Course Overview
This page includes information about:
- Course Structure
- Overview of Topics
Course Structure
There are seven Topics in this course. Each Topic is made up of four
parts: Warm-up, Class Notes, Assignment, and Discussion. You will post
your discussion contributions and assignments to your Forum.
Orientation
|
Course
Overview| Warm-up | Class Notes | Assignments | Discussion | |
|---|---|---|---|---|
| Purpose |
List of goals and objectives for the topic to help focus the learning |
The reading or instruction to provide a foundation for completing the assignment |
Application of the theory
|
Reflection on what you have learned |
| Approximate time to complete | 5 — 10 minutes | 0.5 — 2 hours per topic depending on your interest in exploring the external links | 30 — 2 hours per topic |
10 minutes — 1 hour per topic depending on your interest |
| Comments | This activity prepares you for the topic. | Topics have from one to three short reading selections within the Class Notes section. External links provide additional resources. | The assignments guide you through the instructional design process. | The discussion with peers promotes reflection and metacognition. |
Overview of Topics
The table below lists all the topics in this course, their goals, objectives, and assignments, along with due dates.
| Topic Title | Topic Goal | Topic Objective | Assignment | Due Date |
|---|---|---|---|---|
| 1. Introduction |
Become familiar with course structure and the instructional design process. Become comfortable with your online Forum group (10 persons). |
Review the course overview.
Become familiar with the course structure and the instructional design process. Become acquainted with the peers in your Forum group. |
Post an introduction about yourself in your Forum and read the introductions of your group members. |
May 6, 2002, PM |
| 2. Evaluate Teacher-Centered and Student-Centered Lessons | Compare teacher-centered and student-centered approaches. |
Use "Bloom's Taxonomy of the Cognitive Domain" to identify levels of cognition in one teacher-centered and one student-centered online lesson. Analyze the advantages and drawbacks of each method. Identify whether the lesson includes an "enduring understanding," as defined by Wiggins and McTighe. |
Select one teacher-center and one learner-centered lesson for review. Use BloomÕs Taxonomy to identify levels of cognition involved in one assignment from each. Write a brief report analyzing drawbacks and benefits of teacher- and student-centered instruction.
|
|
| 3. Develop Goals and Objectives | Develop goals and objectives for one lesson. | Write a broad overall goal for the lesson you are developing
and write measurable objectives for the lesson.
Categorize each learning objective according to BloomÕs Taxonomy of the Cognitive Domain. Articulate whether your goals include the issues raised by Wiggins and McTighe: "perspective, empathy, self-knowledge and an enduring understanding."
|
Write a draft of the goal for one lesson. Write a draft of the lesson objectives. Compare your objectives to the Behavioral Objectives Rubric and Behavioral Objectives Checklist. Categorize each learning objective according to BloomÕs Taxonomy of the Cognitive Domain. Do your goals and objectives include the six facets of understanding?
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| 4. Develop Assignments | Develop an assignment based on your goals and objectives. |
Develop an assignment for one lesson. Describe the type of feedback student will receive. Categorize the assignment according to Bloom’s Taxonomy. Define your assignment according to the learning domains. Describe how your assignment addresses the Six Facets of Understanding presented in Wiggins and McTighe's model. Compare your assignment to your goals and objectives. |
Develop an assignment for one lesson based on your measurable objectives. Include the feedback the student will receive. Using the Learning Domains and Delivery of Instruction, define the assignment involves. In what media will students carry out the assignment? Identify the level of cognition this assignment requires according to BloomÕs Taxonomy Describe how the assignment addresses the Six Facets of Understanding presented in Wiggins and McTighe's model. |
|
| 5. Develop Class Notes | Develop the instructional content for the Class Notes for one lesson. |
Determine the content for one lesson. Choose the best way to communicate this information. |
Write an outline of what your class notes
will include and in what medium they will be delivered.
Create and post a design document that includes your entire lesson. |
|
| 6. Critique and Modify a Lesson | Engage in peer review. |
Define evaluation criteria for your lesson. Critique a peer's lesson. Receive and review the critique of your lesson. |
Define criteria for evaluation of your lesson. Critique a lesson developed by one of your peers in your Forum group. |
Thursday, May 16, 2002, 6:00 PM |
| 7. Reflect on the Learning | Know what you know. Reflect on what you have learned. Engage in the practice of metacognition. |
Reflect upon what you have learned in this course and how you will apply it. |
Identify enduring ideas the from this class. Evaluate the course. |
Friday, May 17, 2002, 12:30 PM |