Post by Admin on Dec 18, 2019 22:50:39 GMT
Course Design
Developing effective teaching materials is an important aspect of successful course design. Below we provide an introduction to a series of pages that suggest a systematic, thoughtful approach to developing your course. This process will help you provide important insights into your students’ responses, actions, and participation and possibly into your own teaching practices. We present three effective elements of course design to incorporate into your course, with further details provided on subsequent pages.
Elements of course design
Design measurable learning goals
Why do we set learning goals?
Learning goals allow you and your students to focus on what they are supposed to learning. When learning goals are explicit, they will guide your students’ decisions on where to focus effort and illuminate what they are to take from a given task. It will also ensure you are evaluating the things you care most about and designing your course or activity to best meet your goals for students.
How do we design goals so student learning can be measured?
When designing learning goals, you want to keep in mind the actions a student will need to take to accomplish what you want them to learn. Producing a set of goals that align with your assessment methods may be challenging and require several iterations to evolve.
assessments that align with your learning goals
How do we measure student success in your course?
Assessments allow you to measure whether your students are really learning what you want them to learn. Assessments will help you determine if they really are learning those materials and skills.
What data are you collecting and do the data match your learning goals?
In a course, you may use different types of assessments (e.g. diagnostic, formative, and summative) to determine a student’s level of success in your course. Using peer review, self-reflections, and surveys are some ways to determine whether assessment data match your learning goals.
metacognition for us and our students
What is your learning process and how can you encourage your students to become more aware of their own learning process?
The first step in understanding your students’ learning process is by becoming aware of your own metacognitive process. Once you understand your own learning process, you will be better suited to design activities and assignments that help your students build their self-regulating skills.
How can you ensure your students become self-regulated learners?
Using activities like Think-Pair-Share, reflective prompts, or classroom notebooks will allow your students to reflect on their own cognitive processes and increase their proficiency as self-regulated learners.
Developing effective teaching materials is an important aspect of successful course design. Below we provide an introduction to a series of pages that suggest a systematic, thoughtful approach to developing your course. This process will help you provide important insights into your students’ responses, actions, and participation and possibly into your own teaching practices. We present three effective elements of course design to incorporate into your course, with further details provided on subsequent pages.
Elements of course design
Design measurable learning goals
Why do we set learning goals?
Learning goals allow you and your students to focus on what they are supposed to learning. When learning goals are explicit, they will guide your students’ decisions on where to focus effort and illuminate what they are to take from a given task. It will also ensure you are evaluating the things you care most about and designing your course or activity to best meet your goals for students.
How do we design goals so student learning can be measured?
When designing learning goals, you want to keep in mind the actions a student will need to take to accomplish what you want them to learn. Producing a set of goals that align with your assessment methods may be challenging and require several iterations to evolve.
assessments that align with your learning goals
How do we measure student success in your course?
Assessments allow you to measure whether your students are really learning what you want them to learn. Assessments will help you determine if they really are learning those materials and skills.
What data are you collecting and do the data match your learning goals?
In a course, you may use different types of assessments (e.g. diagnostic, formative, and summative) to determine a student’s level of success in your course. Using peer review, self-reflections, and surveys are some ways to determine whether assessment data match your learning goals.
metacognition for us and our students
What is your learning process and how can you encourage your students to become more aware of their own learning process?
The first step in understanding your students’ learning process is by becoming aware of your own metacognitive process. Once you understand your own learning process, you will be better suited to design activities and assignments that help your students build their self-regulating skills.
How can you ensure your students become self-regulated learners?
Using activities like Think-Pair-Share, reflective prompts, or classroom notebooks will allow your students to reflect on their own cognitive processes and increase their proficiency as self-regulated learners.