A Systematic Approach
Using Fink’s (2003) Model

 Take two minutes and write down the questions you have about course design
 Share your questions:
1.
2.
3.
4.
5.
6.
..
..
..
..
..
..

1.
2.
3.
Answer most of your questions
Learn about and apply a structured approach to course (re)design
Using Blackboard and Turning Point features to your and your students advantage

 Creating a practice plan to help students achieve high levels of performance



What do you want students to be able to do by the end of your class and beyond?
Know your goals/outcomes and why are they important


How are they related?
Are they unique, singular?
Can they be organized in a logical sequence?

How do you help them get there?
Plan backwards:

Plan Backwards, Scaffold Forward:
Sequence to Help Students Attain Learning Outcomes

 Identify the situational factors that significantly impact your course (5 min)
 Share some factors

Identify strenghts and weaknesses of the LO:
 Is it focused on students being able to “ do ” something important next semester, 1yr, 2 rs after your class? What is the long term value?
 Is it written clearly and unambiguously in behavioral terms?
 Where does if fit in Fink’s taxonomy (see worksheet)?

of Significant Learning ( = Change )
Learning
How to Learn
Caring
Human
Dimension
Foundational
Knowledge
Application
Integration
• New concepts for describing learning
• Non-hierarchical and interactive
• These challenge our thinking about teaching, including teaching ethics
• More effectively support design of student-centered learning and distance education
Source: Creating Significant Learning Experiences, by L. Dee Fink

How do you know if students are achieving your
Learning Outcomes?
Step 3 worksheet
The Necessity of Assessment

Assessment and Feedback
A learner-centered, teacher-directed, mutually beneficial, formative, contextspecific, and ongoing investigation that is rooted in good teaching practice.
It answers:
How well are they getting it?

Two Levels of Students Assessment
Both Should Occur
1.

Formative assessments for feedback and practice
Conducted frequently
2.

Summative assessment for grade
Conducted infrequently
Share your Assessment with your Trio
See Worksheet

Feedback and Assessment
 Is it an authentic, forward-looking assessment?





Is the assessment valid

What criteria/traits are key elements of the LO?
Are they represented in the assessment?

How does it distinguish good work from poor?
What are your standards for each trait?
Is the assessment reliable ?
Is the assessment objective ?
 Do they get a chance to revise their work?

from

Formative Assessments:
The Use of CATs
1.
2.
3.
4.
5.
Find CATs that fit your learning outcomes
Make assessment a useful and fun event
Try a CAT before you ask your student to use it
Allow for more time than you think you need to carry out the CAT and give feedback
Make sure to “close the loop” and provide immediate feedback to students
See Work Sheet

Step 4
Selecting and Delivering Effective
Learning Activities
(40 min)
 What makes learning activities effective?
 Use the work sheet as a starting point to identify strategies
 Always incorporate reflection into the learning activity:
 What are you learning?
 How are you learning?
 Why is what you are learning important?

Step 5 Worksheet
Integrating the Main Components
 Use the 4-column table in the work sheet
(Step 5)
 Identify resources needed
 For class management (e.g. kitchen timer)
 For learning activities: readings, internet sites, etc
 Share your table with an experienced partner
 Lay it out visually

Thematic Structure
 See worksheet

Step 7-8 worksheet
Done in Inspiration; see Inspiration.com

Structure Details for One Session
Leverage Technology to help Students Prepare for
Class and Teach to Their Needs

Following Class I

 Did I answer your questions?
 Did we meet the objectives?
 Please complete the evaluation form
Thank You