curriculum mapping and assignment design: applying the … · 2018-03-20 · curriculum mapping and...
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CurriculumMappingandAssignmentDesign:ApplyingtheLearningSystemsParadigmDAVIDMARSHALL, PHD
NILOASENIORSCHOLAR&DIRECTOROFTHEUNIVERSITYHONORSPROGRAM,CALSTATESANBERNARDINO
StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
CURRENTSTUDENTEXPERIENCEOFHIGHEREDUCATION
Assignments
DisciplinaryPrograms
GeneralEducation
TheLearningSystemsParadigm
thiswebinarishostedby
Consensus-based
Throughfaculty-ledconversations,reflections,andexplorationswithemployers,alumni,andothers,asharedunderstandingandconsensusisreachedonlearningoutcomes.Thissharedunderstandingservesasthefoundationforrevisingoutcomesforenhancedclarityanddesigningeducationalexperiences.
Alignment
Usingtheagreeduponlearningoutcomes,facultyandstaffaligneducationalexperiencesthroughouttheinstitutionforintentionalintegration,coherence,andfosteringofmultiplepathways.Alignmentinvolvescurriculummapping,scaffolding,assignmentdesign,mappingofcareerpathways,andco-curricularengagement.
Learner-Centered
Theeducationalsystemreorganizeseducationalexperiencesaround allstudentsandtheirlearning.Takingastudentviewincludesconsiderationofissuesofequity,learning-focusedtransfer,alternativedeliverymodels,flexibilityinofferings,integrationofprior-learningassessment,ensuringstackablecredentials,andbuildingmultiplepathways.
Communication
Communicationandcollaborationwithstudentsandotheraudiencesthroughtransparentdiscussionsaroundtheoutcomesandeducationalsystemworkstomaketheimplicitexplicit.Communicationinvolvesexplorationandintegrationwithadvising,alternativetranscripts,admissions,andemployers.
ApplyingtheSystemtoMapping
MappingforAlignment
FourLensesofAlignment
1.Scaffolding
2.Reinforcing
3.Integrating
4.Embedding
RelatingOutcomes
Culin
aryArtsAADe
gree
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ecificatio
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Recallon
awrittenexam
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Defin
eandrecallon
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gfunctio
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Recallthesevenareaso
fanHA
CCPplan
Bepreparedtotransferacorecurriculum
to
anaccredited,fo
ur-yearcollegeor
universitywith
juniorclassstandingin
CulinaryArtsora
relatedmajor
CLASSESCULART010x4CULART101CULART160CULART161CULART201CULART225CULART235CULART240CULART250CULART275
AProcessofReflection
Whatisuniversity-levelstudyfor?
HowdoesGEcontributetothat?
Howdowegetstudentsthere?
Howdoesthemajorsupportthat?
Howdowedeterminehowwe’redoing??
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
GettingThere S1
S2
S3
CampusConversationsaboutValues
SixFacultyInterestGroups
3StructureTeams
3AssessmentTeams
IndependentlyDevelopedModels
CampusConversationsaboutModels
Feedback-DrivenSynthesis
A1
A2
A3
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
DEPARTMENTOFENGLISH:OLDOUTCOMES
1. Familiaritywithwritersandperiods
2. Understandingofaestheticforms
3. Understandingofmultipleapproaches
4. Knowledgeofliterarydiversity
5. Understandingofgenre
6. Understandingoflinguisticanalysis
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
DEPARTMENTOFENGLISH:OLDOUTCOMES
1. Familiaritywithwritersandperiods
2. Understandingofaestheticforms
3. Understandingofmultipleapproaches
4. Knowledgeofliterarydiversity
5. Understandingofgenre
6. Understandingoflinguisticanalysis
ThresholdConcepts
Transformative:shapehowweseetheworldaroundus
Irreversible:onceweseethatway,itispartofourperceptivelens
Integrative:Revealstheconnectionsofcomplexphenomena
Bounded:Canbeparticulartoadisciplinaryapproachtoknowledgeconstruction
Troublesome:Canbecounterintuitivetowhatweassumetobetrue
Glyns Cousin(2006).“AnIntroductiontoThresholdConcepts.”Planet no.17(December2006).
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
DEPARTMENTOFENGLISH:NEWOUTCOMES
1. Intertextuality
2. Writing
3. Diversity
4. Theory
5. SemanticMultiplicity
6. TextualHistoricity
7. SocialConstruction
8. Research
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
DEPARTMENTOFENGLISH1. Intertextuality
2. Writing
3. Diversity
4. Theory
5. SemanticMultiplicity
6. TextualHistoricity
7. SocialConstruction
8. Research
AnExample:CSUSB
GENERALEDUCATION
1. LearningHowtoLearn/Metacognition
2. ThinkingCritically
3. CriticalLiteracies
4. GlobalPerspective
5. IntegrativeLearning
6. EthicalResponsibility
7. Collaboration
DEPARTMENTOFENGLISH1. Intertextuality
2. Writing
3. Diversity
4. Theory
5. SemanticMultiplicity
6. TextualHistoricity
7. SocialConstruction
8. Research
BacktoMapping
Culin
aryArtsAADe
gree
Demon
strateto
theinstructorduringthe
finalexamhow
touseaknifeand
thebasic
knife
cuts
Demon
stratehow
tocalculatefo
odcostsas
itappliestomen
usbypricingamen
uas
partofthe
finalinthiscourse
Demon
strateth
atth
eyund
erstandop
timal
quantity,priceandstandardsp
ecificatio
ns
oforderingbycom
pletingaclassp
roject
thatsh
owcasese
achcompo
nentof
purchasin
g
Demon
strateto
theinstructorbyrecalling
thetopfiveprob
lemsthatthe
restaurant
indu
stryencou
nterso
nafin
alexam
Recallon
awrittenexam
how
toderivethe
“Break-evenPo
int”ofare
staurant
Defin
eandrecallon
awrittenexam
the
purchasin
gfunctio
n
Recallthesevenareaso
fanHA
CCPplan
Bepreparedtotransferacorecurriculum
to
anaccredited,fo
ur-yearcollegeor
universitywith
juniorclassstandingin
CulinaryArtsora
relatedmajor
CLASSESCULART010x4CULART101CULART160CULART161CULART201CULART225CULART235CULART240CULART250CULART275
FourLensesofAlignment
1.Scaffolding
2.Reinforcing
3.Integrating
4.Embedding
ApplyingtheSystemtoAssignmentDesign
ConstructiveAlignment:Barr
ConstructiveAlignment:TheReality
ConstructiveAlignment:TheReality
ConstructiveAlignment:TheReality
ConstructiveAlignment:TheReality
TheNILOAInitiativeAnonlinelibraryofhigh-qualitypeer-endorsedassignmentslinkedtoDQPoutcomes.Designedbyfaculty,partoftheintellectualworktheyalreadydo,courseembedded.BuildingoncampuseffortsalreadyunderwayReflectingaconceptionofassessmentasintegraltoteachingandlearningvs “exoskeleton”(Ewell 2013).
What’sa“charrette”?"Charrette"(Fr.)meansasmallcart.Becausearchitecturestudentsoncedepositedtheirassignmentsinitasthecartwasrolledthroughthestudio,architectsnowusethewordtorefertoanintensecreativeeffortinalimitedtimeperiod.
Aussi ...
(a) Inthetraditionofthe“atelier,”architecturestudentsprogressthroughthecurriculuminthecompanyoftheirmentorsandpeers.Thisapproachoffersaninterestingmodelforanintegratededucation.
(b) Thetraditionrestsontheassumptionthatmuchofyourlearningwillcomefromoneanother.
25-30minutesegmentsperperson/assignment
ØPresentassignmentbriefly—whichoutcomes,whatcourse,whichstudents,howdoesitwork….
ØDiscussionwithgroup(focusonquestionsonfeedbackform)
ØSave5minutesforwrittenfeedback
ØBreath
ØStartagain…
ØDebriefatend
SmallGroupProcess
76%ofparticipantssaid“ithelpedmemoreclearlyseemyassignmentthroughmystudents’eyes.59%:I’mmoreawareofaligningmyassignmentswithdesiredinstitutionaloutcomes.38%:helpedtoleadorfacilitateaneventaboutassignmentdesignontheircampus
AdditionalResources
Alignmentwithincourses
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
FourLensesofAlignment
1.Scaffolding
2.Reinforcing
3.Integrating
4.Embedding
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Howassignmentsconnect
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Howclassescanconnect
ThisReallyIsADifferentSlide,See?
RubricsDoweshareourrubricsorcriteriawithstudentsandactivelyengagetheminthereviewprocess?Rubric Criteria StudentEvaluation FacultyFeedback
RubricContent Stipulate whygavescoredid
Facultystipulatewhygave scoredid
Stipulate whattheyneedtodotoadvance
Targetedfeedbacktoimprove
Developedmorefullyin...
