![LINKING GOALS AND PROCESS:
THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
A. Grand Challenges
B. Interdisciplinary problems
(geoscience & social science
tied together)
C. Nature and methods of science
D. Authentic geodesy data and
inquiry
E. [System thinking]](https://image.slidesharecdn.com/getsi-integrate-development-ap-150319154606-conversion-gate01/85/GETSI-InTeGrate-Development-Approach-3-320.jpg)
GETSI-InTeGrate Development Approach
- 1. This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). DEVELOPMENT APPROACH FOR GETSI/INTEGRATE MODULES MODIFIED FROM PRESENTATIONS BY JOSHUA CAULKINS (U OF RI) AND DAVID STEER (U OF AKRON) The webinar begins at: 1 pm PT | 2 pm MT | 3 pm CT | 4 pm ET For audio, call: 1-877-668-4490 (or 1-408-792-6300) Access Code: 579 671 806 Press *6 to mute and unmute (but hopefully we won’t need any muting)
- 2. GOALS FOR THIS WEBINAR By the end of the webinar you will be able to: 1. Describe how the InTeGrate/GETSI design approach aligns to the Materials Development Rubric 2. Develop and evaluate learning goals and outcomes 1. Give examples of an overarching module-level goal and a more specific unit-level learning outcome. 2. Describe the difference between the cognitive levels in Bloom’s Taxonomy and why curriculum authors should know this difference. 3. List at least two characteristics of well-designed learning goals and state why they are important. 4. Defend why learning goals should align with assessments for a given module or activity. 3. Access the SERC Content Management System (CMS)
- 3. LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC 1. Guiding Principles 2. Learning Goals and Outcomes 3. Assessment and Measurement 4. Resources and Materials 5. Instructional Strategies 6. Alignment 7. GETSI-specific Instructional Strategies A. Grand Challenges B. Interdisciplinary problems (geoscience & social science tied together) C. Nature and methods of science D. Authentic geodesy data and inquiry E. [System thinking]
- 4. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources THE APPROACH Guiding Principles
- 5. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources THE APPROACH
- 6. LEARNING GOALS/OUTCOMES Learning goals identify significant and essential learning that students can demonstrate by the end of the module or course. – Student centered – Measurable – Align with one more assessment elements
- 7. LEARNING GOALS: WHAT AND WHY • What is a “level” for a learning goal? – How are module-level goals (also called “overarching goals”) different from unit-level or activity-level goals/outcomes? • So a module-level goal is still measurable but has a broader focus. Unit-level or activity-level goals will be more specific and will mention specific tasks or practices that students will master or least become proficient in.
- 8. EXAMPLE OF MODULE GOAL
- 11. BLOOM’S TAXONOMY – COGNITIVE LEVELS Three (3) Domains of learning: 1. Cognitive (Knowledge) • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering 2. Affective (Feelings, Emotion) --Attitude, Sense of Self Higher Cognitive Orders (HOCs) Lower Cognitive Orders (LOCs) 3. Psycho-motor (Skills) --Manual or Physical Skills
- 12. BLOOM’S TAXONOMY: ACTION VERBS – Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast. – Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend. – Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce. – Applying - Solve, Show, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Apply, Produce, Translate, Calculate. – Understanding - Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize. – Remembering - List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize. Note: There is some overlap in the verbs, it depends on the level of the activity you are attempting to capture with the goal. Lower-OrderHigher-Order
- 13. WRITING LEARNING GOALS • An action verb identifying performance • A learning statement specifying the learning • A standard for acceptable performance Students will be able to solve interdisciplinary problems. Students will be able to describe how economic, social and political issues bear on scientific problems. At the end of the course, students will be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change. ForExample
- 14. EVALUATING LEARNING GOALS (ADAPTED FROM ACTIVITY BY B. TEWKSBURY AND H. MACDONALD) Understand the fundamental concepts of fluid dynamics. 1. Student-centered? (rather than teacher-centered) 2. Concrete? (or vague and abstract) 3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create) 4. What level is it? (module-level? unit-level? activity-level?) 5. Make this goal more challenging? (Hint: think “verb”) 6. Measureable? How? (Suggested activity/exercise to measure?)
- 15. EVALUATING LEARNING GOALS Describe the seven major disasters covered in the course and explain the geologic process associated with the disasters. 1. Student-centered? (rather than teacher-centered) 2. Concrete? (or vague and abstract) 3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create) 4. What level is it? (module-level? unit-level? activity-level?) 5. Make this goal more challenging? (Hint: think “verb”) 6. Measureable? How? (Suggested activity/exercise to measure?)
- 16. EVALUATING LEARNING GOALS Examine three seismograms from different stations, locate the arrival of P-waves and S-waves and, given a uniform time axis and a map of the three stations, be able to estimate the location of the epicenter. 1. Student-centered? (rather than teacher-centered) 2. Concrete? (or vague and abstract) 3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3- Apply, 4-Analyze, 5-Evaluate, 6-Create) 4. What level is it? (module-level? unit-level? activity-level?) 5. Make this goal more challenging? (Hint: think “verb”) 6. Measureable? How? (Suggested activity/exercise to measure?)
- 17. OVERARCHING GOALS & LEARNING OUTCOMES Goal: At the end of the course, students be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change. Learning Outcomes: At the end of this unit, students will be able to correctly: • Describe five economic impacts of climate change • Describe three social impacts of climate change • Compare and contrast two major political positions related to climate change
- 18. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources The Approach
- 19. Measure the learning outcomes Criterion referenced Consistent with course activities and resources Sequenced, varied and appropriate Address various cognitive levels • Which part of the world is represented on this map? • Does the ocean surface display El Niño, ENSO normal, or La Niña conditions and how do you know? • Where will precipitation fall if these anomalous temperatures remain in place? ASSESSMENT AND MEASUREMENT
- 20. ASSESSMENT AND MEASUREMENT Learning Outcome: Compare and contrast two major political positions related to climate change Assessment: You just accepted a position as a Congressional intern for the Speaker of the House, John Boehner (R), Ohio. As Speaker, he is responsible for maintaining Republican Party unity. He is preparing for hearings on proposed EPA regulations related to CO2 emissions. Write a one page summary comparing and contrasting the two main political views related to climate change that he will have to contend with during these hearings.
- 21. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources THE APPROACH
- 22. TEACHING MATERIALS & RESOURCES
- 23. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources THE APPROACH
- 24. INSTRUCTIONAL STRATEGIES Support learning goals Promote student engagement Develop student metacognition Opportunities to practice communicating geoscience Scaffold learning
- 25. Identify Module Learning Goals Identify learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources THE APPROACH: PHASE 2
- 26. LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC 1. Guiding Principles 2. Learning Goals and Outcomes 3. Assessment and Measurement 4. Resources and Materials 5. Instructional Strategies 6. Alignment 7. GETSI-specific Instructional Strategies
- 27. SERC CONTENT MANAGEMENT SYSTEM • Great tutorials are available • Jump to actual webpage
- 28. MODULE TITLES – FOR URL PURPOSES ONLY • We need tractable module titles to use as part of the URL • It would nice not to change them again if possible • Please comment on: – Intro module -- …/ice_sealevel/… – Majors module -- …/active_tectonics/… **You will still be able to change the overall name of the module and component units, but we would like to tie down the URL**
- 29. “HOMEWORK” • Finish Participant Checklist for the February meeting (Did you take the BARSTL yet?) • Navigate to “Reports” page in your module and fill in “Team Member Information” for you (near the bottom of the page)
Editor's Notes
- #5: This is not the only way to do it, but for GETSI we will be following the InTeGrate structure of using: Goals = module-level overarching goals Learning Outcomes = unit-level specific learning that you are aiming for the students to have Teaching Objectives = unit-level specific teaching that you are aiming for