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Developing Curriculum and Teaching for Active and Engaged Learning

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Developing Curriculum and Teaching for Active and Engaged Learning A Workshop on Teaching and Learning June 8 - 11, 2009 Welcome!! Professor John M. Dirkx Professor ... – PowerPoint PPT presentation

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Title: Developing Curriculum and Teaching for Active and Engaged Learning


1
Developing Curriculum and Teaching for Active and
Engaged Learning
  • A Workshop on Teaching and Learning
  • June 8 - 11, 2009
  • Welcome!!
  • Professor John M. Dirkx Professor Julie
    Brockman
  • Higher, Adult and Lifelong Education School of
    Labor Industrial Relations
  • Michigan State University Michigan State
    University
  • dirkx_at_msu.edu brockma4_at_msu.edu

2
Participant Introductions
  • Divide up into groups of five representing
    different departments or programs
  • Introduce yourself and what you do in your
    department or program
  • Briefly describe what you are hoping to get out
    of this workshop

3
Participant Survey of Needs and Interests - In
small groups
  • Introduce yourselves to each other
  • What do you hope to get out of this program?
  • What are your interests in this topic?
  • What are your most pressing problems?

4
Workshop Objectives
  • Characteristics of learners and the learning
    process
  • Meaning and definition of curriculum course and
    lesson planning
  • Principles of effective teaching
  • Improving teaching through active learning
    strategies

5
Our Assumptions and Methods
  • Knowledge, understanding, and practice model
    (KUA)
  • Project-based learning - design and implement a
    microteaching session

6
Workshop Agenda
  • Day One
  • Active and engaged learning
  • Key issues in curriculum development
  • Day Two
  • Syllabus development
  • Lesson plans
  • Principles of effective teaching
  • The active lecture

7
Workshop Agenda
  • Day Three
  • Characteristics of collaborative learning
  • Peer teaching, case study, problem-based learning
  • Day Four
  • Microteaching sessions
  • Debriefing and discussion
  • Conclusion and certificate ceremony

8
Review of Workshop Agenda(
  1. Review the workshop agenda
  2. Share with large group any changes or revisions
    you think should be made in the workshop syllabus

9
Day One
  • Students as learners
  • Learning as an
  • active and engaged process
  • Key issues in curriculum development

10
  • Most ideas about teaching are not new, but not
    everyone knows the old ideas.
  • Euclid, c. 300 BC

11
The Nature of Our Learners and How They Learn
12
  • Write down a response for the following two
    questions
  • What characteristics of your students as learners
    do you believe are important to your teaching?
  • What do you believe about how your students learn
    most effectively?
  • Briefly share your responses with another person
    in the workshop

13
Large Group Sharing
  • What characteristics of your students as learners
    do you believe are important to your teaching?
  • What do you believe about how your students learn
    most effectively?

14
  • Active and engaged learning
  • is learner-centered

15
Learner-centered Approach to Teaching
  • Attends to students
  • Emphasis is on student learning
  • rather than teaching
  • Stresses student outcomes
  • are students learning what you intend?

16
A learner-centered approach takes into account
  • The nature and characteristics of students
  • Students interests and needs

17
A learner-centered approach takes into account
  • Students beliefs and assumptions about
    themselves as learners
  • How students learn their preferences and
    strengths

18
Some Key Characteristics of Students as Learners
19
Key Issues in Considering the Nature of Learners
  • Prior experiences or knowledge
  • Preferences for certain ways to learn
  • Ways of perceiving the world

20
Prior Experiences or Knowledge
  • Family backgrounds and contexts
  • Cultural and ethnic backgrounds
  • Educational and work experiences
  • Knowledge of the subject matter

21
Preferences for Certain Ways to Learn
  • Read/write
  • Auditory
  • Visual
  • Kinesthetic

22
Ways of Viewing the World
  • Abstract
  • Concrete
  • Ways of Working
  • Global
  • Sequential

23
Reflective activity What are some
characteristics of your students that are
important to helping them learn?
24
How Students Learn
  • Active Learning as
  • Engaged and Deep Learning

25
Characteristics of Engaged or Deep Learning
  • Students use prior knowledge and experience
  • Students seek meaning in what they are learning
  • Students uses higher order thinking skills, such
    as critical thinking, problem-solving,
    evaluation, and synthesis

26
Characteristics of Engaged or Deep Learning
  • Students become increasingly self-directed and
    independent in learning
  • Students reflect on and assesses learning process
  • Students increasingly learn through recognition
    of patterns rather than memorization of facts

27
Implications for Helping Students as Learners
  • Gradually involve students in deciding what they
    should learn and how
  • Integrate content with learners life experiences
    and context
  • Use relevant cases, problems, and real-life
    scenarios

28
Learner-Centered Approaches Help Motivate Learners
  • Assess and address learners needs and interests
  • Fosters a safe learning environment
  • Actively engages learners

29
Keller ARCS Model of Motivation
  • Attention
  • Relevance
  • Confidence
  • Satisfaction

30
Summary of Our Work
  • Characteristics of learners relevant to learning
  • Learning as deep, engaged,and active
  • Motivating learners involves
  • Attending to learners
  • Providing relevant and meaning experiences

31
Break for Lunch
32
Welcome Back!!
  • Feedback or Questions
  • from Morning Session?

33
Small Group work What are you currently doing
to
  • Actively engage your students in the learning
    process?
  • Motivate your students to learn?

34
Report out of small groups to large group
35
Curriculum Development and Course Planning
36
Terms/ Curriculum Development
  • Program
  • Subject
  • Course
  • Syllabus
  • Lesson

Program planning
Instructional design
Teaching and training
37
What do you mean by curriculum? How do you
define it?
38
Different Meanings of the Curriculum
  • What students learn
  • The body of knowledge at the command of teachers
  • The set of courses or experiences needed to
    complete a college degree or a program

39
Areas of Common in Curriculum
  • Most approaches to definitions of curriculum
    reflect attention to a set of common
    elements

40
  • Curriculum as an
  • Academic Plan

41
The Academic Plan Model of Curriculum
  • Purpose
  • Content
  • Sequence
  • Learners
  • Learning experiences
  • Resources
  • Evaluation
  • Adjustment

42
Elements of an Academic Plan
  • Purpose - what students should learn
  • Content the subject matter
  • Sequence arrangement of subject matter
  • Learners information about students for whom
    curriculum is intended

43
Elements of an Academic Plan (Continued)
  • Instructional processes activities to use for
    learning
  • Instructional resources materials and settings
    to be used
  • Evaluation if knowledge, skills, attitudes,
    behavior changed
  • Adjustment changes in plan to increase learning

44
Purpose
  • Plan with the end in mind
  • What you intend learners to learn or be able to
    do
  • Ways of stating purpose or objectives
  • Learning objectives
  • Learning outcomes

CTU Workshop on Teaching and
Learning
45
Ways of Stating Outcomes
  • Blooms taxonomy
  • Knowledge, Understanding,
  • and Application

CTU Workshop on Teaching and
Learning
46
Blooms Taxonomy Abridged
  • Full version
  • From remembering information or skill to
    applying, analyzing and evaluating/creating
  • Condensed version
  • Knowledge, understanding and application

CTU Workshop on Teaching and
Learning
47
Importance of Context in Understanding the
Curriculum
  • External influences
  • Society, government, the scholarly discipline,
    marketplace, alumni
  • Organizational influences
  • Relations, resources, governance, administration
  • Internal influences
  • Faculty, students, scholarly discipline, program
    mission and administration

48
Small Group Work
  • Application of the Academic Plan Model to your
    own curriculum and curriculum planning
  • Beginning to plan for your microteach session

49
Summary of Day One
  • Important characteristics
  • of our students as learners
  • Learning process as
  • deep, engaged, and active
  • The curriculum as
  • an academic plan

50
Conclusion of Day One Classroom Assessment
  • What do you like most so far about the workshop?
  • What would like you like to see changed?
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