Incorporating InTeGrate Materials for Effective Course Design
Incorporating InTeGrate Materials
into your Course and Syllabus
November 30, 2017
Hannah Scherer, Virginia Tech
W
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Facilitate planning for incorporating
InTeGrate modules into your course
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Share resources for further exploration
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Answer questions!
Guiding principles
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Improve student understanding of the nature and
methods of geoscience and developing geoscientific
habits of mind
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What would you want students to remember
from your course in (5, 10, 20) years?
How do we design courses that facilitate this
process?
C
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s
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Wiggins and McTighe (1998)
C
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Wiggins and McTighe (1998)
1.
Identify desired results
learning goals/outcomes
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Enduring understandings
: that one thing
…
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Course-level outcomes
: aspirational and substantial
–
Unit-level outcomes
: achievable and measurable
–
Goals should “bundle up”
2.
Determine acceptable evidence
assessment
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Consider a wide range of assessments
–
Match assessments to learning outcomes
3.
Plan learning experiences
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Use instructional strategies that foster engagement
–
Design activities that give students practice
B
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B
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Identify Desired
Results
Determine
Acceptable
Evidence
Plan Learning
Experiences
and Instruction
Wiggins and McTighe (1998)
P
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p
a
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t
p
o
l
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In the chat box, please indicate if you have
already chosen a module to incorporate
into your course (yes or no)
•
If yes, which one?
•
If no, where are you in the process?
R
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s
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p
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s
(
u
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I
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T
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G
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)
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Using InTeGrate modules and courses
https://serc.carleton.edu/integrate/teaching_
materials/adapting.html
•
How the Community is Using InTeGrate
Materials
https://serc.carleton.edu/integrate/teaching_
materials/community_use/index.html
Action Plan
Guiding questions to help facilitate your process
(overview with examples and resources)
https://serc.carleton.edu/integrate/info_team_members/hbcu_testers_team/action_plan.
html
Goals/Objectives
1.
What are the objectives (content) that you
are addressing in your course using the
selected InTeGrate module?
2.
Have you included those objectives in
this course before? If so, how did you
teach the material and assess those
objectives? If not, why are you including
them now?
Goals/Objectives
•
Environmental Justice and Freshwater
Resources
https://serc.carleton.edu/integrate/teaching_
materials/freshwater/overview.html
•
A Growing Concern
https://serc.carleton.edu/integrate/teaching_
materials/sustain_agriculture/assessment.ht
ml
Teaching approach
3.
Describe the pedagogical techniques you
will use to facilitate the InTeGrate
activities and reinforce the content.
Note that this will require you to spend some
time reading through the units in the module
to familiarize yourself with the way they are
structured and what techniques are utilized.
Teaching approach
•
Environmental Justice and Freshwater
Resources: think-pair-share
https://serc.carleton.edu/integrate/teaching_
materials/freshwater/unit1.html
•
A Growing Concern: Guided interactive
lecture
https://serc.carleton.edu/integrate/teaching_
materials/sustain_agriculture/activity5.html
Resource Pages (pedagogy)
•
Interactive Lecture Techniques
https://serc.carleton.edu/introgeo/interactive/
typesoftechniqu.html
•
Pedagogy in Action: Teaching Methods
https://serc.carleton.edu/sp/library/pedagogi
es.html
Adaptations
4.
What adaptations, if any, are you making
to the InTeGrate materials to fit your
course? What adaptations to your course
are you making to fit the InTeGrate
materials?
Adaptations
•
Map Your Hazards
https://serc.carleton.edu/integrate/teaching_
materials/instructor_stories/143702.html
•
A Growing Concern
https://serc.carleton.edu/integrate/teaching_
materials/sustain_agriculture/instructor_stori
es.htm
Assessments
5.
How will you use the module
assessments to measure your
objectives?
Consider both formative and summative
assessments that are part of the module and
how you will incorporate them into the
grading structure for your course.
Assessments
•
Environmental Justice and Freshwater
Resources: Formative Assessment
https://serc.carleton.edu/integrate/teaching_
materials/freshwater/unit1.html
•
A Growing Concern: Summative
assessment
https://serc.carleton.edu/integrate/teaching_
materials/sustain_agriculture/activity6.html
Syllabus
6.
What modifications do you need to make
to your syllabus to communicate
expectations for the InTeGrate module
activities and assessments to your
students?
Syllabus
•
Environmental Justice and Freshwater Resources
https://serc.carleton.edu/integrate/teaching_material
s/freshwater/villalobos_story.html
•
A Growing Concern
https://d32ogoqmya1dw8.cloudfront.net/files/integrat
e/teaching_materials/sustain_agriculture/ecological_
agriculture_syllabu.v2.pdf
https://d32ogoqmya1dw8.cloudfront.net/files/integrat
e/teaching_materials/sustain_agriculture/course_ove
rview_activity_track.v3.pdf
Lingering questions and next steps
7.
What questions do you still have about
how you will implement the InTeGrate
materials?
8.
What do you need to get done before
implementation (e.g. modify handout 3 to
include more information on ecosystem
services)? This will be your “to do” list
moving forward.
Process of incorporating InTeGrate modules into your course, emphasizing learner-centered design principles like backward course planning. Discover strategies to enhance student learning outcomes and engagement through authentic geoscience data, interdisciplinary problem-solving, and systems thinking skills. Transform your syllabus from traditional to learner-centered for lasting impact on student learning.
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Presentation Transcript
Incorporating InTeGrate Materials into your Course and Syllabus November 30, 2017 Hannah Scherer, Virginia Tech
Webinar Goals Facilitate planning for incorporating InTeGrate modules into your course Share resources for further exploration Answer questions!
Guiding principles Address one or more geoscience-related grand challenges facing society Develop student ability to address interdisciplinary problems Improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind Make use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry Develop students ability and propensity to use systems thinking geoscientific thinking skills
If you could choose one thing What would you want students to remember from your course in (5, 10, 20) years? How do we design courses that facilitate this process?
Course Design Traditional = instructor-centered Typical syllabus Week 1: Chapter 1 Week 2: Chapter 2 List Course Topics Design Instruction Design Exams/Papers Typically graded based on 1-2 midterms Final Wiggins and McTighe (1998)
Course Design Backward = learner-centered Identify outcomes: what you want students to know and be able to do Typical syllabus Learning goals Organization of course Figure out how you will know that they know Typically graded based on Weekly assignments Projects Design activities that help them succeed Wiggins and McTighe (1998)
Backward Design 1. Identify desired results learning goals/outcomes Enduring understandings: that one thing Course-level outcomes: aspirational and substantial Unit-level outcomes: achievable and measurable Goals should bundle up 2. Determine acceptable evidence assessment Consider a wide range of assessments Match assessments to learning outcomes 3. Plan learning experiences Use instructional strategies that foster engagement Design activities that give students practice
Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Wiggins and McTighe (1998)
Participant poll In the chat box, please indicate if you have already chosen a module to incorporate into your course (yes or no) If yes, which one? If no, where are you in the process?
Resource pages (using InTeGrate) Using InTeGrate modules and courses https://serc.carleton.edu/integrate/teaching_ materials/adapting.html How the Community is Using InTeGrate Materials https://serc.carleton.edu/integrate/teaching_ materials/community_use/index.html
Action Plan Guiding questions to help facilitate your process (overview with examples and resources) https://serc.carleton.edu/integrate/info_team_members/hbcu_testers_team/action_plan. html
Goals/Objectives 1. What are the objectives (content) that you are addressing in your course using the selected InTeGrate module? 2. Have you included those objectives in this course before? If so, how did you teach the material and assess those objectives? If not, why are you including them now?
Goals/Objectives Environmental Justice and Freshwater Resources https://serc.carleton.edu/integrate/teaching_ materials/freshwater/overview.html A Growing Concern https://serc.carleton.edu/integrate/teaching_ materials/sustain_agriculture/assessment.ht ml
Teaching approach 3. Describe the pedagogical techniques you will use to facilitate the InTeGrate activities and reinforce the content. Note that this will require you to spend some time reading through the units in the module to familiarize yourself with the way they are structured and what techniques are utilized.
Teaching approach Environmental Justice and Freshwater Resources: think-pair-share https://serc.carleton.edu/integrate/teaching_ materials/freshwater/unit1.html A Growing Concern: Guided interactive lecture https://serc.carleton.edu/integrate/teaching_ materials/sustain_agriculture/activity5.html
Resource Pages (pedagogy) Interactive Lecture Techniques https://serc.carleton.edu/introgeo/interactive/ typesoftechniqu.html Pedagogy in Action: Teaching Methods https://serc.carleton.edu/sp/library/pedagogi es.html
Adaptations 4. What adaptations, if any, are you making to the InTeGrate materials to fit your course? What adaptations to your course are you making to fit the InTeGrate materials?
Adaptations Map Your Hazards https://serc.carleton.edu/integrate/teaching_ materials/instructor_stories/143702.html A Growing Concern https://serc.carleton.edu/integrate/teaching_ materials/sustain_agriculture/instructor_stori es.htm
Assessments 5. How will you use the module assessments to measure your objectives? Consider both formative and summative assessments that are part of the module and how you will incorporate them into the grading structure for your course.
Assessments Environmental Justice and Freshwater Resources: Formative Assessment https://serc.carleton.edu/integrate/teaching_ materials/freshwater/unit1.html A Growing Concern: Summative assessment https://serc.carleton.edu/integrate/teaching_ materials/sustain_agriculture/activity6.html
Syllabus 6. What modifications do you need to make to your syllabus to communicate expectations for the InTeGrate module activities and assessments to your students?
Syllabus Environmental Justice and Freshwater Resources https://serc.carleton.edu/integrate/teaching_material s/freshwater/villalobos_story.html A Growing Concern https://d32ogoqmya1dw8.cloudfront.net/files/integrat e/teaching_materials/sustain_agriculture/ecological_ agriculture_syllabu.v2.pdf https://d32ogoqmya1dw8.cloudfront.net/files/integrat e/teaching_materials/sustain_agriculture/course_ove rview_activity_track.v3.pdf
Lingering questions and next steps 7. What questions do you still have about how you will implement the InTeGrate materials? 8. What do you need to get done before implementation (e.g. modify handout 3 to include more information on ecosystem services)? This will be your to do list moving forward.
