Curriculum
Work with PFRH
Sara Hill
September 19, 2013
Overview
• Faculty Support
• Course “Audits”
• Curriculum Alignment
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Curriculum Process
Course “Audits”
inputs and outputs
• Teaching = input
• Learning = output
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Course Audit
Evidence of Teaching (inputs)
• Course observations
• Course syllabi/Course sites
• Course evaluations
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Course Audit
Evidence of Learning (outputs)
• Learning Objectives
• Course syllabi/ Course sites
• Learning activities
• Assessments
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Course Audit
Cognitive Level of LOs
• Bloom’s Taxonomy
• SOLO Taxonomy
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Bloom’s Taxonomy
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Alignment
Image Source: Public Domain Pictures.net
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Role of Learning Objectives
• Course design
• Guide for students
• “Evidence” of learning
• Alignment with competencies
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Problem Learning Objectives
• Describe
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Remembering/ reproducing Explain?
• Identify
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An existing trend? Something new?
• Discuss
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Context? Evidence of achievement?
Course Audit
Learning Activities
• Active
• Passive
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Why Use Active Learning?
Students taught through active
learning methods learn two to three
times more than those taught
through traditional lectures
Source: Hake, R. R. (2002) Lessons from the physics-education-reform effort. Ecology and Society 5(2) Article 28.
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The Role of Lectures
“It is the one who does the work
who does the learning.”
-- Terry Doyle
Source: Doyle, T. (2011). Learner Centered Teaching: Putting the Research on Learning into Practice. Sterling, VA: Stylus Publishing, LLC.
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Lecture Best Practices
• No more than 20 minutes
• Minimize/avoid bulleted PPT
• Engage students
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Polling
Small groups
2-minute writing assignments
See Classroom Assessment Techniques
Stepping out from behind the Curtain
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Variety
Image Source: Wikimedia Commons
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Elements of Active Learning
Doing and Reflecting
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Critical thinking
Individual responsibility for learning
Open ended
Well-designed, aligned
Active Learning During Class Sessions
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Discussion
Student-led review sessions
Debates
Problem-based learning
Case-based learning
Brief written responses
Active Learning & Technology
Explore, Create, Curate, Review, Share
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Polling
Wolfram Alpha
VoiceThread
YouTube
Discussion forums
Twitter
Wikis / basic web pages
Course Audit
Learning Assessment
• Formative (few courses)
• Summative
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Formative Assessment
Lets students and faculty monitor
progress
You do not have to grade/read
everything!
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Formative Assessment
• Required but not graded
• Can be anonymous
• In class or before/ after class
• Technology or index cards
• Peer review
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Summative Assessment
• Exams
• Allow time to write strong
questions
• Papers
• Clear purpose
• Consider length/grading /deadlines
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Summative Assessment
• “Authentic”
• Redundancy/guidelines
Memos
 Policy briefs
 Presentations
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Guest Lecturers
• Course objectives
• Presentation objectives
• Review content & alignment
• Frame or ask students to
frame
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Competency Alignment
Changes
Alignment based upon
evidence of learning
NOT course descriptions
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Aligning Courses & Competencies
• Different format
• Different criteria
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Competency Doc from 2006
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Current Competency Doc
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Depth of Competency Achievement
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Quality Learning
• Process, not a product
• Changes in knowledge, beliefs,
behaviors or attitudes
• Not done to students, but rather
something students themselves do
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Concept
Image
32 Source: Wisconsin.gov
Formative Stage
33Image Source: Heartfelt (E-bay)
Quality Learning--Innovation
34 Source: http://www.solidform.co.uk/blog/2012/10/30/the-galaxy-soho-beijing-china-by-zaha-hadid-architects.html
Image
Resources and References
• Anderson, L. W. and Krathwohl, D. R. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's Taxonomy of Educational
Objectives. Boston, MA: Allyn & Bacon.
• Berry, W. (2008). Surviving the lecture: A pedagogical alternative. College
Teaching, 56(3). 149-154.
• Biggs, T. and Tang, C. (2011). Teaching for quality learning at university. New
York: McGraw Hill
• Bonwell. C. C. & Eison, J. A. (1991) Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Report No.1. Washington DC: George
Washington University.
• Doyle, T. (2011). Learner centered teaching: Putting the research on learning
into practice. Sterling, VA: Stylus Publishing, LLC.
• Felder, R., & Brent, R. (2009). Active learning: An introduction, ASQ Higher
Education Brief, 2 (4).
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Resources and References
• Hansen, E. J. (2011). Idea-based learning: A course design process to
promote conceptual understanding. Sterling, VA: Stylus Publishing LLC.
• Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment
across the institution. Sterling, VA: Stylus/Association for American Higher
Education
• Marton, F., and Säljö, R. (1976). On qualitative differences in learning: Ioutcome and process.” British Journal of Educational Psychology, 46, 4–11.
• Wiggins, G. P., & McTighe, J. A. (2005). Understanding by design.
Washington, DC: ASCD
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