Learn about and share the basics of course design
Given the
right questions to ask, designing (or re-designing) an entire course can
be a creative and energizing event. Here are some tips and resources to
help. (
indicates
an external link and opens in a new browser window.)
- Instructional design theory
- Learning objectives
- Characteristics of effective teaching and learning
- Syllabus design
- Instructional strategies
- Being inclusive: Multicultural considerations
1) Instructional design theory
Many academics organize their courses around significant concepts in their discipline. Unfortunately, this approach can leave students unequipped to do anything with those concepts. A better approach is to first ask yourself "What do I want my students to be able to do at the end of my course?" And then ask yourself "Now, what will they need to know in order to do it?" Having clear, action-based learning objectives can transform course preparation from a tangled and fearful experience into a refreshed and creative activity. Dee Fink's Planning Your Course2) Learning objectives (a.k.a. instructional or educational objectives)
Some faculty members have had only vague exposure to the idea of learning objectives. They may have been told to identify a handful of things students are supposed to know after finishing their course, but never identified weekly (or even daily) learning objectives for their class. At first, these teachers may not understand the wonderful clarity and sense of purpose that having clearer learning objectives can infuse into their teaching.
Effective instructional objects have four components--the ABCD's. They are:
Audience
Effective learning objectives are student centered, describing what students will be able to do at the end of the activity or the course.
Behavior
Effective learning objectives describe an observable behavior that will demonstrate the student has acquired the knowledge, skills or values related to the overall goal of the course.Condition
Effective learning objectives describe the conditions in which the student learning is to be demonstrated and observed.Degree
Effective learning objectives provide criteria by which the students' performance will be measured. These may be measured by rubrics, the percentage of correct items on a text/quiz, check sheets, etc..An Example from a Business class that is studying how demographics and local economies effect retail businesses:
"When given a map of Springfield (condition), each team (audience) will mark where in Springfield they would open a small dry cleaning business and turn in a one-page justification of their choice (behavior). Justifications will be graded upon their realistic application of material from--and correct citations of--course materials. (criterion)."
Defining Behavior Verbs for Learning Objectives
This site provides a kick-start by demonstrating how some verbs can be defined and used in learning objectives. Really worth a look.3) Characteristics of effective teaching and learning
You are familiar with at least some aspects of good teaching--at the very least, you can remember teachers you had and identify several things about them that left a good or bad impression on you as a student. The same can be said about teachers with whom you will work: they all had good and bad teachers, and the characteristics of these teachers can be a good place to begin a conversation when the teacher "draws a blank" about what they think good teaching might look like.Among other things, the good teachers you remember probably established clear expectations, managed time in class well, were enthusiastic about the material and the students, asked a lot of questions, acknowledged your hard work and gave you personalized feedback. In short, they showed in many ways that they cared about your learning process.
If a teacher comes to you in pro-active mode, it means that they care about their teaching already--these folks are great fun to work with. This is a chance to have an overview discussion of good teaching practices. The University of Texas Center for Teaching Excellence has a very nice compilation of what many people list as important characteristics of effective teaching
If a teacher comes in re-active mode, they are likely to be somewhat freaked-out and may not be interested in an "overview discussion"--they just want help making things better. They will often appreciate practical tips that will help them get back on their feet in the classroom, many of which can be found in Teaching Tips and Tools for Teaching.
4) Syllabus design
As we all know, the syllabus functions as a contract between teacher and student. It is where we put all pertinent information about the course, the teacher, school policies, etc.. A fantastic list of things one must consider putting on one's syllabus can be found at Developing a Good Syllabus5) Instructional strategies
These are the ways that teachers require their students to use time (in and out of the classroom) to achieve the learning objectives in a course. Classic strategies include lecture, discussion, experiential learning, case studies, and so on. There is a trend toward strategies that promote active learning in the classroom, much of which involves students interacting in some way while they learn. While lecture is a fine method of conveying information, its effectiveness depends upon students being motivated to receive the information in lecture format. This motivation can often be achieved using other modes of instruction that "prime" the students for a lecture.Some nice overviews of--and practical suggestions for--different instructional strategies can be found at the University of Texas' Teaching and Learning Strategies
6) Being Inclusive: Multicultural considerations
Inclusiveness, diversity and multiculturalism all circle around the idea of differences among students. Teaching is about helping this group of students understand, but increasing differences within and among each group of students makes teaching well an endless learning process. Taking diversity seriously illuminates many of the assumptions that are built into one's notion of teaching, and it demands that one put serious thought into what teaching is for.As a faculty developer, you may find offer workshops specifically about diversity and find they draw virtually the same group of interested faculty ever time (this "the choir" as in "Preaching to the choir"). To reach a wider audience, try embedding the same inclusiveness messages within workshops with more a more nuts-and-bolts-of-teaching kind of focus. For example, workshops about leading effective discussions would be incomplete without addressing different kinds of participation styles, and a seminar on "creating motivated students" would need to address the differing obstacles to motivation faced by different kinds of students. Threading messages about the importance of inclusiveness and diversity throughout your offerings will help make more people aware of this important issue.
There are three wonderful chapters on multicultural considerations in A Guide to Faculty Development.
For more resources, check out these web-sites:
DiversityWeb