Small Bite #1 Environmental Factors

Teaching by design

Next Routes• Develop an Ideal Outcome Statement

• Discuss Course Design Principles of JiTT Series• Review components of Environmental Factors

• Map Environmental Factors

Imagine Ideal Course Outcome

Ideal Session Outcome• What is the distinctive educational impact you

would like for your course to have on your students – tomorrow, and 5 or 15 years out?

• If you were a student in your course, what would you hope to be able to do by the end of / because of preparation & participation?

Does the learning you hope for align with the teaching and learning your students will need

to be part of while in your course?

What Is Teaching by Design?Principles

• Ideal Impact

• Backward Design

• Constructivism

• Alignment

Practice• Lifelong learning orientation.• Tasks support complex learning.• Builds on core course concepts.

• Begins with identification of cognitive, affective & skill-based student learning outcomes central to mastery of course focus.

• Students construct meaning through relevant learning tasks.

• Teaching, learning & assessment activities built to support intended outcomes for range of students.

Constructing Meaning

What did I learn today?- how did I learn?- why did I learn?- who helped me learn?

What ideas should I connect?- among readings & lectures- across course /courses- with community & work

What (and how) am I learning?- knowledge sources- unlearn & relearn

- ways of interacting

How does course connect? - in terms of making meaning- to a “real world” audience- to discipline / profession

How do course elements align?-with homework & class activities-with feedback-with assessments

How does students learning build?- for constructing meaning- for transferring learning- for related outcomes

Design is a whole brain process:

Empathetic. Passionate.

Creative, Practical,

Rational & Analytic.

We aim to foster these.

OutcomesAims

Intended Learning Outcomes

AssessmentAssessment Feedback &

Assessment Tasks

Environmental FactorsAtmosphere

Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms

ALIGNED COURSE DESIGN

ActivitiesActivities

Learning & Teaching Activities

Adapted from John Biggs & Catherine Tang, and L. Dee Fink

Enacting the Design

Apex – Your CourseNodes – Points of ConnectionInterior – Learning & Teaching Work

WHY PEDAGOGY? David Lusted, 1986

“three agencies – the teacher, the learner and the knowledge they together produce….’

teacher ≠ neutral transmitterstudent ≠ passiveknowledge ≠ immutable

Situational ContextEnvironmental Factors / Atmosphere

1st Level - Learning and Learners2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms

AIMS - Intended Learning & Development Outcomes

ACTIVITIES - Teaching & Learning

ASSESSMENT - Feedback, Tasks &Tests

Environmental Factors play a significant role in creating learning environment likely to bring about ideal

outcomes and intended student learning outcomes.

Situational ContextEnvironmental Factors1st Level - Learning and Learners

2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms

Students & Cultures

Classroom & Co-Curriculum

Situational ContextEnvironmental Factors1st Level - Learning and Learners

2nd Level - Institutions, Disciplines, Cultures, Communities, Classrooms

Department & Institution

Discipline & Community

Resources • Handouts referenced in this presentation are in the

“Teaching by Design section at http://z.umn.edu/idaportal