COURSE CALENDAR / GRAD 8101: Fall 2011

CP = in Course Packet, posted on MyU via http://z.umn.edu/ida8101 HO = Handed out in a class session

Class 1: Learning 9 September

Learning Outcomes: At the end of this session you will be able to: Engage through active reading and multiple discussion opportunities recent scholarship on learning as a foundational concept both teachers and students in higher education must understand Develop an understanding of learning through explanation and exchange of ideas that will enable each participant to convey individual ideas/understandings about learning to an audience of disciplinary peers, cross-disciplinary colleagues, and teaching mentors/supervisors. Retrieve from classroom interactions factors that highlight the importance of the firstday in setting a culture of learning tone for a course At the end of this session you will: Begin building a learning community See their fellow you as a knowledge resource Reading to Complete before meeting your Class 1 discussion partner(s): GRAD 8101 Syllabus the Narrative segment only Read & Annotate the one specific article that has been assigned to you First segment - 90 minutes / Groups with some whole class Incorp intros in jigsaw dig in to that activity Google doc capture of some ideas Bend activity to analyzing Guido Sarducci video Intro Scotland Culture of Learning HO as transition here Michael Wesch / Kansas large class video - Google doc capture while watching? Perry/Belenky about cognitive development, attend to dissonance Break and Debrief 45 minutes / Whole Class HO during class will include the ones on CAT & active learning strats + one ALC/tech tools About the course itself 45 minutes / Pairs with some whole class Syllabus Pre-confidence survey Info sheet + hand in CV or Resume Due: The more recent copy of your CV (or resume if you have not yet created a CV) Print or electronic copy of article assigned to you, along with your notes/annotations

Class 2: Teaching for Learning 16 September

Learning Outcomes: At the end of this session participants will be able to: Describe connections between learning and teaching as expressed in Class 2 readings focused on pedagogies for adult learning Summarize principles/practices of active learning Explain generally & in your own context environmental factors that impact teaching Required Reading: Heutagogy: It Isnt Your Mothers Pedagogy Any More CP Halpern & Hakel Applying the Science of Learning to the University & Beyond CP Nelson Different Approaches to Teaching and Learning CP McKeachie Chapter 14 on Active Learning/Group Based Learning CP 2 hours + break Ken Robinson Changing Education Paradigms: http://www.ted.com/talks/lang/eng/ken_robinson_changing_education_paradigms.html Teaching Groups named and form base for this class session Do the in-class activity in 3 stages: Their artifacts/drawings/diagrams/images/charts ways of showing learning Readings and mapping connections authors make between learning and teaching / Focused listing while viewing and after reviewing Robinsons framing of emerged/emerging paradigm and intro Blooms Taxonomy as primary example Back to Teaching Team groups whats learning? what points of connection & dissent across what theyve created and discussed? What ideas about learning re classmates as students for their upcoming teaching? 45 Minutes A Contracts discussion Start of Teaching Teams more detailed discussion Due: Draw/Diagram/Photograph/Chart/Show LEARNING

Class 3: Course Design for Learning & Teaching 23 September

Outcomes At the end of this session you will be able to: Express generalizations about the processes and characteristics of Integrated Aligned Course Design Report principles regarding centrality of goals and objectives in course design Populate and prioritize the Environmental Factors segment of an Integrated Aligned Course Design graphical organizer with factors specific to the course individual participant will design for the final course Teaching Portfolio Apply concepts of Integrated Aligned Course Design to explain the parallel process of planning a class session generally, and in preparation for creating the Class 3 Mini-Teaching Session focused on individual definitions of / guiding concepts for learning Required Reading: Linda Nilson, In the Beginning: Course Design by Objectives CP Saunders and Kardia, Strategies for Inclusive Teaching and Course Design http://www.crlt.umich.edu/gsis/P3_1.html UMinnesota Student Learning Outcomes / Student Development Outcomes CP John Powers, Converting Class Syllabi to the Outcomes Based Teaching and Learning Format CP McKeachie Chap 5 on Facilitating Discussion CP 1st hour they teach in teams using 3x3 Formative assmt via google form as formative fdbk for mini-sessions / one responder whos sorta a designated listener to an assigned presentation; Slideshare as repository for all? 2nd hour Presentation with tasks: What is course design? CTLTapas (on z.umn.edu/idaportal Divide over the class? Use with one below in a jigsaw activity that provokes students to say in their own words head collaborative teams will be person whos seen UC-Irvine video on Course Design: http://www.youtube.com/watch? v=LZ7kE_eUMuA Name our course design site as follow up resource whole hour with groups ala Michaelson with next week ala Brookfield and learning circle SERC site 3rd hour Teaching Teams bring this to the planning of their sessions One of us works with teams 1-2, one with teams 3-5 / both start

Due: Mini-Teaching Session explain/explore learning for an audience that is either students in your class, colleagues in your field, members of your interdisciplinary research, teaching or dissertation team

Class 4: The Syllabus: Creating this Public & Professional Publication 30 September
Learning Outcomes: At the end of this session you will be able to: Describe integrated aligned course design Write course outcomes with strong(er) verbs. Sustain development of course proposal into a syllabus, making use of skills and insights to align course outcomes with course assignments and activities. Begin constructing a syllabus integrating three purposes of a syllabus: road map, organizational tool and contract/record. Required Reading: Syllabus On-Line Workshop: http://oct.sfsu.edu/design/syllabus/index.html McKeachie: Chap 16 (low / high stakes writing) CP Brookfield on discussion CP Developing Interesting Assignments: http://teaching.berkeley.edu/compendium/sectionlists/sect21.html Johnson & Smith Designing Appropriate Scaffolding CP 80 minutes Cheryls Gallery Walk still ask Pat to be there** TAPA still???** BREAK 80 minutes Work on co-facilitation Due: Active Reading Assignment Course Proposal Due

Class 5: Assessment of Learning 7 October

Learning Outcomes: At the end of this session you will be able to Articulate a focused listing of the advantages and disadvantages of selected formative and summative assessments of student learning Distinguish among various formative and summative assessment strategies in order to begin determining which ones are applicable to your course and its environmental factors. Create a plan for beginning to incorporate formative and summative assessment of student learning into your course, and into various aspects of your teaching/academic work generally. Required Reading: Engendering Competence CP Desrochers, et al Student Assessment: A Comparison CP McKeachie on Grading: Ch. 7-11 o Chap 7 Assessing, Testing and Evaluating o Chap 8 Testing: The Details o Chap 9 Good Designs for Written Feedback o Chap 10 The ABCs of Assigning Grades o Chap 11 Motivation in the Classroom Recommended Reading: Blooms Digital Taxonomy Due: Active Reading Assignment first writing for those doing A contract 80 minutes Activity to be design for whole class- Jane OBrien rubric for modern poetry, 5 minipresentations via white board and working with pre-class google docs, with responder from another group do a CAT sample fair: contest to adapt select ones to their courses (proposals due the week before BREAK 80 minutes Work on co-facilitation

Work on co-facilitation