7. To succeed in this class you’ll
To succeed in this class
have to do all readings
you’ll have to work hard
before class, rewrite each
and be committed.
paper & review notes
weekly
8. This class will require that I guess it’ll be a lot of common
you think critically about sense and probably we won’t
the theories presented use the book that much.
9. You can:
• Explain why there is no one right answer to this issue
• Identify and correct for your personal biases
• Explore evidence from several perspectives
• Set criteria and make a recommendation
• Plan to monitor and adjust for changing conditions
13. Select one broad course or unit goal
Student A will…..
Define it in concrete terms
Refer to HANDOUT – pages 2 & 3
Record on white board & discuss
Is this outcome concrete enough?
Would greater specificity help or hinder?
14. Learning goal:
Appreciate differences
Learning outcomes:
Describe an experience where multiple viewpoints
resulted in a better outcome
17. Engaging and worthy problems
Questions of importance
Actual or similar to issues faced by adult
citizens / consumers / professionals
in the field
Wiggins (1993)
20. Straight A's in high
school may mean better
health later in life
Murder rates affect IQ
Correlation tests scores: Study
Sincere smiling
Cause
promotes longevity
OMG! Texting and IM-ing
doesn't affect spelling
22. Return to your learning outcome
Design an authentic task in which students
can demonstrate mastery of that outcome
Record on white board and discuss
2
23. Outstanding Meets Fails to meet
November 2008 | By Natasha Haugnes &
relative to requirements in requirements
requirements every respect
Jennifer Russell | Office of Faculty
Characteristic 1
Development | Academy of Art University,
San Francisco, CA
Characteristic 2
The Academy
Characteristic 3
27. Websites re: real assignments
http://sciencecases.lib.buffalo.edu/cs/
http://writing.mit.edu/wcc/resources/teachers/createwritingassignments#creating
Repository of rubrics
http://course1.winona.edu/shatfield/air/rubrics.htm
Peer Feedback
http://rer.sagepub.com/content/70/3/287.full.pdf
http://www.academicaffairs.mnscu.edu/facultydevelopment/resources/pod/Packet6/helpingstudent
shelp.html
Test writing and scoring
http://wayback.archive-it.org/1961/20100806070228/http://www.pass-it.org.uk/resources/031112-
goodpracticeguide-hw.pdf
Notas del editor
See handouts from session for activities for this portion of the workshop.
See handouts from session for activities for this portion of the workshop.
Dee Fink divides learning into these six components and posits that they are interrelated rather than sequential. The three on the right are similar to Bloom’s taxonomy. By human dimension Fink means skills like teamwork and communication. Caring has to do with motivation and valuing the subject matter. Learning to learn includes reflecting on learning and how to improve.
November 2008 | By Natasha Haugnes & Jennifer Russell | Office of Faculty Development | Academy of Art University, San Francisco, CAThe Academyhttp://pareonline.net/getvn.asp?v=9&n=2