Developing Curriculum and Teaching for Active and Engaged Learning

1
Developing Curriculum and Teaching for Active
and Engaged Learning

• June 8 - 11, 2009
• Day Two
• Professor John M. Dirkx Professor Julie
  Brockman
• Higher, Adult and Lifelong Education School of
  Labor Industrial Michigan State University
  Relations
• dirkx_at_msu.edu Michigan State University
• brockma4_at_msu.edu

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Review of Day One

• Students as learners
• Learning as an
• active and engaged process
• Key elements of
• curriculum development

3
Feedback from Classroom Assessment

• Any changes or revisions
• to our work?

4
Day Two

• Using a syllabus for
• course planning
• Developing effective lesson plans
• Principles of effective teaching
• Using active learning strategies
• in lecture and large group formats

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Course Design and Planning
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Reflection

• Do you develop a plan for the courses you teach?
• If so, what do you do? How do you plan?
• What does your plan look like?

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Kinds of Course Planning

• Routine
• Fine tuning existing courses
• New course or substantial
• revision of existing courses

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Components of Course Planning
Teaching Methods
Goals
Student Activities
Student Learning
Textbooks
Technology
Syllabus
Lesson Plans
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Steps in Course Planning

• Learn about the backgrounds of students you will
  be teaching - interests, needs, experiences
• Write objectives or outcomes
• Select textbook or reading materials
• Identify means to assess learning outcomes (Xác
  d?nh các
• Develop a syllabus for the course

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Steps in Course Planning(As start of course
approaches)

• Begin preparing lessons plans
• Plan for appropriate teaching strategies,
  technology, and resources

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Steps in Course Planning(Implementation of the
Course)

• Obtain input from students on course plan and
  objectives
• Conduct formal and informal classroom assessments
  as you begin the course
• Make adjustments in content, methods, or
  activities as appropriate to student learning

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The Course Syllabus as a Planning Tool
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What is a Syllabus?

• A form of the academic plan
• It reflects your instructional design
• What you plan to teach
• How you will teach it
• What you expect of your students

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Why Develop a Syllabus?

• Provides students with
• (
• A sense of what will be covered
• How the content will be covered
• What is expected of them
• Represents a kind of contract between the teacher
  and the students
• Helps teachers plan for more effective
  instruction

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A Sample Syllabus

• Johns MSU Syllabus

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What Are Key Components of a Learning-Centered
Syllabus?

• Course title, meeting times and locations
• Instructor name and contact information
• Course description, philosophy, and objectives

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What Are Key Components of a Learning-Centered
Syllabus?

• Course content outline of topics to be covered
  or agenda by meeting
• Reading assignments by topic or by meeting
• Required textbooks and other resources

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What Are Key Components of a Learning-Centered
Syllabus?

• Grading policy
• Expectations of students Attendance, exams,
  papers, presentations, etc
• .
• Statement of academic integrity
• Statement of equity and disability access

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So, a syllabus is a specific form or expression
of the academic plan

• See example syllabus from MSU

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Small Group Work

• Share the draft of your syllabus with your
  colleagues in a small group
• Based on what you know about syllabus planning
  and our discussions so far, provide feedback to
  your peers on their syllabus

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Discussion of Syllabus Review

• What are the strengths of your current syllabus?
• What will you change in your syllabus?

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Morning Break
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The Lesson Plan

• Another, even more specific form of the academic
  plan

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The Lesson Plan

• More specific than the syllabus
• A roadmap or guide for teachers to organize and
  plan individual teaching sessions

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Example of a Lesson Plan

• Workshop Lesson Plan

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Components of a Lesson Plan

• Objectives for the lesson
• Knowledge, skills, and attitudes you want
  students to acquire
• How you will address individual differences among
  the students
• Interests, needs, abilities, etc
• Materials and resources needed for the lesson

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Components of a Lesson Plan

• Approximate breakdown of topics and activities by
  time
• Students prior knowledge, if possible
• Space, room arrangements and equipment
  requirements
• Instructional strategies to be used in the lesson

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Introduction within a Lesson Plan (up to 15
class time)

• Overview of or agenda for the session
• Link to previous session
• Main point?
• Why important

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Body of a Lesson Plan(About 70 of class time)

• Let students know you are moving from one segment
  to the next
• Be clear with instructions

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Conclusion of a Lesson Plan

• Review or restate main point or focus of the
  session
• Ask questions to review links between this focus

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Reflective Activity

• How do you plan for your individual teaching
  sessions?
• What components of the approach to the lesson
  plan that we discussed do you now do?
• What additional components do you think would be
  helpful to you and your students
• Share your responses to these questions in groups
  of three

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Lunch Break
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Teaching Strategies to Foster Active and Engaged
Learning
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Reflective activity

• What do you believe about teaching? What does
  effective teaching mean to you?
• Write down your responses to this question

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Reflective activity

• In groups of three
• Share your responses to this question.
• Develop a list of characteristics your group
  feels reflect effective teaching and post your
  list

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Large Group Sharing of Beliefs of Effective
Teaching

• Share with the large group the characteristics
  of effective teaching that were discussed in your
  small group

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Reflective Activity

• Read the Seven Principles for Good Practice in
  Undergraduate Education

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Application to your practice

• In what ways are the Seven Principles of
  Chickering and Gamson reflected in your
  description of effective teaching?
• What principles do you now exemplify in your
  teaching? Which ones do you need to work on?

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Are there any questions or comments about the
Seven Principles of Effective Teaching in
Undergraduate Education?
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Specific Strategies to Foster Learning-Centered
Teaching

• Demonstration of an
• Active Micro-lecture

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Strategies used should reflect your overall goals
for teaching

• Acquisition of knowledge or information
• Development of higher-order thinking skills
• Specific skills - to be able to do something

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In selecting teaching strategies, you should
consider if they

• Engage the learner
• Incorporate active or experiential methods of
  learning
• Foster collaborative learning among your students
• Ground teaching in the contexts of your learners
  lives

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Learning-centered Teaching Fosters Active
Learning

• Active learning involves Strategies that
  involve students in doing things and thinking
  about the things they are doing
• Bonwell Eisen, 1991

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Active learning emphasizes

• (K) Acquisition of knowledge or information
• (U) Demonstration of understanding of key ideas
  and concepts
• (A) Application of these key ideas and concepts

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Overview of the Range of Active Learning
Strategies You Can Use
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• Well structured question and answer sessions in
  lecture
• In-class writing (for example, the one-minute
  paper)

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• Project-based learning
• Practicum, internships

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• Collaborative learning methods
• Problem-based learning

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One minute paper

• Based on what we talked about so far, answer
  following questions and write out responses
• What factors should you consider when deciding
  what teaching strategies to use in your teaching?
• How do you define active learning?
• What specific teaching strategies can foster
  active learning among your students?

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• Share your responses with the person next to
  you.
• Fill in any information you are missing from the
  lecture.

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Using the Lecture in Learning-Centered Teaching
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Use thoughtful, planned questions effectively
during the lecture

• Use questions to foster development of higher
  order thinking skills
• Wait sufficient time for students to think

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Use a modified lecture

• Pause every 15 minutes or so have students work
  in dyads or triads
• End of lecture five-minute free recall writing

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• Feedback lecture
• Two 20-minute lectures separated by a study
  session around specific questions
• Responsive lectures
• Develop occasional lectures around questions
  generated by students

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Small Group Work

• Discuss what you now do to actively engage
  students in your lectures
• What can you do to engage your learners more
  actively in the lecture?

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Large Group Sharing of Ideas for the Active
Lecture
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Application of Ideas to Planning Your Microteach

• What active learning strategies are appropriate
  to the goals and objectives for your
  microteaching session?
• What techniques will you use to make your
  lectures more active?

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Developing a Lesson Plan for Your Microteaching
Session

• Topic or content for the session
• Learning objectives for the session
• Materials and other resources needed
• Teaching strategies to be used to address your
  objectives for the session

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Conclusion of Day Two

• Based on what you have learned today, what
  changes are you considering making in your
  teaching?
• Are there any questions or comments about todays
  work?