integrated aligned course design - slides for interactive presentation, class 3
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8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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4/22/12
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Teaching for LearningCourse Design
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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What coursewill you develop
for 8101portfolio?
n As you come into classtoday
n Sit at the tables with
handoutsn Begin listing, drawing,
mapping out ideas forthe course you will
develop and turn into asyllabus
n Some possibilities:
n title
n who’s there/whereoffered,
n what students will beable to+ do in the class
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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+Centered Title
http://www.joebower.org/2011/08/
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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+St u
dent
s asLe
ar ner s
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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+Universal Design – Key Question
nStudents want to learn and theirinstructors share this goal. How caninstructors select their curriculum and
instructional strategies to maximize thelearning of all students?
n The Faculty Room, DoIt webpage:http://www.washington.edu/doit/Faculty/S
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+Universal Design – Core Practice
nEmploying universal design principles ininstruction does not eliminate the needfor specific accommodations for students
with disabilities. There will always be theneed for some specific accommodations,such as sign language interpreters forstudents who are deaf.
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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+Universal Design – Core Practice
nHowever, applying universal designconcepts in course planning will assurefull access to the content for most
students and minimize the need forspecific accommodations.
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+Universal Design – Core Practice
nFor example, designing web resources inaccessible format as they are developedmeans that no re-development is necessaryif a blind student enrolls in the class;
planning ahead can be less time-consumingin the long run. Letting all students haveaccess to your class notes and assignmentson an accessible website can eliminate the
need for providing materials in alternativeformats.
8/4/2019 Integrated Aligned Course Design - Slides for Interactive Presentation, Class 3
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Curriculum
Reflection
Intended Learning Outcomes
AssessmentTesting
Feedback & Assessment
Components/Tasks
EnvironmentGathering Data
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
Instruction
Creating
Learning & TeachingActivities
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+Integrated Aligned Design
n “Integrated Aligned Design” incorporatesthe principles of Universal Design into wellseveral other “schemes” that reflect
established tenants of good curricular design.
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Curriculum
Learning & Teaching
Activities
Assessment
INTEGRATED ALIGNED COURSE DESIGN
Adapted from Dee Fink
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Intended Learning Outcomes
Feedback & Assessment
Components/Tasks
Instruction
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4/22/12
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Learning & Teaching
Activities
Instruction
Intended LearningOutcomes
Curriculum Assessment
Feedback & AssessmentComponents/Tasks
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+Integrated Aligned Design
Backward Designn Review multiple contexts shaping Environmental
Factors (Environment)
n Establish Intended Learning Outcomes(Curriculum)
n Determine plan for Feedback & Assessment Tasks(Assessment)
n Develop teaching and learning activities
(Instruction)
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+Backwards Design
nBegin at the END
nWrite clear, unambiguous, specific LearningObjectives
nUse multiple accessible methods of and toolsfor Assessment
nSelect Teaching and Learning activities are
flexible, adaptable, and consistent withoutcomes
nReflect
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Course Design Scenarios
nWorking in trios (two trios per table)…
nDiscuss assigned Course Design Scenario
n How would this scenario affect my course
across the IADesign cycle?n outcomes?
n learning/teaching plans – in & out of
class?n assessment?
n Consider also
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