the “learning grid” planning process implements the concepts of backward design (designing...
DESCRIPTION
Name of course TITLE for the module Overview This is where you get a moment in time to play to their favorite radio fre- quency — WII-FM !! Engage their interest! ??? Pre-Requisites If so, list here… Outcomes Identify 1-3 related MAJOR skills, know- ledge, or attitudes the learner must master. Learning Activities One per sticky! Learner-centered Consider learning style Apply learning cycle Learning Objectives List Facts any Concepts Principles Processes, or Procedures students will also review or learn in order to achieve mastery Criteria Conditions Assessment Activities What will you be looking for? Characterize “A” work! What specifics must be present/included in the submitted work? How will you know? Define factors of the environment for their assessment… Location? Timed? References? Supplies? Deadline? Style? How to submit? What do you plan to have your students… Do? Perform? Complete? Report? Demonstrate? Test? Submit? …to assess mastery? Optional: List related external standards, program, or institutional core competencies.TRANSCRIPT
The “learning grid” planning process implements the concepts of backward design (designing learning events with assessment clearly in focus). The purpose of the grid is to guide instructors in “thinking through course content” from several perspectives. It is extremely helpful in dividing content (chunking) into manageable modules for the online environment. (Warning: It can be habit-forming!!)
The process seems to work best if completed in the following sequence. (#s represent specific areas of the grid)
1a Start with the Course Title (it’s an anchor)
3 State your specific learning outcome(s) 8 Summarize your assessment strategy/task(s)
7 Think through the assessment environment
6 List your assessment criteria (standards)
5 Identify what the learner will review or learn in the process
4 Determine the learning activities to support the objectives (identified in step 5)
5 Write a purposeful & engaging overview; include pre-requisite expectations
1b Finish by adding a title that relates to the overall content of the module
learning grid ©2005 planning process was developed by Lynne Groves at South Central College
learning grid©
Name of
course
TITLE for themodule
OverviewThis is where you get a moment in time to play to their favorite radio fre- quency —WII-FM !!Engage their interest!??? Pre-Requisites
If so, list here…
OutcomesIdentify 1-3 relatedMAJOR skills, know- ledge, or attitudes the learner must master.
Learning Activities
One per sticky!
Learner-centered
Consider learning style
Apply learning cycle
Learning ObjectivesList Factsany Concepts Principles Processes, or Procedures students will also
review or learn in order to achieve mastery
Criteria Conditions Assessment ActivitiesWhat will you be looking for?Characterize “A” work!What specifics must be present/included in the submitted work?How will you know?
Define factors of the environment for their assessment…Location? Timed?References? Supplies?Deadline? Style? How to submit?
What do you plan to have your students…Do? Perform?
Complete? Report?Demonstrate? Test?Submit?
…to assess mastery?
Optional: List relatedexternal standards, program, or institutional core competencies.
Speech 101(online)
Group Discussion
PREVIEW the Overview for this module…
Overview Outcomes Learning Activities
Learning Objectives Criteria Conditions Assessment Activities
Title
Whether a student, worker, or someone with a special interest, we are all part of a group or have been at one time. In this module, you will learn how to be effective in small group settings and how to make effective contributions to the group communication process. But how do we do "group work" in an online class? You will meet in the "Chat Room" to accomplish a group project. Learn how to be most effective in a small group--even online!
Contribute to a group discussion.The following areas will also be assessed from your work:
Communicate clearlyThink critically & creativelyWork cooperatively
PARTICIPATE in scheduled Chat office hours…
REVIEW the "Guidelines for Group Work" …
THINK about times when you worked as…
READ Chap. 19 "Speaking in Small Groups."
READ the handout: "Tips for Online Chats”
COLLABORATE with your WorkGroup
PERFORM your group discussion with …
Describe why being able to discuss an issue and reach consensus in a small group is importantUse the steps in the reflective thinking modelUse effective listening skillsDifferentiate among task, leadership, and maintenance rolesIdentify strategies for getting and keeping all members of the group involved in the discussionAsk information-gathering questionsExamine strategies for reaching consensus
provide specific, well-informed, details seek to understand opposing opinions & ideas before defending your opinionshow insight about how personal biases and preferences may affect interactions & differing points-of-viewget others involved by asking questionsrefrain from dominating discussionshare task, maintenance, & leadership rolesclarify issues; identify cause & effectgenerate & consider possible solutionswork toward consensus, helping to choose the best solution
…by participating in a group discussion, using the chat feature of {IMS}, in which you critique a speech given by someone other than your peers or yourself
…by submitting a completed group discussion assessment
1. CHECK to be sure you have completed the discussion activities for Group Discussion - 10 Points
2. SCHEDULE your Chat session
3. PLAN to complete the "Group Discussion Assessment" after you have completed the next module - Critical Listening.
At South Central College, the learning grid influences input to the WIDS software…files are generated from WIDS…the learning grid helps instructors think through their content.