights
a section on scholarship and research as it applies to teaching and learning. Look for the Scholarship
Spotlight column!
References
Apollo Research Institute. (2011). About us. Retrieved from
http://apolloresearchinstitute.com/about-us
University of Phoenix. (2011). 2011-2012 Faculty handbook. Retrieved from
University of Phoenix, Faculty website.
University of Phoenix. (2012). Faculty research programs. Retrieved from
http://www.phoenix.edu/faculty/research-and-innovation/researchprograms.html
University of Phoenix. (2012). [Figure of Boyer’s Scholarship Model]. Retrieved
from http://www.phoenix.edu/faculty/research-and-innovation/researchprograms.html
University of Phoenix. (2012). Research at UOPX. Retrieved from the University
of Phoenix, Faculty website.
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Week Two Readings
Welcome to Week Two of the Advanced Facilitator Certification! The material covered this week
provides participants with an opportunity to learn about the formalized process of adapting course
deliverables to align with established content and structured learning objectives. Currently, faculty are
accustomed to facilitating a centrally designed and managed course. The university’s newest learning
platform will allow faculty the flexibility to adapt their courses to provide a more individualized learning
experience for the student and further increase the student's engagement. A focus on design
principles and adapting courses based on these principles is paramount for supporting this initiative.
Additionally, a glimpse at traditional learning theories and theorists will further support these efforts.
Learning Theorists
There are numerous theorists we could identify as applicable for adapting course content and
assessments, but our focus here is on traditional theorists versus behavioral theorists. Nine key
learning theorists stand out as beneficial when analyzing course design principles:
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Benjamin Bloom
John Keller
Howard Gardner
Robert Gagne
David Merrill
Roger Schank
Malcolm Knowles
Jerome Bruner
Ralph Tyler
In addition, we realize that this list is void of women theorists, but the foundation on which we are
focusing was a time where women were not necessarily prominent in this field of study. We do,
however, want to mention three women that did contribute to course design theories: Hulda Knowles,
Maria Montessori, and Gisela Labouvie-Vief.
The Theorists Resource Guide on the following page highlights each theorist and the unique
characteristics of each one’s contributions to course design. After examining the learning theories and
how they apply to principles of course design, we can progress to exercising these principles in
adapting our classroom instruction.
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Theorist Resource Guide
Benjamin Bloom
Benjamin Bloom’s cognitive taxonomy has been the most prevalent model for teaching and learning
thinking skills. The taxonomy refers to a classification of the different learning objectives that
educators set for students (Paul, 1985).
Bloom’s taxonomy was first presented in 1956 through The Taxonomy of Educational Objectives, The
Classification of Educational Goals, Handbook I: Cognitive Domain. Bloom considered the handbook
as the least read, but most widely cited book in American education field (Flinders, 1996). He
identifies six cognitive processes: knowledge, comprehension, application, analysis, synthesis, and
evaluation; teamed with three knowledge dimensions: factual, conceptual and procedural.
Bloom explains, “We intended the taxonomy as a method of classifying educational objectives,
educational experiences, learning processes, and evaluation questions and problems. We did not
intend to provide a constraint on educational philosophy, teaching methods or curriculum instruction”
(Paul, 1985, p. 39).
In 2000, a revised version of Bloom’s taxonomy was introduced by Anderson and Krathwohl which
uses verbs instead of nouns and exchanges the top two levels (Lightle, 2011, p. 6). This provides a
more instructive and useful way of implementing this taxonomy. It makes facilitator and learner
reflection easier as usage patterns transpire. In addition, metacognitive was added to include four
knowledge dimensions (Wilson, 2006).
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With the birth of the Internet, Andrew Churches permutated Bloom’s taxonomy again by connecting
the verbs to technology related verbs/actions and further described how technology is used to provide
a more learner-centric environment; this more recent permutation is termed, “Bloom’s digital
taxonomy” which is found at http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy (Lightle,
2011, p. 6).
“Kathy Schrock (2011) has also developed a matrix based on Bloom’s revised taxonomy…, which will
help you choose a [technology] tool to support your lesson goals” (Lightle, 2011, p. 7). Schrock
references various Google, iPad, Android, and Web 2.0 tools on her site
http://www.schrockguide.net/bloomin-apps.html for classroom use.
Robert Gagne
Gagne's early investigations into the psychological bases of effective teaching led him to believe that
an instructional technology or theory must go beyond traditional learning theory. Gagne concluded
that instructional theory should address the specific factors that contribute to learning complex skills
(Lawson, 1974).
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According to Gagne, nine events activate processes needed for effective learning. Gagne believes all
lessons should include this sequence of events: gain attention, inform learner of objectives, simulate
recall of prior learning, present stimulus material, provide learner guidance, elicit performance,
provide feedback, assess performance, enhance retention and transfer (Lawson, 1974).
John Keller
Keller has made significant contributions as a scholar and practitioner of instructional systems design.
First, he expanded Gagne’s focus on the learner’s ability to do something to the learner’s will to do
something. Second, he expanded the motivation focus from Skinner’s extrinsic view to an intrinsic
one. Furthermore, Keller laid important groundwork for developing a systematic, learner-focused
design model based on the contributions of several significant theories, such as behaviorism,
cognitivism, and humanism. Because of his emphases on a wide range of theoretical bases, Keller
refers to his work as a theory and a macro model (Keller, 1999).
According to Keller, there are four major categories of motivational strategies: attention, relevance,
confidence, and satisfaction (1999, pp. 44-45).
Table 4.2. Mini-Design for the Development of Motivational Messages in Distance Education
Courses
ARCS Categories
Design Factors
Attention
Precourse
attitudes of
students toward
distance learning
New students are
strong in the
beginning, gradually
diminishing as
novelty wears off.
Probably low level of
attention for
repeaters.
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Relevance
Decision to take the
course is, most of
the time, voluntary.
No big problems
expected in
relevance. May
improve as learners
apply what they
have learned, or
decrease if not what
was expected.
Confidence
Satisfaction
A sensitive area, as
the mode of
instruction is new
and unfamiliar.
Generally
satisfactory for
experienced and
successful distance
education learners.
Repeaters anxious
about pitfalls; newcomers uncertain.
Also, there is no
peer support.
Successfully
completing the
course is an
important step in
the direction of a
degree.
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Midterm attitudes
toward distance
learning
Initially high
attention and
curiosity wear off as
courses are not
exciting and
sometimes boring.
Continues to
provide an
interesting
possibility to make a
career move or to
show what is
learned. Time
conflicts with other
activities occur.
If they are confident
in the beginning, this
wears off. Evaluation
system is not
encouraging. No
motivational support
included in course.
Low level of
confidence for
beginners.
Reasonable, but
dissatisfaction
sometimes sets in.
Repeaters and new
students are soon
disappointed about
the limited
interaction and
about studying in
isolation.
Student reactions
to course content
Initially high, but
decreases due to
lack of novelty and
variation in content
and learning
strategies.
Course content is
relevant, but too
little interactivity to
help students learn
how to apply it;
some material is
outdated
Confidence that it
can be done soon
fades due to volume
of work, lack of
support, and lack of
opportunity to see
growth and
application.
Remains
reasonable
Characteristics of
student support
during the course
Minimal; only
contact is through
feedback on
assignments.
Nothing unusual or
unexpected
happens.
Feedback is usually
limited strictly to
course content. No
creative feedback
shows connections
to students.
Feedback is mostly
worded in a positive
way, but
occasionally too
general.
Low because of
lack of meaningful
and personal
contact.
Summary
Initial attention soon
slips.
Relevance usually
continues through
the course, although
it becomes less
important.
Confidence depends
heavily on results,
but is generally low.
This area needs
extensive
motivational
treatment.
Satisfaction is not a
big problem, or
would not be if the
other issues were
resolved.
Examples of
motivational tactics
to be used in
motivational
Bring pacing into the
course and offer
tutor's assistance.
Use the student's
Provide occasional
extra material, such
as a publication.
Provide creative
Emphasize that
students can do it if
effort is put into the
course. Reassure
Make turnaround
time for
assignments short.
Ensure that tutors
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messages
name and include
personal comments
in feedback
messages. Provide
an unexpected
communication to
students from time
to time.
feedback and link
feedback to a
learner's work and
daily circumstances.
students by showing
personal interest
and concern. Make
them feel part of a
group who are all
struggling to get it
done. Show
empathy. Provide
encouragement and
personal challenges
at times that are
known to be low
points in the term.
are accessible.
Refer to positive
feelings a learner
will have when the
course is completed
successfully.
Reward early
completion through
complimenting
learners personally.
(Keller, 1999, pp. 44-45)
Howard Gardner
Howard Gardner's work of multiple intelligences has profoundly affected educational thinking and
practice, especially in the United States. Here we explore the theory of multiple intelligences, why it
has found a ready audience amongst educationalists, and some issues around its conceptualization
and realization (Brualdi, 1998; and Kezar, 2001).
Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have
been typically valued in schools; the next three are usually associated with the arts; and the final two
are what Gardner called personal intelligences (Brualdi, 1998; and Kezar, 2001).
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Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn
languages, and the capacity to use language to accomplish certain goals.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry
out mathematical operations, and investigate issues scientifically.
Musical intelligence involves skill in the performance, composition, and appreciation of musical
patterns.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the
body to solve problems.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and
more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions,
motivations, and desires of other people.
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Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's
feelings, fears, and motivations (Brualdi, 1998; and Kezar, 2001).
M. David Merrill
“For the past several years I have been engaged in an attempt to identify first principles of instruction,
those principles on which different instructional design theories are in essential agreement regardless
of their theoretical or philosophical orientation” (Merrill, 2002, p. 41).
The Pebble in the Pond Approach is Figure 2 in Merrill, 2007, p. 8. “Compared to other instructional
development approaches this model more effectively designs products that incorporate first principles
of instruction” (Merrill, 2007, pp. 6-7).
Roger Schank
Schank’s philosophy of training emphasizes learning by doing, preferably on the job, as long as doing
so doesn't distract the learner or the company, and providing learners the opportunity to get advice
from experts, often in the form of illuminating stories, whenever they are ready to listen (Beach,
1993).
Goal-based scenarios (GBS) is a learn-by-doing simulation approach that encourages learners to
pursue goals using assistance and guidance provided by the interactive system. A GBS may be
implemented as a teacher-led activity or, in this case, as a computer simulation. A GBS is a response
to perceived limitations in traditional instruction, particularly fact-centric instruction, de-contextualized
and unconcerned with intrinsic motivation. A GBS rests on the foundation that learning is a process
that entails identifying goals, producing questions, and addressing those questions. All of these
elements are pursued as a part of simulation that is made to resemble a situation. According to
Schank, Berman, and Macpherson (as cited in Chung-Yuan & Moore, 2009), a GBS should consist of
the following features: the learning goals, the mission, the cover story, the role, the scenario
operations, the resources, and feedback.
Malcolm Knowles
Malcolm Knowles' andragogy, the adult equivalent of pedagogy, is a leading brand in adult education
theory (Bartle, 2008).
Andragogy makes the following assumptions about the design of learning: adults need to know why
they should learn something; adults must learn experientially; adults approach learning as problemsolving; and adults learn best when the topic is of immediate value (Bartle, 2008).
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In practical terms, andragogy means that instruction for adults must focus more on the process and
less on the content. Strategies such as case studies, role-playing, simulations, and self-evaluation are
most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader (Bartle,
2008).
Jerome Bruner
As early as 1967, Jerome Bruner introduced a theory of instruction that examined the relationship
between content and process (Nagowah & Nagowah, 2009).
Discovery learning is a method of inquiry-based instruction; discovery learning believes that it is best
for learners to discover facts and relationships for themselves (Nagowah & Nagowah, 2009).
Proponents of this theory believe discovery learning has many advantages, including the following:





Encourages active engagement
Promotes motivation
Promotes autonomy, responsibility, independence
Develops creativity and problem solving skills
Develops a tailored learning experience (Nagowah & Nagowah, 2009)
Ralph Tyler
Ralph Tyler is said to be the most influential curriculum writer to have developed step-by-step
procedures for every aspect of curriculum planning, development, and evaluation (“Ralph W. Tyler,”
2004). Ralph Tyler’s rationale poses the four questions he urges all curriculum developers to raise as
a means of building curriculum programs:




“What are the school's educational purposes?
What educational experiences will likely attain these purposes?
How can the educational experiences be properly organized?
How can the curriculum be evaluated?” (“Ralph W. Tyler,” 2004, para. 4)
Hulda Knowles
Her co-authorship of books with her husband Malcolm Knowles regarding group dynamics and
leadership is well established. She ascribed to the andragogy theory and wrote, "To describe a
growing body of applied knowledge, or technology, which attempts to translate the findings and
theories of basic knowledge into practical principles and methods" (Yablonsky, 1959, p. 788). She
sought to develop better leaders through education.
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Maria Montessori
Maria Montessori was a leader in the theory of student-centered learning and focused her research
on the educational principles of the teacher’s role stressing the importance in assisting development
based on repetition and profound concentration (Weinberg, 2009, p. 34).
“On January 6, 1907, at 58 via dei Marsi in the San Lorenzo quarter of Rome, the first
Casa dei Bambini or ‘Children’s House,’ opened its doors under the guidance and
direction of Maria Montessori. This event is not only important to Montessori history, but
is monumentally important in the history of world education—probably as important as
the educational method of teaching critical thinking through questioning, developed by
Socrates in the 5th century BCE in Athens, Greece.” (Weinberg, 2009, p. 30)
Maria saw the, “…role of the teacher as scientific observer; the role of an enriched environment as
the catalyst for learning; the precise construction of didactic materials for sensory motor education;
and the principles to be followed during individual instruction” (Weinberg, 2009, p. 33). Montessori felt
that an individual can only achieve success if they have an, “…education leading to self-control, selfpossession, analytical thought, and learning achievement” (Weinberg, 2009, p. 35).
Gisela Labouvie-Vief
Gisela Labouvie-Vief applied Piaget’s theories to adults. Labouvie-Vief suggests, “…that because
many individuals at this [emerging adulthood] developmental stage are in transition, the support of
appropriate contexts (such as those related to education and work) is of great importance” (LabouvieVief, 2005, p. 60). She also notes that the comprehension of these “…complex forms of
intersubjectivity forms the basis of many important adult accomplishments, such as…the approach
and degree of participation in education” (Labouvie-Vief, 2005, p. 80).
References
Bartle, M. S. (2008). Andragogy. Research Starters Education, 1. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=e0h&AN=25885058
& site=ehost-live
Beach, B. K. (1993, October). Learning with Roger Schank. Training &
Development, 47(10), 39-43. Retrieved from
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http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=908454&sit
e=ehost-live
Brualdi, A. (1998, November/December), Gardner’s theory. Teacher Librarian,
26(2), 26–28. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=142715&sit
e=ehost-live
Chung-Yuan, H., & Moore, D. (2009). An example implementation of Schank’s
goal-based scenarios. TechTrends: Linking Research & Practice to Improve
Learning, 54(1), 58–61. Doi:10.1007/s11528-009-0364-9
Flinders, D. (1996, Spring). Bloom’s taxonomy. History of Education Quarterly,
36(1), 76–78. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=960325570
9&site=ehost-live
Keller, J. M. (1999, Summer). Using the ARCS motivational process in computerbased instruction and distance education. New Directions for Teaching &
Learning, (78), 39–46. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9178914&sit
e=ehost-live
Kezar, A. (2001, Winter). Theory of Multiple Intelligences: Implications for Higher
Education. Innovative Higher Education, 26(2), 141–154. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=11306812
& site=ehost-live
Labouvie-Vief, G. (n.d.). Emerging structures of adult thought. In J. J. Arnett & J.
L. Tanner (Eds.) (2005), Emerging Adults in America Coming of Age in the 2lst Century (pp.
59-84). Washington, D.C.: American Psychological Association. Retrieved from
http://academic.udayton.edu/jackbauer/Readings%20353/Labouvie-Vief.pdf
Lawson, T. E. (1974, April). Gagne’s Learning Theory Applied To Technical
Instruction. Training & Development Journal, 28(4), 32–40. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7467253&s
ite=ehost-live
Lightle, K. (2011, May 1). More than just technology. Science Scope, 34(9), 6-9.
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Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=61776584&site=ehost-live
Merrill, M. D. (2002, August). A pebble-in-the-pond model for instructional design.
Performance Improvement, 41(7), 41–46. Retrieved from
http://www.ispi.org/archives/resources/Vol41_07_41.pdf
Merrill, M. (2007). A task-centered instructional strategy. Journal of Research on
Technology in Education, 40(1) 5-22. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=26702141&
site=ehost-live
Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning
theories: behaviourism, cognitivism and constructivism. International Journal
of Learning, 16(2), 279-285. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=43278651
& site=ehost-live
Paul, R. (1985). Bloom’s taxonomy and critical thinking instruction. Educational
Leadership, 42(8), 36-39. Retrieved from
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=d913984c-c895471a-afde-0c7441aeb98c%40sessionmgr12&vid=9&hid=5
Ralph W. Tyler (2004, January 1). Encyclopedia of World Biography, 15, 370371. Retrieved from
http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3404706511&v=2.1&u=Ap
ollo&it=r&p=GVRL&sw=w
Weinberg, D. (2009, Spring). Maria Montessori and the secret of tabula rasa.
Montessori Life, 21(2), 30-35. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=41333165&site=ehost-live
Wilson, L. O. (2006). Beyond Bloom – A new version of the cognitive taxonomy.
Leslie Owen Wilson’s Curriculum Pages. Retrieved from
http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Yablonsky, L. (1960). Introduction to group dynamics. American Sociological
Review, 25(5), 788. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=12801223&site=ehost-live
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Adapting Courses Using the Principles of Course Design
The goal of adapting a course is to create a richer experience for the student and facilitator. The
focus includes the following research-based guiding principles of what learning should be:
collaborative and social, a journey and lifelong pursuit, active and engaging, self-responsible, content
relevant, and intrinsically motivated by a sense of accomplishment (Forward Thinking, 2011, para.
11).
With this in mind, the university is transitioning its learning platform to allow facilitators to have more
academic freedom in their choice of course deliverables used for formative and summative
assessments, except in courses containing programmatic assessments that must not be modified or
eliminated. The new platform is expected to become available later this year, creating more
opportunities for engagement via an adaptive learning environment with the goal of “…empower[ing]
faculty to teach in a way they feel students will benefit most. We want faculty to think about the
important learning outcomes in their classrooms and find creative ways of measuring them” (Forward
Thinking, 2011, para. 10). Because facilitation begins with acknowledging the established content and
objectives for a given course, providing the foundation to plan instructional improvements while
aligning the components of a course will support a facilitator’s transition to this platform.
All courses begin with a solid starting point of the Course Design Guide (CDG) in which the content,
objectives, and assessments are established. A facilitator’s first task is to become familiar with these
key components of the CDG and how they interrelate. Because facilitators will build on the
established content and objectives, the alignment of course deliverables, which facilitators may now
manipulate, will be essential. Alignment is defined as:
“The degree to which curriculum, instruction, textbooks and other instructional materials,
assessments, teacher preparation and professional development, and systems of accountability all
reflect and reinforce the educational program’s objectives and standards. The goal of alignment is to
ensure that all the parts of the education system are working in concert to support student learning.
The curriculum defines what is to be taught; textbooks and instructional materials contain the major
lessons described in the curriculum; teacher education prepares teachers who have mastered what
students are supposed to learn; professional development helps teachers extend their knowledge of
the curriculum and their skill in communicating lessons to students; and assessments gauge what
students were taught” (Ravitch, 2007, p. 17).
The Week Two Adapting Courses exercise asks you to review each objective and the content
provided, select an assignment that aligns with these materials, and provide feedback on your
thought process regarding the choice of deliverable. Bloom’s verb wheel, reviewed in the learning
theories is championed by the educational community as a practical and measureable way to match
assessments to objectives. Bloom’s theory suggests that learning progresses from cognitive to
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affective to psychomotor, a hierarchical approach in which pre-requisites are necessary to move to
the next level. This suggests a holistic approach to educational learning. Following this concept,
questions to consider when making your selections on assessment or deliverable modifications
include the following:



Does the content provide the user adequate information to perform the objective?
Is the assessment adaptation aligned with the content and objective?
Does the rigor of the assessment match the verb used in the objective?
Bloom’s Taxonomy Breakdown (Original, Revised, and Digital*)
Type and Level of
Learning (Original &
Revised)
Description of Cognitive
Processes
Measurable Verbs for Cognitive Processes
Level One: Knowledge
or Remembering
Remembering previously
learned material,
including facts,
vocabulary, concepts,
and principles
Original/Revised: Define, describe, draw,
identify, list, label, match, name, outline, point,
read, recall, recite, recognize, record, repeat,
select, state, reproduce, write, locate, memorize,
review, and count.
Digital Taxonomy: Retrieving, finding, Bullet
pointing, highlighting, bookmarking, social
networking, social bookmarking, favouriting/local
bookmarking, searching, and Googling.
Level Two:
Comprehension or
Understanding
Grasping the meaning of
material
Original/Revised: Level One verbs plus
associate, compute, convert, defend, discuss,
distinguish, explain, generalize, infer,
paraphrase, predict, rewrite, summarize, review,
estimate, extend, translate, give, compare,
describe, differentiate, illustrate, reorder, and
rephrase.
Digital Taxonomy: Advanced and Boolean
searching, blog journaling, categorizing and
tagging, commenting and annotating, and
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subscribing.
Level Three:
Using abstractions, rules,
Application or Applying principles, ideas, and
other information in
concrete situations
Original/Revised: Add, apply, shop, calculate,
change, modify, classify, complete, sketch,
compute, demonstrate, manipulate, discover,
divide, construct, examine, graph, record,
interpret, multiply, illustrate, operate, prepare,
choose, produce, show, predict, solve, subtract,
translate, use, dramatize, and schedule.
Digital Taxonomy: Running and operating,
playing, uploading and sharing, and hacking and
editing.
Level Four: Analysis or Breaking down material
Analyzing
into its constituent
elements or parts
Original/Revised: Distinguish, analyze,
differentiate, appraise, calculate, experiment,
test, compare, contrast, criticize, diagram,
inspect, debate, inventory, question, relate,
utilize, infer, outline, discriminate, dissect,
inquire, separate, categorize, order, classify,
summarize, arrange, conclude, deduce,
determine, solve, use, and utilize.
Digital Taxonomy: Mashing, linking, reverseengineering, and cracking.
Level Five: Synthesis
or Evaluating
Combining elements,
pieces, or parts to form a
whole or constitute a new
pattern or structure
Original: Categorize, combine, propose, derive,
formulate, design, imagine, compose, invent,
create, infer, estimate, predict, originate,
construct, draw, group, integrate, order,
organize, plan, prepare, prescribe, produce,
transform, relate, specify, and synthesize.
Revised: Appraise, compare, contrast, revise,
score, estimate, justify, rate, test, judge,
conclude, value, critique, select, measure, rank,
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support, choose, hypothesize, decide, evaluate,
dispute, verify, grade, assess, argue, and
determine.
Digital Taxonomy: Blog/vlog commenting and
reflecting, posting, moderating, collaborating and
networking, testing (alpha and beta), and
validating.
Level Six: Evaluation
or Creating
Making judgments about
the extent to which
methods or materials
satisfy extant criteria
Original: Appraise, compare, contrast, revise,
score, estimate, justify, rate, test, judge,
conclude, value, critique, select, measure, rank,
support, choose, hypothesize, decide, evaluate,
dispute, verify, grade, assess, argue, and
determine.
Revised: Categorize, combine, propose, derive,
formulate, design, imagine, compose, invent,
create, infer, estimate, predict, originate,
construct, draw, group, integrate, order,
organize, plan, prepare, prescribe, produce,
transform, relate, specify, and synthesize.
Digital Taxonomy: Programming, filming,
animating, videocasting, podcasting, mixing and
remixing, directing and producing, publishing,
video blogging, blogging, wiki-ing, building
Mash-ups.
* Digital Taxonomy adapted from Lightle (2011) reference to Churches (2008) article.
Digital tools can fit into various learning levels in the taxonomy based on how they are used. The
following are examples from Kathy Shrock’s Bloomin’Apps list that are free or have a free version and
were highlighted in Lightle (2001, pp. 7-9):
Remembering and Understanding: Social bookmarking allows for students to comment and tag
their resources in order to construct the meaning of the resource and understand it. This helps
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students comprehend, condense, and catalog the unlimited amount of information to which they have
access versus just saving a website. In addition, it helps in recalling this vast amount of information
efficiently and effectively. Diigo (http://diigo.com) is a great tool for social bookmarking, highlighting,
sticky notes, etc, that will help organize Internet use. A toolbar is downloaded to your browser to add
web addresses, titles, descriptions, and tags by simply clicking on the bookmark button. You can
share these with students, colleagues or with an educator account - classes, by merely adding a
website; no email addresses are required. Since Diigo is web-based, you can access these links from
any computer or iPhone/Android with Internet connection.
Applying: PowerPoint, Skype, Google Apps, iPhoto, iMovie, and Flickr all allow for “doing” at this
cognitive level. MakeBeliefsComix.com (www.makebeliefscomix.com) and Glogster
(www.glogster.com) are two that are newer to the market. MakeBeliefsComix has no registration
requirement and permits users to create a comic strip with available characters and ability to add
speech and/or thought bubbles to each frame. Golgster is very visual letting users design posters with
optional background, color, font that pops out, pictures, music, and videos; allowing for varied
multimedia.
Analyzing: Prezi (http://prezi.com) and Wordle (www.wordle.net) will help learners make
connections, analyze, and present information in distinctive visual ways. Prezi is a free, web-based
application, expanding presentations with zooming, digital presentation editor, and videos, etc.
without requiring Flash, and can be used to create a visual organizer. Wordle allows for the
generation of “word clouds’ from user provided text. The clouds give greater prominence to words
based on the number of times they appear in the text, i.e., the more often they appear, the more
prominence is given. Clouds can have various fonts, layouts, and color schemes and can be saved to
the gallery and shared with classmates.
Evaluating: VoiceThread (http://voicethread.com) and Blogs stimulate judgments, validations, and
reflections at this level. VoiceThread is a collaborative slide show application that holds images,
documents, and videos; it allows others to navigate the slides and leave comments using voice, text,
audio file, or video. It is a great asynchronous tool to discuss topics. Blogs (http://edublog.org) are
sharing sites (private and public) to communicate with colleagues and students via postings.
Creating: There are a plethora of technological options to support this level of cognitive process for
an authentic learning experience such as programming with Scratch or Storytelling Alice, film
production, animations, digital stories, and publish media and text. Scratch (http://scratch.mit.edu)
allows the user to easily create interactive games, art, stories, and music. This stimulates creative
thought, systematic reasoning and collaborative work when shared. 3-D animated movies can be
created at Storytelling Alice (www.alice.org/kelleher/storytelling/#). Animoto (http://animoto.com)
allows video creation and editing. Users can create video slide shows with music.
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Academic rigor, as defined by Martone & Sireci (2009), suggests a symbiotic mutualism relationship
between instructional alignment and objectives, activities, and deliverables. See Chart 1 on the
following page to view a sample alignment of objectives, content, and assignments, for a general
management course.
Chart 1
Objective
Content
Assignment
Differentiate between
management and
leadership.
Management: Leading
and Collaborating in a
Competitive World
Deliverable Type: Small Group Activity*
Divide the class into small groups. Allow each
group approximately 15 minutes to prepare a
want ad for the ideal leader. Have groups use
the following questions to develop their ads:




What are the overall duties and
responsibilities the ideal leader is
expected to perform?
What skills and characteristics should the
ideal leader possess?
What experience and education should
the ideal leader possess?
What rewards, including non-monetary
rewards, will the ideal leader receive for
successfully performing his or her duties?
Instruct each group to write their want ads on the
whiteboard or flipchart. Then, have each group
select a spokesperson to read his or her group's
ad and explain why the group included the
elements they did. After each group has made
their presentation, review the ads for common
elements and come up with a list of the most
critical elements for effective leadership. Ask
them to circle the elements that differentiate
leadership from management.
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*This activity can be adapted to Online classes
by having students discuss the questions in
written form and eliminating the flip chart,
whiteboard, and time requirements.
Examine the role and
responsibilities of
leaders in creating and
maintaining a healthy
organizational culture.
Management: Leading
and Collaborating in a
Competitive World
Deliverable Type: DQ or Discussion
Prompts*
Ask students to answer the following questions
in 10 minutes or less:





If you were the chief executive officer of
an organization and wanted to change the
organizational culture from being productfocused to customer-focused, how would
you accomplish that objective?
How do you think leaders affect
organizational cultures?
What internal factors do you think create
the greatest challenges for leaders?
What external factors do you think create
the greatest challenges for leaders?
How do internal and external factors
affect organizational cultures?
Then, facilitate a class discussion in which
everyone has an opportunity to share his or her
thoughts and ideas. Ask the class to summarize
what they learned about how leaders create and
maintain a healthy organizational culture.
*This activity can be adapted to Online classes
by having students discuss the material in
written form and eliminating the time
requirements.
Evaluate the impact of
globalization and
EBOOK: Management:
Leading and
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Deliverable Type: Small Group Activity
Page 29
management across
borders.
Collaborating in a
Competitive World
Divide the class into two groups. Have one
group discuss how the skills needed for a
manager in one country may be different in
another country. Have the other group discuss
cultural and ethical issues involved with
international management. Have a
spokesperson from each group share their
findings with the class in 5 minutes or less
explaining their cultural and ethical issue
evaluation and the techniques used to evaluate
the criteria. Afterward, facilitate a discussion on
how globalization has impacted management.
This activity can be adapted to online classes
by eliminating the time limits on each phase of
the activity and having the students respond in
written format.
In reviewing the example in Chart 1, we can use the proposed questions to evaluate alignment.
Objective One: Differentiate between management and leadership.


Does the content provide the user adequate information to perform the objective?
Management: Leading and Collaborating in a Competitive World provides specifics and clarity
on the ideal manager and leader, so the answer would be, “Yes.”
Is the assessment adaptation aligned with the content and objective? Management: Leading
and Collaborating in a Competitive World and the first objective are aligned with the current
assessment of a small group activity in which a want ad for the ideal leader is designed.
There are numerous ways to create and establish learning. The new interface, inspired by flexibility,
will offer a library of optional assignments, allow faculty to create a specific assignment they prefer, or
allow the student to select their deliverable for this objective. How would you replace a preordained
assessment? The adaptation might include the following choices:
o
o
o
o
A team presentation on the traits of an ideal leader
A pro and con chart of the qualities of a manager and a leader
A debate with one side for leadership and the other side for management
A discussion question on the definition of a manager
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o
o
o
o
o
o
A paper on the ideal leader
A skit on the perfect manager
A collage of ideal leadership features
A mix-and-match simulation on the attributes of a leader
A mind map of an ideal manger with spokes of characteristics
A pop quiz on leadership qualities
Comparing the original assessment of the want ad to the given choices, you can see that the choices
align with the content and objective. This would lead us to our final comparison of the assessment
rigor and the objective verb.

Does the rigor of the assessment match the verb used in the objective?
The verb in the first objective is, “Differentiate,” which falls into Bloom’s Taxonomy Verb Wheel
Analysis, as seen in the Week Two Reading: Advocating Student Learning by Adapting Courses. The
rigor would be breaking the topic into parts to distinguish relationships and classify the information.
The small group activity does break the topic into parts the different requirements of an ideal leader
and does distinguish relationships and classify the material. The answer to this question would be,
“Yes.”
What about the various suggested alternative deliverables for this objective? Does the verb on
Bloom’s verb wheel match the adaptation choices?
Chart 2
Verb
Rigor
Adaptation
Match?
Differentiate
Break topic down;
A team presentation on Yes, it breaks the topic into
establish relationships; the traits of an ideal
parts, distinguishes relationships,
classify information
leader
and classifies the material.
Differentiate
Break topic down;
A pro and con chart of
establish relationships; the qualities of a
classify information
manager versus a
leader
Yes, it breaks the topic into
parts, distinguishes relationships,
and classifies the material.
Differentiate
Break topic down;
A debate with one side
establish relationships; for leadership and the
other side for
Yes, it breaks the topic into
parts, distinguishes relationships,
Faculty Training and Development, version 0413A
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classify information
management
and classifies the material.
Differentiate
Break topic down;
A discussion question
establish relationships; on the definition of a
classify information
manager
No, it does not break the topic
into parts, distinguish
relationships, or classify the
material. It neglects the
leadership aspect
Differentiate
Break topic down;
A paper on the ideal
establish relationships; leader
classify information
Yes, it breaks the topic into
parts, distinguishes relationships,
and classifies the material.
Differentiate
Break topic down;
A skit on the perfect
establish relationships; manager
classify information
No, it does not break the topic
into parts, distinguish
relationships, or classify the
material. It neglects the
leadership aspect.
Differentiate
Break topic down;
A collage of the ideal
establish relationships; leadership features
classify information
Yes, it breaks the topic into
parts, distinguishes relationships,
and classifies the material.
Differentiate
Break topic down;
A mix-and-match
establish relationships; simulation on the
classify information
attributes of a leader
No, it does not break the topic
into parts, distinguish
relationships, or classify the
material. It neglects the
establishing relationships.
Differentiate
Break topic down;
A mind map of an ideal
establish relationships; manger with spokes of
classify information
characteristics
Yes, it breaks the topic into
parts, distinguishes relationships,
and classifies the material.
Differentiate
Break topic down;
A pop quiz on
establish relationships; leadership qualities
classify information
No, it does not break the topic
into parts, distinguish
relationships, or classify the
material. It neglects the
Faculty Training and Development, version 0413A
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establishing relationships.
We can see from the “Match?” column in Chart 2 that rigor can be the determining factor of whether
or not the adaptation choice is equivalent to the suggested deliverable. Each deliverable addresses
all or some of the objectives for students to achieve, but in a unique way using different skills and
technologies. Petersen and Cruz's research (2004) suggests that students learn more when content,
objectives, and assessments are in alignment. Let’s take a look at the second objective in Chart 1.
Objective Two: Examine the role and responsibilities of leaders in creating and maintaining a healthy
organizational culture.

Does the content give the user adequate information to perform the objective? Management:
Leading and Collaborating in a Competitive World supplies talking points on the role and
responsibilities of leaders in creating and maintaining a healthy organizational culture. Based
on this fact, the answer to this question would be, “Yes.”

Is the assessment adaptation aligned with the content and objective? Management: Leading
and Collaborating in a Competitive World and the second objective are aligned with the current
assessment of a discussion question or prompt in which students answer various questions
relative to leadership and the relationship to a healthy organizational culture.
As mentioned, there is a plethora of concept deliverables to establish learning and faculty are
supported in selecting their favored type of deliverable. Electing a substitute might come in the
following proposals:
o
o
o
o
o
o
o
o
o
A paper on the components of a healthy organizational culture
A skit on organizational culture
A collage reflecting the relationship between leadership and a healthy organizational
culture
A mix-and-match simulation on the elements of a healthy organizational culture
A mind map showing the characteristics of a healthy organizational culture stemming
from effective leadership
A pop quiz on healthy organizational culture qualities
A team presentation on the relationship between leadership and a healthy
organizational culture
A debate on organizational culture
A discussion question on the definition of organizational culture
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Comparing the original assessment of the discussion question or prompt to the given choices, you
can see that all the choices do appear to align with the content and objective. This would lead us to
our final evaluation of the assessment rigor and the objective verb.

Does the rigor of the assessment match the verb used in the objective?
With Objective Two, the verb is, “Examine.” As with Objective One, this falls into Bloom’s Taxonomy
Verb Wheel Analysis portion and would have the same rigor as Objective One. The deliverable is a
discussion question or prompt in which students answer various questions relative to the leadership
topic, breaking it down and differentiating relationships while categorizing subject matter. The
assessment is equivalent to the verb, so the answer to this question would be, “Yes.”
What about the suggested alternative deliverable for this objective? Does the verb match the
adaptation choices?
Chart 3
Verb
Rigor
Adaptation
Match?
Explain
To make plain or clear,
to make known in detail
A paper on the
components of a healthy
organizational culture
Yes, it asks students to
make plain or clear, to
make known in detail
Explain
To make plain or clear,
to make known in detail
A skit on organizational
culture
No, it does not ask
students to make plain or
clear, to make known in
detail
Explain
To make plain or clear,
to make known in detail
A collage reflecting the
relationship between
leadership and a healthy
organizational culture
No, it does not ask
students to make plain or
clear, to make known in
detail
Explain
To make plain or clear,
to make known in detail
A mind map showing the
Yes, it asks students to
characteristics of a healthy make plain or clear, to
organizational culture
make known in detail
stemming from effective
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leadership
Explain
To make plain or clear,
to make known in detail
A pop quiz on healthy
organizational culture
qualities
No, it does not ask
students to make plain or
clear, to make known in
detail
Explain
To make plain or clear,
to make known in detail
A team presentation on
the relationship between
leadership and a healthy
organization culture
Yes, it asks students to
make plain or clear, to
make known in detail
Explain
To make plain or clear,
to make known in detail
A debate on organizational Yes, it asks students to
culture
make plain or clear, to
make known in detail
Explain
To make plain or clear,
to make known in detail
A discussion question on
the definition of
organizational culture
Yes, it asks students to
make plain or clear, to
make known in detail
Again, we can observe from the “Match?” column in Chart 3 that rigor is the determining factor of
whether or not the adaptation choice is equivalent to the suggested deliverable. Once more, the
flexibility of choice allows students to achieve the stated outcomes using varied technologies and
skills. Let’s take a look at the third objective in Chart 1.
Objective Three: Evaluate the effect of globalization and management across borders.


Does the content provide the user adequate information to perform the objective? Because
details on evaluating the effect of globalization and management across borders are presented
in Management: Leading and Collaborating in a Competitive World, the response to this
question is, “Yes.”
Is the assessment adaptation aligned with the content and objective? The third objective and
Management: Leading and Collaborating in a Competitive World are aligned with the
suggested deliverable of a small group activity to compare and contrast manager requirements
in different countries along with cultural and ethical issues involved in international
management.
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As previously established, faculty may design or select a different deliverable other than the one
outlined in the CDG, or provide the students with the ability to choose from an array of options. A
change in deliverables might include one or more of the following:
o
o
o
o
o
o
o
o
o
o
A class debate on global management
A discussion question on the definition of a global manager
A mix-and-match simulation on global management requirements
A team presentation contrasting manager requirements in different countries, focusing
on the cultural and ethical issues involved
A pro and con chart on global management
A paper contrasting the manager requirements in different countries focusing on the
cultural and ethical issues involved
A skit on a management issue arising from global management
A collage of the global management features
A pop quiz on global management requirements
A mind map of global management issues relative to culture and ethics
Comparing the original assessment of the discussion question or prompt to the given choices, you
can see that all the choices do appear to align with the content and objective. The final judgment in
the process is to compare the rigor and the objective verb.

Does the rigor of the assessment match the verb used in the objective?
Objective Three’s verb is, “Evaluate.” This falls into the Evaluation sector of Bloom’s Verb Wheel. The
rigor for this verb comprises judging the value and purpose of the topic and supporting this judgment
with relevant criteria. The small group activity of comparing and contrasting the manager
requirements in different countries along with cultural and ethical issues involved in international
management does fit the rigor of judging. The support section is implemented during the team
presentations of their findings and in the final group discussion. The answer to this question would be,
“Yes.”
What about the suggested alternative deliverable for this objective? Does the verb match the
adaptation choices?
Chart 4
Verb
Evaluate
Rigor
Judge value and
purpose; support with
Faculty Training and Development, version 0413A
Adaptation
A class debate on the
purposes of global
Match?
Yes, it judges value and
purpose, while supporting
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relevant criteria.
management
the judgment with relevant
criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A discussion question on
the definition of a global
manager
No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A drag and drop
multimedia on global
management
requirements
No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A team presentation
evaluating manager
requirements in different
countries
Yes, it judges value and
purpose, while supporting
the judgment with relevant
criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A chart on global
management
No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A paper judging the value Yes, it judges value and
of certain leadership skills purpose, while supporting
the judgment with relevant
criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A skit on a management
issue arising from global
management
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No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
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Evaluate
Judge value and
purpose; support with
relevant criteria.
A collage of the global
management features
No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A pop quiz on global
management
requirements
No, it lacks judgment of
value and purpose, while
supporting the judgment
with relevant criteria.
Evaluate
Judge value and
purpose; support with
relevant criteria.
A mind map evaluating
global management
issues showing relevant
criteria
Yes, it judges value and
purpose, while supporting
the judgment with relevant
criteria.
Once again, rigor plays an influential role in deciphering whether or not the adaptation meets the
prewritten deliverable in the CDG. Your focal points should be to check the verb at the beginning of
the objective you are measuring, locate it on Bloom’s Verb Wheel, and use any verbs in the same
section to guide you. Students, when working within aligned curriculum and instruction apply their
knowledge, and substantiate their knowledge via cognitive training and corroboration.
In summary, new or alternate practice activities or assessments must accomplish the following:
measure the objective for which they were designed; be equal in rigor, breadth, and educational value
to the original; prepare students for any final assessment; and engage the student. To ensure the
activities adapted or changed have similar rigor to the original, check them against a Bloom’s Verb
Wheel.
References
Churches, A. (2008, April 1). Bloom’s taxonomy blooms digitally. Tech &
Learning. Retrieved from www.techlearning.com/article/8670.
Forward Thinking. (2011, Spring). Faculty Matters. Retrieved from
http://www.facultymatters.com/spring11/forward-thinking/
Lightle, K. (2011, May 1). More than just technology. Science Scope, 34(9), 6-9.
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Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=61776584&site=ehost-live
Martone, A., & Sereci, S. G. (2009). Evaluating alignment between curriculum,
assessment, and instruction. Review of Educational Research, 79(4),
1332–1361. doi:10.3102/0034654309341375
Petersen, S., & Cruz, L. (2004, May/June). What did we learn today? The
importance of instructional alignment. Strategies, 17(5), 33-36. Retrieved
from
http://search.proquest.com.ezproxy.apollolibrary.com/docview/214568946/
12DE7C64784779BFB14/8?accountid=35812
Ravitch, D. (2007). EdSpeak: A Glossary of Education Terms, Phrases,
Buzzwords, and Jargon. Alexandria, VA: Association for Supervision and
Curriculum Development. Retrieved from
http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3244000052&v=2.1&u
=uphoenix&it=r&p=GVRL&sw=w
Advocating Student Learning by Adapting Courses
This new adaptive learning environment was created so faculty have more flexibility, engagement,
and individualization. Faculty will become acquainted with their students’ learning styles, experiences,
prior knowledge, interests, goals, and possible educational gaps in their learning. Faculty may target
and aid strugglers while identifying and challenging advanced pupils, individualizing the learning
experiences for each student by providing more choice. Our new model is described as, “facultydeveloped and centrally managed” (Forward Thinking, 2011, para. 7). Students practice and learn
real-world skills because of the collaboration of those in the process.
If set at the appropriate level, education is more effective by meeting the learner's needs.
Effectiveness is enhanced by attending to learner motivation, learning transfer, and participation.
University of Phoenix students often say that they are able to apply at work what they learned in
class. Research indicates that learning occurs when bridges are built between new knowledge and
the student’s experience, making learning relevant. The following diagram shows alignment from the
university’s mission to course objectives.
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To support the faculty, various tools are being developed, such as quiz and rubric generators,
enhanced multimedia materials, and an assignment marketplace where faculty can find a variety of
assignments for each learning goal. Faculty may provide students with choices versus in the past
where it was a one-assignment-fits-all scenario.
“Where appropriate, students might choose, for example, to do video casts or PowerPoint
presentations in lieu of a traditional written paper. Additionally, automated grading tools are in
development that will reduce administrative duties and allow faculty to spend more time teaching”
(Forward Thinking, 2011, para. 8).
As an instructional leader, using varied instructional methods to adapt centralized course curriculum
can foster a climate of instruction that advocates optimal learning. The following are questions for
reflection and insight regarding adapting course content and its relationship to this certification's
objectives:




How do traditional learning theories support adapting courses at University of Phoenix?
How can the principles of course design support a facilitator’s efforts to adapt courses?
How can facilitators use past instructional experiences to effectively adapt a course?
How might adapting a course positively affect the student learning experience?
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Reflective teaching and learning along with classroom assessment techniques are tools that will
assist in this process. We will cover this in Week Three.
Reference
Forward Thinking. (2011, Spring). Faculty Matters. Retrieved from
http://www.facultymatters.com/spring11/forward-thinking/
College Guidelines for Adapting Courses
The university is focused on creating a new learning platform which will enhance the classroom
experience for students and faculty. The new learning platform will allow faculty the flexibility to adapt
their courses to provide a more individualized learning experience for the student and further increase
the engagement of the student. In an effort to better prepare faculty for the opportunity to make
adaptations, we have created a list of guidelines for adapting courses per each specific college.
These guidelines can be applied to your current classes as well. Expect more news about this
platform later this year.
General Guidelines


Week One assignments cannot be modified. These assignments should be left as they are
listed in the Course Design Guide.
Faculty Notes should be reviewed for any specific details directly related to the course that can
affect altering assignments.
College of Education
College of Education course assignments can be modified, as long as they meet the course
objectives in the syllabus with the following exceptions:


Assignments specifically designated for submission to TaskStream cannot be changed or
deleted. These assignments will be specifically designated as e-portfolio assignments in the
appropriate syllabi.
The student teaching experience counts for 50 percent of the seminar grade; this value cannot
be adjusted. Work in the seminar course should account for the remaining 50 percent of the
grade. The points awarded for the midterm and final student teaching grades are based on an
evaluation of site visits by the faculty supervisor. The faculty supervisor is responsible for
completing the Midterm Evaluation Grade Form and the final student teaching evaluation,
Faculty Training and Development, version 0413A
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completed in the student’s TaskStream account. Students earning less than a B on the final
evaluation will automatically earn 0 points for the seminar.
Colleges of Humanities and Natural Sciences
Most Colleges of Humanities and Natural Sciences courses are designed for an efficient mix of
Learning Team and individual assignments. As long as all objectives and goals are met, faculty may
modify some assignments. A facilitator might create a larger assignment out of two smaller ones, for
example. When combining or altering assignments, ensure that course rigor is maintained and
objectives are assessed. The following checklist is provided to assist with that goal:

Assignments are appropriate for the objectives:
o
o
o




Discuss or describe objectives that are well suited to discussion questions or written
assignments.
Explain objectives that are well suited to written assignments.
Use or apply objectives that are well suited to projects.
The course rigor remains intact.
The workload of any week is not overwhelming in terms of rigor or time needed for completion.
The information students need to complete assignments is taught prior to the assignment; for
example, an assignment based on Week Four readings must not be assigned prior to Week
Four.
An approximate 70/30 grade weighting ratio is maintained for individual and Learning Team
assignments, respectively.
School of Business
Assignments for the School of Business may be modified, with the exception of Week One and
programmatic assessment assignments, which capture important data regarding student progress.
Assignments used for programmatic assessments change from time to time, as the college measures
learning outcomes. Check the current Course Design Guide each time you facilitate a course to
determine if assignments fall into this category. Course curriculum changes are listed on a bimonthly
basis in the Online GBAM and UBAM Faculty Forums, in the Priority Implementation thread.
When altering assignments, ensure that course rigor is maintained and objectives are assessed.
Consider the following examples of ways assignments may be modified:



Combining two assignments into one if skills are closely related
Selecting an assignment portion that correlates with objectives
Altering the week in which an assignment is due
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



Eliminating an assignment if a skill is repeated in another assignment, unless you feel students
need multiple opportunities to practice the skill
Rewriting discussion questions to more closely align to weekly objectives
Standardizing the number of discussion questions: Two to three per week is recommended;
however, there should be no fewer than two
Assigning a Learning Team project in increments: Each week, the Learning Team completes a
portion of the project. Per policy, there should be a learning team deliverable in all weeks,
other than Week One. The design and point value of these deliverables is up to the facilitator.
College of Information Systems & Technology
College of Information Systems & Technology (IS&T) course assignments can be modified, as long
as they meet the course objectives in the syllabus with the following exceptions:


Assignments specifically designated as programmatic assessments cannot be changed or
deleted. These assignments are used to help measure student mastery of specific concepts to
provide documentation for systematic reviews and accreditation programs.
The overall point percentages must still meet the 70/30 (individual/team) split and adequate
written assignments may not be substituted for quizzes in excess of 10% of the overall points.
For core courses in which there is an electronically administered final exam, the exam must be worth
15% of the total grade. This assignment cannot be altered in the syllabus.
Check your modifications to ensure that course objectives are met and instructional quality is
maintained. Use the following checklist:


All course objectives are met.
Assignments are appropriate for objectives:
o
o
o




Discuss or describe objectives that are well suited to discussion questions or
assignments.
Explain objectives that are well suited to assignments.
Use or apply objectives that are well suited to projects.
The course rigor remains intact.
The workload is not overwhelming in terms of rigor or time needed for completion.
The information students need to complete assignments is taught prior to the assignment; for
example, an assignment based on Week Four readings must not be assigned prior to Week
Four.
Follow the ratio of individual and Learning Team assignments presented in the Course Design
Guide. Courses should follow a 70/30 split (individual/team).
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Associates – First-Year Sequence
Faculty may change assignments with a few exceptions. Keep in mind that the university’s
Instructional Design and Development staff have designed the First-Year Sequence courses carefully
to maximize opportunities for students to achieve success in their first year in the associates program.
If you make changes to the Course Design Guide, here are the main points to keep in mind:


The modified assignments must maintain a focus on the week’s learning objectives, and
provide an equivalent level of academic rigor.
The curriculum in some courses is designed so assignments build on one another. In some
cases, assignments may be directly connected. If you modify one assignment, consider the
long-term effects and make sure that subsequent assignments will not be confusing for
students.
If, at any time, you have questions regarding the curriculum or related modifications, contact the
following sources:
University of Phoenix, Online


Faculty content area discussion forums
Full-Time Development Faculty Team at facultyassist@phoenix.edu
School of Advanced Studies


Faculty content area discussion forums
Full-Time Development Faculty Team at sasisteam@phoenix.edu
Local Campuses



Director of Academic Affairs
Campus College Chair
Area Chair
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Week Three Readings
Welcome to Week Three of Advanced Faculty Certification! This week’s readings focus on enhancing
student learning through formative assessment techniques and metacognitive strategies. To do this,
faculty must be engaged and be better acquainted with students. By creating a learner-centered
environment, faculty provide a better overall educational experience for students. Part of the students’
learning process is reflecting on their ideas and perspectives on the topics discussed each week and
by more closely analyzing the work they submit. Faculty can help create a stronger learner-centered
environment for students by focusing on using formative assessment techniques and metacognitive
strategies aimed at better recognition of the areas where students are doing well and where they
need to work harder to understand the concepts.
Questions for Reflection



Do you think you are creating a learner-centered environment in your classes?
How will you use metacognitive strategies to enhance learning in your courses?
Do you feel you are consistent in using formative assessment techniques in your courses?
Looking at the readings this week, hopefully, you will see a few ways to enhance the learning
environment for your students.
Learner-Centered Environment
Faculty members at University of Phoenix understand the key role the university’s mission plays in
successful student outcomes. The mission of University of Phoenix is to provide access to higher
education opportunities that enable students to develop the knowledge and skills necessary to
achieve their professional goals, improve the productivity of their organizations, and provide
leadership and service to their communities.
Beyond the mission, the academic vision of the university centers on students as learners and
focuses on the effect the university has on students’ lives. University of Phoenix is a student-centered
learning environment.
The primary measure of fulfilling of the university’s mission and vision is the degree to which students
learn. Learning may occur without teaching, but a teacher’s principal motive is to facilitate learning.
Teaching, however, is neither a necessary nor a sufficient condition for learning.
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


Learning occurs outside the classroom without a teacher.
Teaching does not automatically produce the desired learning results.
The best teaching is the result of a reflective cognitive process.
Considering that learning is the purpose of education, it is important to remember that traditional
higher education pedagogy assumes that teaching is important. This belief is based on a faulty
assumption that learning is a natural result of teaching.
Faculty plays an integral role in supporting the university’s mission and vision. The focus for a faculty
member is on creating a learner-centered environment in which, according to Huba and Freed (2000),
the following occurs:







There is a shift from “How will I teach this?” to “How will students learn this?”
Students construct knowledge through gathering and synthesizing information
Students are actively involved
Emphasis is placed on using and communicating knowledge in real-life context
A faculty member guides and facilitates
The culture is cooperative, collaborative, and supportive
The focus is placed on the faculty member and students learning together.
How does one create a learner-centered environment that meets the adult learner's needs in the
online classroom? Some techniques for fulfilling these specific needs include the following:

Establish adult-to-adult rapport.
o
o
o
o
o
o

Facilitate thought-provoking discussion questions,
o
o

Share your biographical information, including appropriate personal experiences.
Monitor your tone to demonstrate respect at all times.
Address all learners as equals; eliminate bias in your communications.
Use appropriate examples of your experience in your course materials and during
discussions.
Be approachable and accessible.
Create a participatory environment.
Engage actively in discussions and ask follow-up questions.
Encourage learners to relate theory to their life experiences, even if that request fosters
disagreement.
Facilitate adult independence,
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o
o
o
Provide clear instructions for all assignments.
Provide prompt feedback so the learner can understand deficiencies and make
appropriate corrections.
Provide assignment grading criteria in advance.
To achieve a learner-centered environment, faculty members must respond to the following questions
as they facilitate student learning in the classroom:





Do students know what they should?
Can students do what they should be able to?
Have students more fully developed values appropriate to their professions?
Are students achieving their life and career goals?
How do I know that students know what they should?
Wrap-Up
Creating an engaging learner-centered environment is at the heart of the university’s mission and
vision. Creating a learner-centered environment at University of Phoenix does not happen by
accident; it requires a knowledgeable and trained faculty member. Keeping the university’s mission
statement and vision in the forefront of your practice, combined with the five key questions, is
necessary to ensure that student learning is the focus of your efforts.
Reference
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college
campuses: Shifting the focus from teaching to learning. Needham, MA: Allyn &Bacon. Retrieved
from salsa.missioncollege.org/files/perlas/AssessmentPlanHandouts.doc
Metacognition
“Cognition is the mental process of knowing, including awareness, perception, reasoning, and
judgment” (Smith, 2008, p. 5). “Metacognition is a cognitive theory defined as a learner's awareness
of his or her own learning process” (Smith, 2008, p. 1). Promoting awareness of learning helps to
develop the adult-to-adult rapport, engagement, and independence that contribute to a learnercentered environment. “A person who is metacognitive knows how to learn because he/she is aware
of what he/she knows and what he/she must do in order to gain new knowledge” (Wilson, 2010, p.
270). Faculty may use the principles of metacognition and metacognitive strategies to engage
students in critical thinking and helping them to draw conclusions about their own learning.
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Developing Metacognitive Skills
Metacognitive skills can be developed in many ways in University of Phoenix classrooms. Weimer
(2010, para. 3) provides the following suggestions as techniques faculty can use to help support
students in the development of metacognitive skills.
Assess the Task – provide students precise directions so they are clear on their on their objectives.
Be more specific than you feel necessary avoiding the assumption that basic explanations are
sufficient. Evaluate the Ability to Complete the Task – offer periodic self-assessments, especially
early on in the class, so students are able to appraise the tools they have to complete each
assignment. Facilitate the reasoning behind these assessments.
Plan the Approach to the Task – aid learners in providing an assignment implementation plan that
allows for changes to fit their learning style. This should be the main focal point of the task with
included time and associated points.
Apply Strategies and Evaluate Progress – assist students with application of their selected
strategies and assign self-assessments for monitoring their progress. Utilize reflection and peer
review as part of the assignment directions to help students think critically about what they are
accomplishing and why, along with being realistic regarding their progress.
Adjust Strategies – encourage students to adjust their tactics where appropriate by analyzing their
effectiveness with reflection during and after completion of the project. Facilitate different ways to
tackle a task. All of the aforementioned techniques can be outlined in the initial syllabus with more
constructive details designed for classroom interaction.
Metacognitive Facilitation Strategies
Providing more constructivist facilitation can enhance the use of metacognition by students. The
following offers various ideas to include within your facilitation to stimulate this use of metacognition:
Case Studies - facilitators “provide students with an avenue for real-life experiences as they use
problem solving strategies to engage in questioning and monitoring their own approaches and
learning” (Smith, 2008, p. 3).
Think-Alouds – facilitators “provide a model of how readers monitor, recall, and question what they
just read” (Smith, 2008, p. 3).
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Modeling – facilitators “model how they think. In questioning, as teachers ask questions and then
explain how to answer them, sharing the thinking process and not necessarily the answers” (Duplass
as cited in Smith, 2008, p. 3).
Wrappers - facilitators create activities that encourage metacognition that surround existing course
deliverables. Wrappers require time, but the impact is immeasurable. Their effectiveness revolves
around integrating metacognitive behavior as needed and students getting “immediate feedback on
the accuracy of their perceptions, thus alleviating the problem of over confidence” (Ormond, 2012,
para. 7).
Individual Learning Plan (ILP) – facilitators support learning efforts by “setting ILP goals, developing
an ILP, monitoring the learning process, writing a reflective journal, conducting one-on-one
conferences, and making summative evaluations” (Chiang as cited in Peirce, 2003, para. 17).
Self-Assessment of a Research Paper – facilitators direct students to “…write a reflective, selfassessment of your research process for this assignment. At which steps in the process were you
most satisfied with how you worked? When were you least satisfied? What skills do you feel you
improved? In what ways do you feel more capable? What were the chief obstacles to being efficient?
What will you do differently next time? (Peirce, 2003, para. 20)
When considering your next teaching assignment, reflect on the following:
various strategies you could employ in your initial outline of your class assignments; follow this up
with actual classroom activities based on your modality to enhance metacognition in your students.
References
Ormond, C. (2012). Teaching metacognition. On the Cutting Edge – Professional
Development for Geoscience Faculty. Retrieved on April 2, 2012, from:
http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html
Pierce, W. (2003). Metacognition: Study strategies, monitoring, and motivation.
Retrieved on April 2, 2012, from
http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
Smith, T. (2008). Metacognition. Metacognition -- Research Starters Education,
1-9. Retreived from http://ehis.ebscohost.com/eds/detail?sid=5b3a5c22-0e46-4e06-b6736a8df1025246%40sessionmgr115&vid=3&hid=116&bdata=JnNpdGU9ZWRzLWxpdmU%3d#d
b=e0h&AN=27577922
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Weimer, M. (2010, August 11). Metacognitive skills for self-directed learners. Faculty Focus.
Retrieved from http://www.facultyfocus.com/articles/faculty-development/metacognitive-skillsfor-self-directed-learners/
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers'
metacognitive knowledge and pedagogical understandings of metacognition. Metacognition &
Learning, 5(3), 269-288. doi:10.1007/s11409-010-9062-4
The Role of Classroom Assessment
Learning is the purpose of education. Students begin a course knowing some things, desiring to learn
more. Courses are designed with specific objectives identified as the focus of the content, activities,
and assignments. Classroom assessment is one of three levels of assessment; the others are
program and institutional assessments (Stiggins & DuFour, 2009).
Classroom assessment processes provide insight regarding the size and nature of the gap between
what has been learned and what remains to be learned. There are two categories of classroom
assessment processes and techniques: summative and formative assessment.
A summative assessment is a summary of learning that has taken place. Quizzes, tests, and other
graded assignments are categorized as summative assessments. Graded assignments provide
information about what the student has learned and what the student has not yet learned at the end
of a lesson, course, or program.
Formative assessments may or may not be graded, and primarily provide the teacher and student
with information about what has been learned and what remains to be learned. Formative
assessments are not used at the end of a lesson or a course; they are used midlesson or midcourse
as one factor influencing the teaching and learning strategies that will be used next. Formative
assessments influence future classroom activities, discussions, and readings so learning continues.
With formative assessments, misunderstandings may be corrected, and gaps in knowledge may be
filled before a class week, workshop, or course ends and summative assessments occur. Formative
assessments have many forms, such as interactive discussions following brief lectures, ungraded pop
quizzes during class, informal feedback from students about points or concepts that are not clear
before each class session ends, or a one-sentence summary of a key point from the readings for the
week written by students during the class meeting. [Harlan] (as cited in Smith, 2008, p. 4) states that
“formative assessment is important in improving learners' metacognition because this form of
feedback engages learners in thinking about their learning and progress.”
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Formative assessments often take little time to complete, but they yield valuable input about which
course concepts have been mastered and which concepts must be covered in more detail. In a
writing course, for example, students might be provided 10 sample sentences with writing errors to
correct. In the on-campus environment, the samples could be reviewed and discussed during the
class session, so immediate feedback could be provided as students compare their answers to the
correct answers. In the asynchronous online environment, the same activity could form the basis of a
discussion question or similar activity posed to elicit answers and inquiries, if necessary, into the
basis for the answers. Angelo and Cross (1993) provide several examples of formative assessment
techniques in the Formative Classroom Assessment Techniques table.
Formative Classroom Assessment Techniques table
Formative Classroom Assessment Techniques (CATs)*
Assessing prior knowledge and skills
Background
Knowledge Probe
This CAT consists of providing students a brief questionnaire where they
are asked to answer basic questions about a topic. The goal is to get an
overview of where students’ skill levels are so you know at what level to
begin teaching about the topic (Angelo & Cross, 1993, p. 121).
Focused Listing
This CAT narrows to a specific concept or term from a lesson the focus
point. According to Angelo and Cross (1993, p. 126), you ask students to,
“…list several ideas that are closely related to that ‘focus point’.” This
technique can be used before, during, or after the lesson. Focused listing
can be used before the lesson to decide at what level to start teaching. The
technique can be used during the lesson to assess how the students are
grasping the material as it is being presented. Finally, the assessment can
be used after the lesson is complete to assess how students understood
the material (Angelo & Cross, 1993).
Misconception/
Preconception Check
This CAT is similar to the previous two in that the goal is to assess what a
student may already know about a topic. With this CAT, Angelo and Cross
(1993, p.132) state, the goal is to, “...uncover...prior knowledge or beliefs
that may hinder or block further learning.” This is helpful for classes where
controversial or sensitive issues will be discussed and analyzed (Angelo &
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Cross, 1993).
Empty Outlines
The goal of this CAT is to find out what the student learned after a lesson
or assignment is completed. The facilitator provides a partially finished
outline and students must fill in the blanks. This assessment works
particularly well for lessons focused on content-facts and principles where
there are clear-cut answers (Angelo & Cross, 1993).
Memory Matrix
This CAT is designed as a diagram for students to complete. Angelo and
Cross (1993, p. 142) state, “The Memory Matrix is simply a twodimensional diagram, a rectangle divided into rows and columns used to
organize information and illustrate relationships’.” The facilitator provides
the headings, but students must fill in the blank cells. This is an effective
assessment for lessons that categorize information where student recall of
specific details is important (Angelo & Cross, 1993).
Minute Paper
This CAT is designed for the physical classroom, but could be adapted for
the online environment. The goal is for students to quickly respond to one
or two questions, such as “’What was the most important thing you learning
during the class?’” or “’What important question remains unanswered?’”
(Angelo & Cross, 1993, p. 149).
Muddiest Point
This CAT is designed to narrow in on the specific areas students want to
review further. Ask questions such as, “’What was the muddiest point
in___?’”. The facilitator knows specific topics to discuss in further detail
(Angelo & Cross, 1993, p. 154).
*There are many other assessment techniques in Classroom Assessment Techniques: A Handbook
for College Teachers. Participants may choose any assessment techniques listed in the reading for
the Week 3 Exercise - Classroom Assessment Plan.
Reference
Angelo, T., & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers
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(2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from
https://ecampus.phoenix.edu/content/eBookLibrary2/content/TOC.aspx?assetid=f617ba6b-a2ac4e5e-be37-30db43b3a3e3&assetmetaid=48e18b8a-6ac4-489f-8e1a-74a42884ee39
The details for each assessment technique are in Classroom Assessment Techniques: A Handbook
for College Teachers (Angelo & Cross, 1993), available through the materials for this session.
References
Angelo, T. K., & Cross, K. P. (1993). Classroom assessment techniques: A
handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from
https://ecampus.phoenix.edu/content/eBookLibrary2/content/TOC.aspx?assetid=f617ba6ba2ac-4e5e-be37-30db43b3a3e3&assetmetaid=48e18b8a-6ac4-489f-8e1a-74a42884ee39
Smith, T. (2008). Metacognition. Metacognition -- Research Starters Education,
1-9. Retreived from http://ehis.ebscohost.com/eds/detail?sid=5b3a5c22-0e46-4e06-b6736a8df1025246%40sessionmgr115&vid=3&hid=116&bdata=JnNpdGU9ZWRzLWxpdmU%3d#d
b=e0h&AN=27577922
Stiggins, R. & DuFour, R. (2009, May). Maximizing the power of formative
assessments. Phi Delta Kappan, 90(9), 640–644. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=38812272&site=eds-live
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Week Four Readings
Welcome to Week Four of Advanced Faculty Certification! This week’s readings primarily focus on
the Classroom Management Tool (CMT) and Socratic Questioning techniques for use in discussion
and feedback.
Background of the CMT
The CMT was developed in 2009 as part of a university-wide shift in the philosophical approach to
faculty coaching. A committee was formed to investigate and ground our faculty coaching strategies
in findings from past and current academic research. Through extensive research, two broad areas of
coaching were identified: compliance-related and assessment or learning feedback-related. The
consensus of the committee was that a qualitative-based approach, versus one focused on
quantitative measures, was in the best interest of faculty, students, and the university.
The result of the committee’s efforts was the development of a qualitative rubric instrument named
the CMT. There are three primary purposes of the CMT. First, this document serves as an
expectation guideline for faculty participation and assignment feedback in UOPX classrooms.
Second, it was designed to be a faculty self-assessment tool for continual improvement. Third, it was
established for evaluating faculty performance. Administration utilizes this tool in a collaborative
manner to ensure that facilitation requirements, including substantive faculty participation and
feedback expectations are being met. Part of the coaching and collaboration process revolves around
the CMT, whereby faculty are encouraged to engage in self-reflection.
The CMT is shared on eCampus and at local campuses, so faculty members are aware of facilitator
expectations. By aligning current practices and tools across colleges and campuses, an environment
of consistency has been developed that further supports the collaborative coaching role of faculty
administration.
Description of the Classroom Management Tool (CMT)
The CMT has been created to ensure that facilitation requirements and substantive faculty
participation and feedback are met in the classroom. Additionally, the CMT allows faculty to conduct
an honest evaluation of their participation and feedback performance in a reflective way.
The CMT is comprised of five worksheets.
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
Classroom Management Overview: The first sheet in this tool directly relates to faculty
contracts and facilitation requirements. The Faculty Tips column explains the expectation in
meeting the goal of each contract item.

Qualitative Participation: The second sheet in the tool is the rubric for faculty participation.
Faculty are encouraged to use a blend of the four elements of participation during each class
meeting for local campus classes and throughout the week for online courses.

Qualitative Feedback: The third sheet is for evaluating the quality of feedback offered to
students on assignments. Faculty members are required to provide qualitative and quantitative
feedback on all assessed activities. All four elements shown in the rubric should be
implemented on assignment feedback. Not every assessment needs to contain all elements;
each element should be present in the collective feedback for the week.

Associate Program Requirements: The fourth sheet is a listing of all Associate program
facilitation requirements, as set forth in the solicitation message for each course contract.

Bach&Grad Program Requirements: The fifth sheet is a listing of all Bachelor and Graduate
program facilitation requirements, as set forth in the solicitation message for each course
contract.
The Qualitative Participation and Qualitative Feedback worksheets feature four main elements. The
four elements of the Qualitative Participation rubric are the following:




Manages the Mechanics
Maintains Focus on Course Objectives
Adds Expertise
Encourages Higher Level Thinking
The Qualitative Feedback rubric consists of these four elements:




Encourages and Recognizes Assignment Parameters
Provides Corrective Feedback
Offers Informative Feedback
Promotes Socratic Feedback
Within each rubric, there are four columns in the CMT: Element Description, Needs Improvement,
Meets Requirement, and Exemplary. In an effort to foster continuous improvement, faculty are
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encouraged to strive toward or demonstrate exemplary participation and feedback practices in the
classroom. Self-reflection is an important part of the facilitation process and using the CMT can serve
as a guide when conducting self-evaluations.
CMT – Qualitative Participation
Substantive Faculty Participation – Qualitative Measures
As a facilitator, you play a key role in facilitating student learning. Leading a vibrant and interactive
class discussion is a major part of that learning experience. Substantive participation has the desired
effect of moving classroom discussion forward and contributing to overall knowledge acquisition.
Acceptable substantive participation will include elements from each descriptor that follows. A blend
of the following participation elements should be present consistently throughout each online week or
on campus class meeting.

Element 1: Facilitator manages the mechanics of the discussions
o
o

Element 2: Facilitator maintains focus on course objectives
o
o

Relates course materials into the discussion
Participates in ongoing academic content discussion
Element 3: Facilitator adds expertise
o
o

Participates in discussion in a timely manner
Engages in discussion with all class members
Integrates practitioner perspective and experience
Integrates current research and events beyond the text and required readings
Element 4: Facilitator encourages higher-level thinking
o
o
Challenges students to define and defend assertions
Promotes higher-order thinking skills
Element 1: Managing the Mechanics
An important first step in effectively facilitating a dynamic learning environment involves managing the
mechanics of the class discussion. As conversations unfold, it is important to approach the discussion
in a balanced manner, whereby all students are included and welcomed to get involved in the
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exchange. Inviting students to participate in class conversations in conjunction with an
acknowledgement of individual contributions fosters increased student engagement. “Learning occurs
best in an environment that contains positive interpersonal relationships and interactions and in which
the learner feels appreciated, acknowledged, respected and validated” (Henson, 2003, p. 6). Finding
ways to draw students into the discussion, especially those who are not as visibly connected,
demonstrates an equitable and active management approach to classroom discussion. As a
facilitator, building from student comments to create a more interactive experience will engage more
students and lead them to enhanced comprehension of course topics.
Element 2: Maintaining the Focus on Course Objectives
A dynamic learning experience is created when discussions support and illuminate course objectives.
One way to reach this goal is by regularly connecting course materials to class discussions. Careful
reflection on methods of how best to incorporate these materials can lead to a dialogue that is
stimulating, interactive, and meaningful for the student.
Students must be prompted to further explore and reflect on class topics. The facilitator must guide
students’ thinking in a way that challenges them actively to delve into materials, rather than providing
perfunctory responses in discussion. Fox noted (as cited in Grow, 1991) that teachers should avoid
“accepting and valuing almost anything from anybody” (p. 141). Pushing students beyond mere
opinion, directing them to specific resources, and challenging them to support their assertions, allows
us to check for their understanding of concepts learned and encourage deeper thinking on the topics
being explored.
Element 3: Adding Expertise
A cornerstone of the University of Phoenix learning model is that we have experienced professionals
in the classrooms. Sharing your experiences as they connect to the course topics, objectives, and
readings can help bring subjects to life and make the class concepts more relevant and interesting to
the student. To set the stage for information retention, the student must perceive the content to have
purpose and meaning in light of the experience. “Learning is a process that occurs best when what is
being learned is relevant and meaningful to the learner and when the learner is actively engaged in
creating his or her own knowledge…” (Henson, 2003, p. 6). Using your professional knowledge and
experience to expand on the course topics can better illustrate the concepts while challenging
students to relate the information to real-world applications.
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Incorporating current research and events into the class discussion is another effective way to use
your practitioner expertise and provide more meaning to course topics. Helping students understand
what they are learning in class and place it in a larger context takes their understanding to a deeper,
more critical level. This can be achieved by discussing current events, issues, and topics as they
pertain to the class material. Additionally, students should be challenged to think about their
experiences and observations in light of current issues. Throughout this process, practice reflective
teaching by checking students’ interpretation and applying key course concepts and providing
feedback along the way.
Element 4: Encouraging Higher-Level Thinking
Creating a highly interactive and lively discussion environment is vital in stimulating creative and
critical thinking in students. Research shows that faculty who promote this level of thinking in their
classes demonstrate the following characteristics:

Be objective
o
o
o
o

Be open
o
o
o
o
o
o
o
o

Discern between opinions, observations, and fact.
Keep observations objective and thorough, so factual and contextual evidence is
obtained.
Be careful with inferences and assumptions.
Identify and challenge assumptions.
Keep an open mind when forming opinions.
Generate constructive, alternative viewpoints in an ongoing discussion.
Imagine and explore alternatives leading to reflective skepticism.
Shift the perspective to consider new opinions and viewpoints.
Take risks. Approach and challenge students in an affirming, positive manner.
Encourage independent thought from individual students.
View problems and controversial issues as challenges.
Use Socratic questioning techniques.
Consider interpersonal and intrapersonal skills
o
o
Use reflective techniques to assist students in understanding attitudes, assumptions,
beliefs, and self-knowledge.
Be honest with yourself to acknowledge what you do and do not know.
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o
Be genuinely interested in others’ ideas even when they disagree with yours. Practice
restraint and control your feelings before reacting.
In addition to modeling these qualities through your unique facilitative style, one way to encourage
higher-level thinking is through Socratic questioning. Socratic questioning is a learner-focused form of
questioning that puts the emphasis on developing critical and creative thinking skills. This approach
helps students construct knowledge and understanding, which, in turn, leads to greater knowledge
retention.
Socratic questioning works well with adult learners, because they do not want to be told what to think;
most adult learners want to arrive at answers. Effective Socratic questioning must help adult learners
develop goals, understand process, and take appropriate action. In other words, Socratic questioning
must help them become intentional learners.
Whether online or face-to-face, facilitators may improve substantive participation in discussions by
modeling the participation they expect from students. This can be achieved through a careful balance
of the four key substantive participation elements: managing the mechanics of class discussion,
maintaining the focus on course objectives, adding practitioner expertise, and using strategies that
encourage higher-order thinking. A blend of these elements should be present in a facilitator’s
participation effort.
References
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education
Quarterly, 41(3), 125-149. Retrieved from
http://aeq.sagepub.com/cgi/content/abstract/41/3/125
Henson, K. T. (2003). Foundations for learner-centered education: a knowledge
base. Education. 124(11), 5-17. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=11046646&site=eds-live
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ABC Facilitation Model and the CMT
As highlighted in the Classroom Management Tool (CMT), a variety of approaches support
substantive faculty participation in discussions. One important facilitation technique that facilitators
can employ in class discussions is the ABC Facilitation Model.



Acknowledge something the individual has said.
Build by adding personal experience or observations or relevant course content.
Conclude with a question to the individual or class.
By regularly applying the ABC Facilitation model in the classroom, a facilitator will ultimately
incorporate a number of exemplary CMT participation practices. The ABC Facilitation model can be
applied in a variety of ways. Here are some ABC tips and techniques:




When discussing a subject, provide a practical workplace example and follow up by asking
students to provide an example that supports or contradicts what is being discussed.
Given most subjects, the debate format often provides ample opportunity to offer substantive
input, especially if there are valid points on either side of an argument. Sometimes, it is
effective to take the devil's advocate position and offer substantiation for the opposing
viewpoint based on readings or personal experience.
You may affirm another person's comments by letting them know that they provided a new
perspective or aspect that was previously overlooked and ask or explain how this knowledge
affects the discussion.
Challenge a student's statement by providing a relevant example. Then, ask him or her to
consider an alternative perspective and ask the individual to support that view.
Highly facilitative participation includes the following:





Building on student comments by suggesting alternative solutions, adding other perspectives,
pointing out problems, and disagreeing constructively
Encouraging students to apply course concepts to the workplace environment and their daily
lives
Encouraging student participation by asking probing questions that encourage them to think
deeply
Demonstrating content knowledge by sharing experiences and analyzing course concepts in
the class discussions
Referring to current course readings and asking students to apply these course materials to
their participation efforts
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Applying the ABC approach in class discussions can add value for individual students and improve
group learning as a whole. This methodology can generate lively discussions, replete with insight,
new ideas, and expanding views.
CMT – Qualitative Feedback
Substantive Faculty Feedback – Qualitative Measures
The quality of faculty feedback influences students’ feelings of connectedness and satisfaction
through three primary types of feedback as identified by Blignaut & Trollip’s (2003) Taxonomy of
Feedback: corrective; informative; and Socratic. These three principles form the foundation of the
Qualitative Feedback rubric in the Classroom Management Tool. Substantive faculty feedback
includes multiple combinations of the following:

Element 1:Facilitator encourages and recognizes
o

Element 2: Facilitator provides corrective feedback
o

Feedback corrects the content of a student’s response or work and suggests
improvement.
Element 3:Facilitator offers informative feedback
o

Feedback includes comments that support students and acknowledges their
submissions.
Feedback on the content of a student’s response, answer, or work is given in a clear
and understandable manner, pointing out strengths and weaknesses.
Element 4: Facilitator promotes Socratic feedback
o
Feedback promotes reflection, encourages critical thinking, and leads to a deeper
understanding of the topic for the student.
Element 1: Encourages and Recognizes
When issuing assignment feedback, facilitators should provide comments that support students by
acknowledging their assignment submissions or participation contributions. Addressing the student by
name is an effective way to personalize feedback and establish a positive tone for the feedback.
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Including courteous salutations, concluding remarks, and encouraging comments is another sound
strategy. Further, point out positive aspects of a submission or participation effort, such as being on
time, meeting the word count, effective APA formatting, effective analysis or critical thinking, and so
forth. Finally, inform the student if they addressed all elements of an assignment.
Element 2: Provides Corrective Feedback
This element asks the facilitator to craft feedback that corrects the student’s work and suggests areas
for improvement. Corrective feedback should be given for all assignments. If no corrections can be
found, challenge the student to elevate his or her performance more in future coursework. Affirmative
comments such as “Good job,” should be supplemented with other constructive observations.
Pointing out missing content elements or specific errors related to mechanics, formatting, APA, and
so forth, are effective feedback methods. An exemplary practice is to direct students to the text, class
materials, related outside sources, and university resources. For example, if writing errors are
identified, it is advisable to ask a student to visit the Center for Writing Excellence and utilize
WritePoint, RiverPoint Writer, or explore applicable writing related tutorials. This effort supports
student development and improvement, and is in alignment with this important element of the
feedback rubric.
Element 3: Offers Informative Feedback
Useful feedback usually is specific, content-oriented comments that lead students to a better
understanding of their performance. In this way, faculty should evaluate student work based on three
key indicators: content, organization, and mechanics. UOPX grading forms, or rubrics, feature these
facets of effective assignment feedback. Rubrics provide a structural platform to acknowledge
strengths and address opportunities for improvement in a clear and concise manner. Returning
graded papers can further enhance student learning. A combination of in-text comments and a rubric
is likely the most common and optimal method in furnishing comprehensive, constructive feedback.
Element 4: Promotes Socratic Feedback
This element supports a feedback technique that elicits self-reflection and deeper analysis of an
assignment or overall course content. Asking questions in a manner that stimulates critical thinking is
the overall objective of this component. When Socratic questioning is introduced in graded
assignments and in the comment sections of the Gradebook, this objective can be accomplished.
Moreover, reflection is achieved by encouraging students to think about possible improvements in
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their work and leading them to alternative resources that will strengthen subject matter
comprehension.
Note. Timely and effective feedback, using a combination of the four elements of feedback detailed
above, can lead to increased student satisfaction, retention, and performance. Students depend on
faculty feedback to uncover their strengths and areas of needed improvement. With this information,
they can make necessary adjustments for future assignments.
Reference
Blignaut, S., & Trollip, S. (2003, June). A taxonomy for faculty participation in
asynchronous online discussions [Electronic version]. Proceedings of the World Conference on
Educational Multimedia, Hypermedia and Telecommunications, 2003(1), 2043–2050.
Retrieved from http://www.editlib.org/p/14141
The Socratic Method and Student Feedback
The Socratic method, named after the Greek philosopher Socrates, is a questioning technique used
to stimulate higher-order thinking. If Socrates was alive today, would he be surprised at how his
philosophical questioning technique has evolved into an effective feedback mechanism often used by
faculty in higher education?
You may use the Socratic method in your student feedback by asking students a series of questions
to encourage them to think critically and formulate questions and answers. By taking an active role in
their learning, students are more likely to retain information gained by the Socratic method
(Paraskevas & Wickens, 2003).
Purpose of the Socratic Method
The Socratic method can be implemented in many ways, but the recommended use in University of
Phoenix classrooms includes the following purposes.
Engage Students in Their Learning
When you ask students a question, they are prompted to think about it and respond with an answer.
Once students answer, they become active participants in their learning. When you use Socratic
questioning to probe deeper into a subject, students generate questions and become more engaged
in their learning.
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Guide Students to Solutions
Students often need help with finding solutions to problems. Socratic questioning guides students to
deeper understanding of a subject and finding their solutions.
Build Student Confidence in Their Abilities
As students successfully solve problems or answer questions with guidance from you, they learn to
trust their instincts and resources. As they become more proficient with problem-solving, they need
less support from you. As students go from one successful problem-solving experience to another,
their confidence grows. Eventually, students become independent learners.
Help Students to Develop Information Pathways
Socratic questioning assists students with thinking clearly about the concepts they are learning. As
you encourage students to probe deeper into a subject, students make connections between course
concepts and develop a greater understanding of the relationship among these concepts.
Help Students to Think Deeply About Concepts
Answering questions and generating solutions is difficult. Students must think critically and thoroughly
about problems and solutions. Socratic questioning stimulates deeper thinking in students so they
have a more complete understanding of course concepts and can connect with other concepts.
The Socratic Method
Effective use of the Socratic method requires asking students probing questions to stimulate deeper
thinking. In order to formulate these questions and elicit substantial responses from students, you
need to understand thinking and how to assess it (Paul & Elder, 2007).
The following table, based on the Socratic questioning techniques described in The Thinker’s Guide
to The Art of Socratic Questioning, outlines various types of Socratic questions that may be used to
guide students in their critical thinking. These types of questions are derived from the elements of
reasoning and intellectual standards. To learn more about the elements and standards and their
relationship with critical thinking and Socratic questioning, refer to the Fundamentals of Critical
Thinking articles accessed from the Library/Articles section of the Foundation for Critical Thinking
website at http://www.criticalthinking.org.
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When you want to use a Socratic questioning technique in your feedback to students, review the
guidelines and sample questions for each type of Socratic questioning in this table to assess student
thinking and determine the appropriate question to use.
Type of Socratic
Questioning
Guidelines
Sample Questions
Questioning Goals All thought reflects an agenda Questions that focus on purpose in thinking
include:
and Purposes
or purpose. Assume that you
do not fully understand
 What is your purpose right now?
someone’s thought (including
 What was your purpose when you made
your own) until you understand
that comment?
the agenda behind it.
 Why are you writing this?
 Who is your audience?
 What do you want to persuade them of?
 What are you trying to accomplish here?
 What is your central aim or task in this
line of thought?
 What is the purpose of this
assignment/chapter/relationship/policy/la
w?
Questioning
Questions
All thought is responsive to a
question. Assume that you do
not fully understand a thought
until you understand the
question that gives rise to it.
Questions that focus on questions in thinking
include:




I am not sure exactly what question you
are raising. Could you explain it?
What are the main questions that guide
the way you behave in this or that
situation?
Is this question the best one to focus on
at this point, or is there a more pressing
question you need to address?
What questions might you be failing to
ask that you should be asking?
Questions that focus on information in thinking
Questioning
All thoughts presuppose an
Information, Data, information base. Assume that
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and Experience
you do not fully understand the include:
thought until you understand
 On what information are you basing that
the background information
comment?
(facts, data, experiences) that
 What experience convinced you of this?
supports or informs it.
 Could your experience be distorted?
 How do you know this information is
accurate?
 How could you verify it?
 Have you failed to consider any
information or data you need to
consider?
 What are these data based on?
 How were they developed?
 Is your conclusion based on hard facts
or soft data?
Questioning
Inferences and
Conclusions
All thought requires the making Questions that focus on inferences and
conclusions in thinking include:
of inferences, the drawing of
conclusions, the creation of
 How did you reach that conclusion?
meaning. Assume that you do
 Could you explain your reasoning?
not fully understand a thought
 Is there an alternative, plausible
until you understand the
conclusion?
inferences that have shaped it.
 Given all the facts, what is the best
possible conclusion?
Questioning
Concepts and
Ideas
Questions that focus on concepts in thinking
All thought involves the
include:
application of concepts.
Assume that you do not fully
 What is the main idea you are using in
understand a thought until you
your reasoning? Could you explain that
understand the concepts that
idea?
define and shape it.
 Are you using the appropriate concept,
or do you need to reconceptualize the
problem?
 Do you need more facts, or do you need
to rethink how you are labeling the facts?
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Questioning
Assumptions
Questions that focus on assumptions in thinking
All thought rests upon
assumptions. Assume that you include:
do not fully understand a
 What exactly are you taking for granted
thought until you understand
here?
what it takes for granted.
 Why are you assuming that? Shouldn’t
we rather assume that…?
 What assumptions underlie your point of
view? What alternative assumptions
might you make?
Questioning
Implications and
Consequences
Questions that focus on implications in thinking
All thought is headed in a
include:
direction. It not only begins
somewhere (resting on
 What are you implying when you say…?
assumptions), it also goes
 If you do this, what is likely to happen as
somewhere (has implications
a result?
and consequences). Assume
 Are you implying that…?
that you do not fully understand
 Have you considered the implications of
this policy (or practice)?
a thought unless you know the
most important implications
and consequences that follow
from it.
Questioning
Viewpoints and
Perspectives
All thought takes place within a Questions that focus on point of view in thinking
include:
point of view or frame of
reference. Assume that you do
 From what point of view are you looking
not fully understand a thought
at this?
until you understand the point
 Is there another point of view you should
of view or frame of reference
consider?
that places it on an intellectual
 Which of these possible viewpoints
makes the most sense given the
map.
situation?
Questioning
Clarity
Recognize that thinking is
always more or less clear.
Assume that you do not fully
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Questions that focus on clarity in thinking
include:

Could you elaborate on what you’re
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understand a thought except to
the extent you can elaborate,
illustrate, and exemplify it.


saying?
Could you give me an example or
illustration of your point? I hear you
saying “____.”
Am I hearing you correctly, or have I
misunderstood you?
This table contains information, obtained with the author’s permission, from The Thinker’s Guide to
The Art of Socratic Questioning.
References
Paraskevas, A., & Wickens, E. (2003). Andragogy and the Socratic method: The
adult learner perspective. Journal of Hospitality, Leisure, Sport & Tourism
Education,2(2), 4-14. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25963393&site=eds-live
Paul, R., & Elder, L. (2007). The thinker’s guide to the art of Socratic questioning.
Tomales, CA: Foundation for Critical Thinking, http://www.criticalthinking.org
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