A. Designing Courses and Formulating Course Goals
1. The Instructional Design
Process: Are you able to "design" a course structure that
integrates course goals, teaching/learning activities, and assessment?
2. Formulating Learning
Goals: Do you know how to formulate learning goals for your
courses that go beyond "understand and remember" and that include
more than cognitive learning?
3. "Thinking" as a Special
Learning Goal: When you want students to "learn how to THINK"
about your subject, do you have clear ideas about what that
means and how to design a course that will promote it?
B. Teaching/Learning Activities
4. Active Learning: If
you want students to do something besides "sit and take notes"
all the time, do you have specific ideas on what else you might
do?
5. Using Small Groups:
Do you know how to use small groups in class, in ways that promote
more higher level learning and add more energy and motivation
to student learning?
6. Using Writing to Promote
Learning: Do you know how to use writing activities, not
just to test student learning, but to promote better learning?
7. Simulations,
Games, Role Playing, and Dramatization: Do you know how
to use these four forms of experiential learning activities
in ways that engage the student's identity and feelings, thereby
promoting a fuller understanding of the meaning of the subject?
8. Designing courses that
take advantage of computer-based learning: Do you know how
to use computers in your teaching, either to support classroom-based
instruction or to put a whole course online?
C. Evaluating Student learning
9. Constructing Grading systems:
Do you know how to construct a grading system that is fair to
students and properly reflects student achievement?
10. Test construction &
assessment: Do you know how to assess student learning in
ways that systematically addresses different kinds of learning
and is connected to future performance?
11. Providing Feedback:
Do you know how to provide feedback to students (as a process
distinct from grading) in a way that helps their learning?
