Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks. The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students’ skills and knowledge.Key elements of IBL include:* Helping students see the big picture* Building courses around one or more authentic performance tasks that illuminate the core concepts of the discipline* Clearly identifying performance criteria for all tasks* Incorporating practice in the competencies that are deemed important for students’ success* By placing the onus of learning on the student, liberating faculty to take on the role of learning coaches* Designing tasks that help students unlearn simplistic ideas and replace them with improved understandingsEdmund Hansen expertly guides the reader through the steps of the process, providing examples along the way, and concluding with a sample course design document and syllabus that illustrate the principles he propounds.
|Publisher:||Stylus Publishing, LLC|
|Edition description:||New Edition|
|Product dimensions:||5.80(w) x 8.90(h) x 0.60(d)|
About the Author
Edmund J. Hansen has been the director of the Center for Teaching and Learning at Northeastern Illinois University since its inception in 2001. Before joining NEIU, he worked in faculty development for over twelve years, half of that time at Indiana University in Bloomington, and the other half at Emporia State University in Kansas. In Emporia, he was the founding director of the Teaching Enhancement Center and also an assistant professor in the psychology department. For seven years, Edmund served as President of the Chicago Area Faculty Development Network (CAFDN), a consortium of faculty development offices at both two and four-year institutions in the region. He has published articles and book chapters related to the improvement of college teaching, including the integration of instructional technology into the classroom. He is originally from Germany, where he worked in adult education. Edmund has a PhD in Educational Psychology from Indiana University, and Masters Degrees from the University of Pennsylvania and from the University of Aachen, Germany.
Table of Contents
1) Practical Benefits of Course DesignFaculty Stressors in TeachingBenefits From Idea-based Course Design 2) Backward DesignTraditional Course DesignCritique of the Traditional DesignThe Backward Design ModelThe Importance of Course Design3) Learning OutcomesProblems With (Conceptualizing) Learning OutcomesIdentifying Big IdeasDeriving Enduring UnderstandingsDetermining Learning Outcomes4) Critical ThinkingSignificance of Critical ThinkingLay Definitions of Critical ThinkingThe Confusing State of the Critical Thinking LiteratureNeed for Teaching Critical ThinkingBarrier 1: Intellectual DevelopmentBarrier 2: Habits of MindBarrier 3: MisconceptionsBarrier 4: Complex ReasoningConclusion 5) Content, Part 1: Guiding Questions and ConceptsTopicsTwo parts of Course ContentEssential QuestionsGuiding ConceptsCourse Content and Critical Thinking6) Assessment, Part 1: Educative Assessment Assessment for GradingAssessment for Learning A Continuum of AssessmentsAssessment as Coaching Principles of Assessing for Understanding 7) Assessment, Part 2: Rubrics Examples of Assignments Lacking Clear Criteria The Main Parts of a Rubric Sample Rubric: Critical ThinkingCommon Misunderstandings About Rubrics The Triple Function of Rubrics8) Content, Part 2: Learning Experiences Examples of Poor AssignmentsAuthentic Performance TasksAssignment-Centered InstructionAssignment-Related CompetenciesBuilding Block DesignsPrinciples for Designing Effective Learning ExperiencesStudent Involvement in the Pedagogy9) Course Design Document Why Create Course Design Documents?Elements of the Course Design DocumentSample Design Document: Psychology 624 - Theories of MotivationSummary of Course Design Features and BenefitsTranslating the Course Design Document Into a Syllabus10) Implementing Course Design With Online Technology Key Characteristics of Online TeachingCourse Design Elements Enhanced by Online TechnologyConclusionReferencesAppendixSyllabus for PY-624:Theories of Motivation Course