Chapter 4Designing Significant

Learning Experiences II: Shaping the Experience

Step # 4: Generate Teaching and Learning

Activities•

Passive Learning

Necessary component for the transmission of knowledge

• Reading

• Lectures

Active Learning

1. Experiences“Doing”

e.g. Lab experiments

“Observing”e.g.. Field trip to a

factory

Active Learning (con’t)

2. Reflection

Making meaning of the content and the learning process

Can be done alone or with otherse.g.. Journaling, small group discussion

Note: Time must be given for students to reflect!

Visit website: http://www.sci.sdsu.edu/BFS/first/activestrat.html for active learning ideas!

Step # 5: Integrate the Primary Components

• How are the preceding steps fitting together so far?

• Can you anticipate any

problems?

• Are your goals consistent with the students’ goals?

Step # 5: Integrate the Primary Components (con’t)

• See Exhibit 4.4 on page 125 of Creating Sig. Learning Experiences

• Identify your goals• Identify assessment procedures• Identify learning activities

Worksheet for Creating Integrated Components

Learning Goals for Course

Procedure for Assessing Student Learning

Learning Activities

1. Understand and remember key concepts, terms, relationships, and the like

2. Know how to use the context

3. Be able to relate this subject to other subjects

4. Understand the personal and social implications of knowing about the subject

5. Care about the subject (and about learning more on the subject)

6. Know how to keep on learning about this subject after the course is over.

Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

Assess design so far:

• Steps 1-5

• See figure 4.4 on page 127 of Creating Sig. Learning Experiences by Fink, L.D.

• Are you on the right track?

Step # 6: Creating a Course Structure

Review the course and select 4-7 major topics

These topics should build upon one another- one strategy is to arrange from simple to complex, or chronologically

Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

Learning Activities/Assignments

These activities should integrate concepts discussed in

the course so far

Step # 7: Selecting an Effective Teaching

Strategy

Adapted from: Creating Significant Learning Experiences, L.D. Fink, 2003

Activities

Out of Class Activities

These activities facilitate learning content

• Readings

• Written assignments e.g. essays

• Journaling

• Recording observations

In Class Activities

Focus should be on application of content

• Lectures

• Small Groups

• Case Studies

• Lab work

• Field trips

Goal: Master and apply the course content

• See page 132, 133 for Team Based Learning (Creating Significant Learning Experiences)

• See page 135, 136 for Problem Based Learning (Creating Significant Learning Experiences)

• See page 136, 137, 138 for Accelerated Learning with the “MASTER” plan (Creating Significant

Learning Experiences)

Step # 8: Creating the Overall Scheme of Learning Activities

• Create an overall Scheme of Learning Activities– See figure 4.13 page 139, Creating Significant Learning Activities

• Integrate the course structure and strategies

• Vary learning activities

• Activities need a pattern of development in complexity and challenge

• Create schedule of activities– Choose week one activity then the final week activity to ensure

goals will be achieved. Fill in the middle weeks with these goals in mind.

• Leave unscheduled time for potential problems

Step # 9: Put Together the Grading System

• Fair and Educationally valid – appeal to different types of abilities

• Reflect the full range of learning goals • Reflective relative to weight of activity

• Grading Scale

Step # 10: Identify What Might Go Wrong

• One Final Check

– E.g. Room bookings, technical supplies/support, library resources, textbooks

Step # 11: Write the Syllabus

• Communicate course information/delivery to students

• General management: Instructor’s name, office hours, phone number, etc

• Course Objectives• Discuss class activities, including due

dates, tests and projects• Text and other required reading material• Grading procedures• Course/Institutional policies

Step # 12: Plan an Evaluation of the Course

and Your Teaching

• Consider a midterm as well as final evaluation– Goals being achieved, effectiveness of

learning strategies, appropriate feedback and interaction with students

• Multiple sources– Students– Peers– Audio/Videotape– Student

Good Design and Flow Experiences

• Involve students– Pick own objectives– Feedback techniques and assessment

• Reassess flow– Use diagrams, graphics (Unifying

Mechanisms see figure 4.14, page 147, Creating Significant Learning Experiences

Case Study One Week in Review of a Course on

Extreme Weather

Week 3

Tornadoes

http://www.pnr-rpn.ec.gc.ca/air/summersevere/ae00s02.en.html

Week # 3: TornadoesDays of the Week

In ClassActivities

Out of Class Activities

Monday IntroductionNarratives Make a vortex

Assigned Readings

Tuesday Visit Websites

Wednesday Visit a Weather Station Reflect on Weather Station visit – Learning Journal

Thursday Assigned ReadingsCollect Weather data from previous tornadoes

Friday Survival strategies:Make a survival kitView video: ”Twister”

Essay Due

Questions to Ponder• What would motivate you to learn

about tornadoes?• What other learning activities

would you consider?• How would you evaluate learning

in this week in addition to the learning journal and essay?

(no need to respond to the group as we are just encouraging individual reflection. Thank you. )