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(

• Review the workshop agenda
• 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

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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?

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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

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Some Key Characteristics of Students as Learners
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Key Issues in Considering the Nature of Learners

• Prior experiences or knowledge
• Preferences for certain ways to learn
• Ways of perceiving the world

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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

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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

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Learner-Centered Approaches Help Motivate Learners

• Assess and address learners needs and interests
• Fosters a safe learning environment
• Actively engages learners

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Keller ARCS Model of Motivation

• Attention
• Relevance

• Confidence
• Satisfaction

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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
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Curriculum Development and Course Planning
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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

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The Academic Plan Model of Curriculum

• Purpose
• Content
• Sequence
• Learners

• Learning experiences
• Resources
• Evaluation
• Adjustment

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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

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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

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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
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Ways of Stating Outcomes

• Blooms taxonomy
• Knowledge, Understanding,
• and Application

CTU Workshop on Teaching and
Learning
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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

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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?