pasadena daytwo

Art Center information literacy

and curriculum

development

Day Two

Content we will cover Day two

Recap of Day one

Curriclum mapping

The Teacher in you

Significant learning

Student engagement

Course activity toolkit

Lesson planning

Assessment 101

Recap of day one

Mission Statement 4 pillars- refine and finalize Clarifying questions thus far?

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Curriculum Mapping

Helps focus your efforts

Alleviates seeing the same students

Lets you graphically see common courses

across departments or majors

Evidence for inclusion in certain courses

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1. look at your departments and classes you regularly teach or think you should teach 2. mark which standards are addressed/ideal for the course and what level they are being addressed 3. based upon this map you have a blueprint of which classes you should teach and which skills are being covered in the curriculum

How to conduct a curriculum map by

department

Appl ying

wh

at y

ou le

arn

ed

Download the curriculum map grid and

look at your assigned departments. Fill

out the map for all of your departments

– look for common courses!

Understanding your

learners

Build your Art Center Student

Learners Like

To be challenged

To be respected

A variety of techniques

Real-life experiences

Receiving prompt feedback

Student Comments

“She is amazing... very talented and great at what she teaches. Intimidating though, because she is brilliant. Her papers are hard, but they really allow you to grow, and you feel accomplished when you are done. She made me want to go to grad school.”

“Great course, well taught, excellent lectures, precise and accurate testing”

“He is interesting to listen to in class because he is so involved in biology, and he tries to make jokes that aren't funny. He takes your picture, so within a few weeks, he knows everyone in the class, which is amazing since there are so many students.”

“loved this guy! He is clear about what he expects and a fair grader.”

To be bored

To be talked down to Inconsistency in expectations, grading, or treatment

Learning without context

Learners don’t Like

Student comments

“even though i got an A in the class, i wouldn't recommend it. really boring and tests are kind hard. but she has really easy assignments that help make up for the test scores. she's really nice, but boring. i sat there and listened to my ipod the entire time.”

“she is so unorganized and has absolutely no clue what the plan is most of the time (changes her mind after we have already competed assignments).. ssoooo frustrating!”

“He tells us not to contact him during his office hours. He gets paid to be available during those office hours, yet he neglects his duty AND he disappears during class.”

“he's probably the best looking horrible teacher i ever had.”

Other things besides learning styles can effect how your students learn

Gender

Culture

Class

Technology

Peer to peer World Views

Motivation

Life

Age

Significant Learning

Thinking back over your whole life, what were the two or three most significant learning experiences you ever had? That is, list the moments (or events) in which you discovered something of lasting significance in your life.

Questions to ask yourself

Did it take place in a school?

Was a professional teacher instrumental in making the learning experience happen?

Was a teacher-like figure (e.g., coach, minister, school counselor, theater director) instrumental in making the learning experience happen?

If the answer to 3 or 4 is “yes,” then what did the teacher (or other person) actually do to help you learn?

In general, what factors were instrumental in bringing about the learning?

What’s Your

Teaching Style?

Learning Theory

Doing

Observable behavior

Stimulus-response connections

All behavior is learned

Reinforcement

Learning at own pace

Active participation

Mastery

Behaviorism

Cognitivism

Thinking

Organization of information

Perception & conceptualization of the world

Relationship between concepts

Humanism

Feeling

Affective or feeling side of learning

Self-actualization

Self-development

Personal meaning/relevance

Constructivism

Creating knowledge

Learners interpret experiences and facts

Learners engage, grapple and seek to make sense of things

Can be a solo experience, or a group one

Social Cognition

Group

Social context to learning

Transfer of learning

Authentic learning environments

4 principles of constructivist assignments

learners construct their own meaning

new learning builds on prior knowledge

learning is enhanced by social interaction

learning develops through “authentic” tasks

Constructivist Assignments

Three types of research assignments that utilize constructivist theory for teaching research skills

–Problem based learning

–Real world scenarios

–Peer to peer learning

Research- re -Imagined Replicating tasks students might use in the workplace

Evaluating real world information sources and writing an essay or giving a speech about it

Using Fantasy sports as a statistical and data analysis tool

Scenario based annotated bibliographies

Calibrated Peer Review Assignments

Creation of discussion boards or wikis to compile and compare information collected by other students

Portfolios

How does this translate into

your lesson plans?

Start with your learning outcomes

Develop assignments that will demonstrate student attainment of learning outcomes

Assess the end product student learning

Questions to ask yourself before you plan to teach

Which learning styles do I meet/not meet?

Which learning theories do I subscribe to?

What tools can I employ ensure that I am an authentic teacher?

What methods can I use to ensure my students are learning?

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Repertoire for teaching

New Techno

logies

Less is m

ore!

Lesson Planning

The Big Picture

Why We Do What We do? Overview of Assessment

TYPES OF ASSESSMENT

Formative

Summative

Direct/Authentic

Indirect

4

Formative Assessment = One minute

paper, clickers, reflective questions

Summative Assessment= cumulative learning, portfolios, final exams

Direct Assessment= Annotated bibliographies, in

class worksheets, research papers

Indirect Assessment = Observation

or Surveys, interpretation or

inference

LEVELS OF ASSESSMENT

COURSE LEVEL

DEPARTMENTAL

PROGRAMMATIC

INSTITUTIONAL

4

Library Evaluation Form = Programmatic Assessment

One minute paper= Course level Assessment

Institutional Assessment=

GE learning objectives

Curriculum Mapping =

Department Assessment

What does assessment

look like?

Student Attitudes Lower Division

35.1 % Needs Improvement: Finding Full Text

ALL self performance measures

increased from Good to Very Good

with the exception of Finding Full Text

which moved TWO places

Student Comments Workshops

Student Attitudes Workshops/Lower Division

What does assessment of learning

look like?

What’s Next?

Send me your lesson plans, develop and Information

Literacy Plan, practice what you have learned!