Program

Jump down to: Monday | Tuesday | Wednesday

Participant Workspace
(limited access page)Goals of the Workshop:

  1. Identify key the components of an effective course that promotes student learning.
  2. Generate sample lessons incorporating these components that is reasonable in the context of your course and doesn't significantly increase preparation time and grading load.
  3. Leave with a template for redesigning lessons that includes strategies to enhance learning before, during, and after class.

Monday

8.30 AM Welcome, introductions and ice breaker activity Intro slides (Acrobat (PDF) 395kB Jul10 15)

  • Workshop goals Workshop Handout (Acrobat (PDF) 461kB Jul15 15)
    • Components of successful professional development
  • Topic choice exercise
  • Intro knowledge survey

9.00 AM What does discipline-based education research tell us about teaching and learning in college science courses? Intro to DBER slides (Acrobat (PDF) 412kB Jul10 15)

  • Exploration activity (H & H results prediction)
  • Introduction to DBER
  • Active learning vs. Traditional lecture
    • Prediction Activity
  • Student performance data

9.30 AM DBER in the geosciences DBER in the Geosciences slides (Acrobat (PDF) 390kB Jul10 15)

  • On the Cutting Edge survey results
  • Classroom Observation Project results
    • Prediction Activity

10.00 AM Break

10.15 AM Introduction to backward design process and lesson design rubric Backward Design slides (Acrobat (PDF) 534kB Jul10 15)

  • Situational factors from sample classes
  • Steps in backward lesson design process
  • Lesson design rubric
    • Assessing learning objectives activity
    • Classifying learning objectives activity
  • Assignment: Write three learning objectives for your topic
    • Record your assessments in your assigned Workspace (opens in a new window).
    • Work in small teams with peers with related topics.
    • Write student learning objectives representing lower and higher order thinking tasks.

11.15 AM Day 1 Wrap Up

  • Share examples of learning objectives
  • Plans for Day 2
  • Reflection activity

Tuesday

8.30 AM Recap and Day 2 workshop objectives Assessment slides (Acrobat (PDF) 693kB Jul10 15)

8.45 AM Designing assessments to match learning objectives

  • Feedback and Assessment
    • Complete the "Characterizing Assessment" Activity

9.30 AM Review examples of online resources from InTeGrate and the On the Cutting Edge exemplary teaching activities collection

  • Identify examples of learning objectives/goals and related assessments at different Bloom's levels
    • InTeGrate modules
      • Living on the Edge: Building resilient societies on active plate margins
      • Climate of Change: Interactions and Feedbacks between water, air, and ice
      • Humans' Dependence on Earth's Mineral Resources
      • A Growing Concern: Sustaining Soil Resources through Local Decision Making
      • Natural Hazards and Risks: Hurricanes
    • On the Cutting Edge Exemplary teaching materials

10.00 AM Break

10.15 AM Review your learning objectives from Day 1 and create appropriate formative assessments to be conducted in class.

  • Assignment: Write three assessments to match the learning objectives for your topic
    • Record your assessments in your assigned Workspace (opens in a new window).
    • Work in small teams with peers with related topics.
    • Identify the Bloom's level for each assessment
    • Estimate the total time it will take for students to complete the activities in class.

11.15 AM Day 2 Wrap Up

  • Share examples of learning objectives and assessments
  • Plans for Day 3
  • Reflection activity

Wednesday

8.30 AM Recap and Day 3 workshop objectives

8.45 AM Creating a consistent course structure Enhancing Course Structure slides (Acrobat (PDF) 329kB Jul10 15)

  • In- and out-of-class teaching and learning
    • Flipped classroom model
    • Complete the "Preclass Assignment" Activity

10.00 AM Break

10.15 AM Student learning: An introduction Student learning slides (Acrobat (PDF) 600kB Jul10 15)

  • Dunning-Kruger effect and student reflection
    • Complete the "Student learning strategies" Activity
  • Retrieval practice
  • Strategies that support student reflection on their learning (metacognition)
    • Mastery quizzes, knowledge surveys, reading reflections, minutes papers/muddiest point
  • Continue lesson outline activity on worksheet

11.15 AM Day 3 Wrap Up