Bloom pyramid.jpg (1371×876) Bloom's Taxonomy Verbs. Creating significant learning experiences: an integrated approach to ... - L. Dee Fink. StudentLearningOutcomes.jpg (584×550) Outcomes, Learning Activities, Assessment. Steps to create outcomes-based assessment: Define or review outcomes for your program. This may include both student learning outcomes and service unit outcomes. Align outcomes with activities of the program. Develop a plan for assessing outcomes. Assess one or more outcomes per year, engage in staff/faculty dialog regarding results and take action to implement program improvement. Definition of an academic support program student learning outcome: Student learning outcomes within academic support programs describe the expected knowledge, skills, attitudes, competencies, and habits of mind students are expected to acquire as a result of interaction with your program, services and/or events.
Definition of a service unit outcome (SUO): Academic support programs often are involved in informing students (and others) as to bureaucratic processes, regulations, policies, and procedures of the university. Outcomes-based assessment results: Additional hints for success: What does an instructional designer do? In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do.
I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn. Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. This will be a series of posts over the week or so. I have about five pages of emails to revise for this format, so it’s waaay too long to put into one post. So without further ado, here’s the first installation: What does an instructional designer do?
I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. How do we do that? Update: Other Posts in this Series Free Subscription. Study Guide for Differentiated Instruction and Understanding by Design « McTighe & Associates. Differentiated Instruction with UDL. By Tracey Hall, Nicole Strangman, and Anne Meyer Note: Updated on 11/2/09; 1/14/11; Please visit the AIM Center home page. Introduction Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001).
The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success. Top Definition Figure 1. Daretodifferentiate.wikispaces. Amazon. Instructional design. History[edit] Origins[edit] During World War II, a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior.
Tests for assessing a learner’s abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedures.[5] 1946 – Edgar Dale’s Cone of Experience[edit] In 1946, Dale outlined a hierarchy of instructional methods and their effectiveness.[6] Mid-1950s through mid-1960s - The Programmed Instruction Movement[edit] Early 1960s - The Criterion-Referenced Testing Movement[edit] Robert Glaser first used the term “criterion-referenced measures” in 1962. 1965 - Domains of Learning, Events of Instruction, and Hierarchical Analysis[edit] 1967 - Formative Evaluation[edit] The 1970s - Growing of Interest in the Systems Approach[edit] 2010 and forward[edit]