Assignment 1. UW Distance Learning courses have several important features in common: clear learning objectives; a comprehensive introduction to the course; materials and resources that provide the course content; a series of individual lessons, each containing an assignment or exercise; and at least one final assessment. There are three essential steps in the preliminary course development process that lead to creation of these features: determining learning objectives for the course, choosing the course materials, and dividing the course content into lessons. This section focuses on learning objectives. Determining Learning Objectives One of the first things a person taking a course wants to know is "What am I going to learn in this course? " Think about what a successful student in your course should be able to do: What concepts should they be using? "Remember that your performance must be observable or OVERT. Writing Learning Objectives Samples Summary Additional Resources Mager, Robert F. (1997).
Writing Objectives Using Bloom's Taxonomy. Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. From: KC Metro [old link, no longer functioning?] Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.
From: UMUC From: Stewards Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy. ©2001 St. From: GA Tech According to Benjamin Bloom, and his colleagues, there are six levels of cognition: Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Bloom's Digital Taxonomy. Assignment 1. Writing Objectives Using Bloom's Taxonomy. Writing Objectives Using Bloom's Taxonomy.
Bloom's Digital Taxonomy. Bloom's Digital Taxonomy. Teaching Style Survey. Note from Developer: This is an adapted form left over from an uncompleted project. I no longer maintain it, but it is here for you to experiment with. As Grasha was reported as saying later in his life, I am no longer convinced that the survey measures much besides its preconceptions. Still, you may find that the questions lead you to think about teaching and learning in new ways. If you want to use this form in your work, download it and find someone who can do the following things, which are simple for anyone who knows how: Upload the file to a server you can access; Install formmail (or equivalent) in the cgi-bin; Modify the POST code to direct the output to formmail and to a file on that server.
Kindly remove any link to our site from the code. The following is a Grasha-Riechmann teaching style survey. If you teach some courses differently than others, respond in terms only of one specific course. Try to answer as honestly and as objectively as you can. Learning Style Diagnostics: The Grasha-Riechmann Student Learning Styles Scale. Introduction Studies in learning styles initially developed as a result of interest in individual differences. These issues were very much in vogue within investigatory psychology during the 1960's, enjoyed a continuing popularity during the early 1970's but have unfortunately past from vogue since then due to our society's changed focus or an evolution of professional interest.
(Curry, 1983) What is Learning? Curry (1983) states that learning is both a process and a product. “The process is adaptive, future focused; and holistic; affecting an individual's cognitive; affective; social, and moral volitional skills.The product is observable as a relatively permanent change in behaviour, or potential behaviour.The process is observable in the improved ability of the individual to adapt to environmental stimuli.” A literature review by Curry of 46 citations of various concepts of learning styles in general education, and 16 additional citation in education profession, indicated…. References. Index of Learning Styles Questionnaire. Kinesthetic Strategies | VARK. Key words: senses, practical exercises, examples, cases, trial and error. Description: This preference uses your experiences and the things that are real even when they are shown in pictures and on screens.
If you have a strong Kinesthetic preference for learning you should use some or all of the following: To take in the information: all your senses – sight, touch, taste, smell, hearing …laboratoriesfield tripsfield toursexamples of principleslecturers who give real-life examplesapplicationshands-on approaches (computing)trial and errorcollections of rock types, plants, shells, grasses…exhibits, samples, photographs…recipes – solutions to problems, previous exam papers SWOT – Study without tears To make a learnable package: Convert your “notes” into a learnable package by reducing them (3:1) Your lecture notes may be poor because the topics were not ‘concrete’ or ‘relevant’.You will remember the “real” things that happened.Put plenty of examples into your summary.
Read/Write Strategies | VARK. Aural Strategies | VARK. Visual Strategies | VARK. Key words: different formats, space, graphs, charts, diagrams, maps and plans Description: This preference uses symbolism and different formats, fonts and colors to emphasise important points. It does not include video and pictures that show real images and it is not Visual merely because it is shown on a screen. If you have a strong Visual preference for learning you should use some or all of the following: To take in the information: lecturers who use gestures and picturesque languagepictures, videos, posters, slidesflowchartsunderlining, different colours, highlighterstextbooks with diagrams and picturesgraphssymbols @ and white space SWOT – Study without tears To make a learnable package: Convert your “notes” into a learnable package by reducing them (3:1) Use all of the techniques aboveReconstruct the images in different ways… try different spatial arrangements.Redraw your pages from memoryReplace words with symbols or initialsLook at your pages.
The VARK Questionnaire | VARK. Learning needs assessment: assessing the need. Felder & Soloman: Learning Styles and Strategies. Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response. Everybody is active sometimes and reflective sometimes.
How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. How can reflective learners help themselves? Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Seven Principles for Good Practice in Undergraduate Education By Arthur W. Chickering and Zelda F. Gamson Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members.
But how can students and faculty members improve undergraduate education? Good practice in undergraduate education: Encourages contacts between students and faculty. A Focus for Improvement These seven principles are not ten commandments shrunk to a twentieth century attention span. While each practice can stand alone on its own, when all are present their effects multiply. Activity Expectations Cooperation Interaction Diversity Responsibility Good practices hold as much meaning for professional programs as for the liberal arts.
Implementing the Seven Principles: Technology as Lever By Arthur W. Chickering and Stephen C. Ehrmann From the October 1996 AAHE Bulletin. In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice in Undergraduate Education.” With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). Several hundred thousand copies of the Principles and Inventories have been distributed on two- and four-year campuses in the United States and Canada. Since the Seven Principles of Good Practice were created in 1987, new communication and information technologies have become major resources for teaching and learning in higher education. Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. 1. 2. 3. 4. 5. 6. 7.
Small Group Teaching — E-Learning Modules. You are here: Home / Small Group Teaching This module introduces the topic of small group teaching and links closely with the modules Facilitating learning in the workplace and Improve your lecturing. This module briefly considers how small group teaching can be planned and structured and some of the techniques teachers can use to facilitate group and individual learning, including strategies for preventing difficult situations in groups. By the end of the module you should have learned and updated some of the principles behind running small group teaching sessions and considered some of the issues involved in ensuring that groups function well and that the learning environment is conducive to learning for all those involved. You will also have an opportunity to apply the learning from the module to your own practice through carrying out activities and reflecting on these. Before you start Thinking points Print module to PDF Further information.