{"id":2966,"date":"2021-08-12T18:33:35","date_gmt":"2021-08-12T22:33:35","guid":{"rendered":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/?page_id=2966"},"modified":"2024-10-23T11:50:45","modified_gmt":"2024-10-23T15:50:45","slug":"course-redesign","status":"publish","type":"page","link":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/teaching-resources\/course-redesign\/","title":{"rendered":"Course (Re)Design"},"content":{"rendered":"<p style=\"padding-left: 40px\"><strong>Note:<\/strong>\u00a0 Would you rather watch a video about Course Design than continue reading on this site? Check out this video series titled &#8220;<a href=\"https:\/\/collegedawson.sharepoint.com\/sites\/CompetencyCentral\" target=\"_blank\" rel=\"noopener\">Teaching and Learning in Competency-based 做厙勛圖<\/a>&#8220;. <em>Login to MS365\/SharePoint required<\/em>.<\/p>\n<p>When designing or developing a course or learning activity we often begin with the question: What content do I want to cover?\u00a0\u00a0However, thinking about the instructional purpose may be a more effective approach.<\/p>\n<p>In competency-based programs, the instructional purpose is to enable students to develop competencies. By the end of instruction, the student will be able to integrate learning in the accomplishment of a task or to solve a problem. Students should also be able to transfer learning to new situations or problems to solve. The course(s) become the vehicle for the development of competencies rather than for the delivery of content.<\/p>\n<p>Most program competencies require students to exercise higher-order cognitive skills (levels 3 to 6 of Bloom&#8217;s Taxonomy) rather than remembering or comprehending (levels 1 and 2).<\/p>\n<p><strong>When (re)designing a course, unit, lesson or learning activity, with the objectives and standards at hand, ask yourself questions such as:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>What should students know or be able to do by the end of this activity, lesson or course that is relevant to the achievement of the competency? For example:\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Should students explain something to demonstrate an understanding of a problem, reality, or situation?<\/li>\n<li>Should students be able to analyze a problem or situation to address identified issues?<\/li>\n<li>Should students critically examine a situation and make evidence-based decisions or take appropriate corrective actions?<\/li>\n<li>Should they behave in a way appropriate to an occupation or further studies, for a task or towards others?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>What big questions do I want my students to answer?<\/li>\n<li>What problems should they be able to solve?<\/li>\n<li>How will I know if they have understood what they have learned and what evidence can be gathered to attest to the student&#8217;s competency?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>In other words, what are the outcomes of learning?<\/p>\n<p><strong>Course alignment is essential for creating meaningful and purposeful learning experiences for students and refers to the alignment between:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Learning outcomes (the integration of knowledge, skills and attitudes) that result from exercising the competencies to be developed by the activities in your course<\/li>\n<li>Assessment activities (the evidence needed to judge if the learning outcomes have been met)<\/li>\n<li>Learning activities students will engage in, that will scaffold knowledge and skills and develop appropriate attitudes as they progress in the course<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">Alignment and Backward Design<\/span><\/h3>\n<p><a href=\"https:\/\/teaching.uwo.ca\/curriculum\/coursedesign\/backward-design.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Backward Design Model<\/a> (Wiggins and McTighe, 2005) is an approach to course design that helps achieve course alignment. Begin by stating your learning outcomes, then develop assessment activities that provide evidence of mastery of those outcomes, and finally plan the lesson with appropriate learning activities. Designing backward helps us stay focused on the knowledge and skills that students should learn to achieve the expected results and facilitates the choice of essential content.<\/p>\n<p>Below is a suggested process with tools and tips to help you design a course or learning activity.<\/p>\n<br style=\"clear:both;\"\/>\n\n\t\t<style>\n\n\n\t\t\t\n\t\t\t.dc_accordion .dc_accordion-body:before{\n\t\t\t\tdisplay: block;\n\t\t\t\theight: 10px;height: 1rem;\n\t\t\t\tcontent: \"\";\n\t\t\t}\n\n\t\t\t\n\n\n\t\t<\/style>\n\n\n\t\t<div id=\"step-1-start-with-learning-outcomes\" class=\"new dc_accordion  \"  ><h2 class=\"dc_accordion-title highlighta\" ><a class=\"\" style=\"background-color:#f7f7f7; color:#17436b; \" href=\"#step-1-start-with-learning-outcomes\">Step 1: Start with Learning Outcomes<\/a><\/h2><div class=\"dc_accordion-body \" style=\"\" ><br style=\"clear:both;\"\/>\n<h2><b><span data-contrast=\"none\">What are learning\u00a0outcomes?<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"none\">Le<\/span><span data-contrast=\"none\">arning outcomes<\/span><span data-contrast=\"auto\"> are statements referring to the specific knowledge, practical skills, areas of professional development, attitudes, or higher-order thinking skills that instructors expect students to develop, learn, or master by the end of their learning.\u00a0 <\/span><\/p>\n<p><span data-contrast=\"auto\"><a href=\"https:\/\/teaching.uwo.ca\/curriculum\/coursedesign\/learning-outcomes.html\" target=\"_blank\" rel=\"noopener noreferrer\">Learning outcomes<\/a> outcomes answer the question:\u00a0 What is it I want students to know, value or be able to do at the end of this course or activity? They are important because they keep you and your students focused on the essential content to be learned, and focus is key in achieving deep learning. (<\/span><span data-contrast=\"none\">Biggs, 1999).\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Learning outcomes:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Should require students to exercise the course competency(ies) at an appropriate level (e.g. intermediate or mastery level)<\/li>\n<li><span data-contrast=\"auto\">Are measurable,\u00a0observable\u00a0and\u00a0specific<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:1,&quot;335559739&quot;:160,&quot;335559740&quot;:315}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Usually begin with &#8220;By the end of X, students will be able to&#8230;&#8221;<\/span><\/li>\n<li><span data-contrast=\"auto\">Use action verbs to describe the degree of learning expected. <\/span><a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">Bloom\u2019s\u00a0taxonomy<\/span><\/a><span data-contrast=\"auto\"> can guide you to an approximate learning or thinking level and<\/span><span data-contrast=\"auto\"> can help you\u00a0identify\u00a0an appropriate action\u00a0verb<\/span><\/li>\n<li><span data-contrast=\"auto\">Include a statement of the learning to be demonstrated &#8211; addressing the \u201cwhat\u201d<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:1,&quot;335559739&quot;:160,&quot;335559740&quot;:315}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Describe the context in which learning will occur &#8211; addressing the \u201chow\u201d or \u201cwhy\u201d\u00a0<\/span><\/li>\n<li><b><\/b>See examples of Learning outcomes <a href=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Aligning-a-Competency-to-Learning-Outcomes_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-size: 1.4rem\"><br style=\"clear:both;\"\/><\/span><\/p>\n<p><b style=\"color: #306da5;font-family: 'Open Sans', Verdana, sans-serif;font-size: 2.4rem;letter-spacing: 0.02rem\"><span data-contrast=\"none\">Writing learning outcomes<\/span><\/b><span style=\"color: #306da5;font-family: 'Open Sans', Verdana, sans-serif;font-size: 2.4rem;font-weight: 600;letter-spacing: 0.02rem\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ol>\n<li data-leveltext=\"%1.\" data-font=\"Calibri, Calibri_MSFontService, sans-serif\" data-listid=\"15\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">Before you begin, make sure you have analyzed the <\/span><a href=\"https:\/\/www.dawsoncollege.qc.ca\/oad\/ministerial-program-documents\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">ministerial\u00a0competencies<\/span><\/a><span data-contrast=\"auto\"> for your course, and consulted any available program and department documentation such as course design documents or frameworks, competency frameworks and the program matrix. <\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Write the learning outcomes for your course with the help of <\/span><a href=\"https:\/\/teaching.uwo.ca\/curriculum\/coursedesign\/learning-outcomes.html\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">this website<\/span><\/a> and\/or this guide about <a href=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Aligning-a-Competency-to-Learning-Outcomes_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">aligning a competency to learning outcomes<\/a>.<\/li>\n<li data-leveltext=\"%1.\" data-font=\"\" data-listid=\"15\" data-aria-posinset=\"3\" data-aria-level=\"1\"><a href=\"https:\/\/teaching.uwo.ca\/curriculum\/coursedesign\/backward-design.html\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">Big ideas and essential questions<\/span><\/a><span data-contrast=\"auto\">\u00a0can help you\u00a0narrow down\u00a0and\u00a0define\u00a0your\u00a0learning outcomes.\u00a0<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ol>\n<br style=\"clear:both;\"\/>\n<h2><span data-ccp-props=\"{&quot;201341983&quot;:1,&quot;335559739&quot;:160,&quot;335559740&quot;:315}\"> <b>Communicating\u00a0learning<\/b><b> outcomes to your students<\/b>\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Students must know why they are taking your course, how it will be relevant to them in the future and what competency(ies) they will be developing. Learning outcomes will make your expectations clear to the student.<\/span><\/p>\n<p><span data-contrast=\"auto\">Learning outcomes that are aligned with assessment of learning, help students focus on essential knowledge, skills and attitudes and learn in a deep way. (Learn more about this <a href=\"https:\/\/teaching.uwo.ca\/curriculum\/coursedesign\/learning-outcomes.html\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>).<\/span><\/p>\n<br style=\"clear:both;\"\/>\n<h2 style=\"text-align: center\"><b><span data-contrast=\"none\">More resources<\/span><\/b><\/h2>\n<p style=\"text-align: center\"><a href=\"https:\/\/collegedawson.sharepoint.com\/sites\/CompetencyCentral\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching and Learning in College-level Competency-based 做厙勛圖 in Quebec \u2013 A Video Series developed by Dawson Pedagogical Counsellor Madeleine Bazerghi<\/a> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1619\" src=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png\" alt=\"Dawson-D-Logo-Large\" width=\"30\" height=\"24\" srcset=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png 800w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-768x615.png 768w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-1200x960.png 1200w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large.png 1260w\" sizes=\"auto, (max-width: 30px) 100vw, 30px\" \/>(login to MS365 required)<\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/learningobjectives.html\" target=\"_blank\" rel=\"noopener noreferrer\">Teach and Design a Course &#8211; Eberly Center, Carnegie Mellon University<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/learningobjectives-samples\/learningobjectives-cit.html\" target=\"_blank\" rel=\"noopener noreferrer\">Samples of Learning Objectives &#8211; Eberly Center, Carnegie Mellon University<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/ltpcreativedesignllc.com\/2020\/02\/21\/understanding-by-design-stage-1\/\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding by Design &#8211; from Creative Design<\/a><\/p>\n<p style=\"text-align: center\">\u00a0<a href=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/edutopia-understanding-by-design-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding by Design &#8211; from Edutopia<\/a><\/p>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<br style=\"clear:both;\"\/><\/span><\/p><\/div><\/div>\n<div id=\"step-2-align-learning-outcomes-to-assessment\" class=\"new dc_accordion  \"  ><h2 class=\"dc_accordion-title highlighta\" ><a class=\"\" style=\"background-color:#f7f7f7; color:#17436b; \" href=\"#step-2-align-learning-outcomes-to-assessment\">Step 2: Align Learning Outcomes to Assessment<\/a><\/h2><div class=\"dc_accordion-body \" style=\"\" ><br style=\"clear:both;\"\/>\n<h2><b><span data-contrast=\"none\">What is assessment? <\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:257}\">\u00a0<\/span><\/h2>\n<p>Assessment is the evidence we need from our students to judge if mastery of learning outcomes has taken place. There are two types of <a href=\"https:\/\/poorvucenter.yale.edu\/Formative-Summative-Assessments\" target=\"_blank\" rel=\"noopener noreferrer\">assessments<\/a>:<\/p>\n<p><strong><em>Formative assessments <\/em><\/strong>evaluate <strong>for<\/strong> learning and is used to monitor student learning throughout the learning process. It provides feedback to students about what needs further development while providing us with feedback on our teaching and what needs more focus. Formative assessments are low-stakes assessments.<\/p>\n<p><strong><em>Summative assessments<\/em><\/strong> evaluate the integration <strong>of<\/strong> learning &#8211; or how well learning outcomes have been achieved and is usually given at the end of a learning period (e.g. course or unit). Summative assessments are high-stakes assessments.<\/p>\n<p>Both types of assessment are essential to the learning process because they:<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>drive the curriculum by focusing the student on the essential knowledge to acquire and skills and attitudes to develop<\/li>\n<li>help students consolidate the material to be learned<\/li>\n<li>provide you and your students with feedback on their learning<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<br style=\"clear:both;\"\/>\n<h2><strong>Aligning assessments with learning outcomes<\/strong><\/h2>\n<p>Developing learning outcomes is half the battle when designing assessments because they describe: what your students will know, do or value; the context in which the task should be performed; the level of thinking (Bloom&#8217;s taxonomy) students should be working at (expressed with an action verb) and the criteria by which performance should be measured.<\/p>\n<br style=\"clear:both;\"\/>\n<h2><strong>What do well-aligned assessments look like?<\/strong><\/h2>\n<p>Well-aligned assessments can be identified by a match between the outcomes and the demonstration of skill or knowledge being assessed. It is recommended to use different ways of assessing students so that they have multiple ways of demonstrating their learning. This <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/assessments.html\" target=\"_blank\" rel=\"noopener noreferrer\">table<\/a> (Source: Eberly center, Carnegie Mellon University) presents examples of the kinds of assessment activities that can be used to assess different types of learning outcomes. The table also helps you ensure that you are testing the appropriate levels of thinking (Bloom\u2019s Taxonomy).<\/p>\n<br style=\"clear:both;\"\/>\n<h2><strong>Additional considerations when assessing your students<\/strong><\/h2>\n<ul>\n<li>Assess only the learning outcomes you have identified and ensure that students have had an opportunity to exercise the competency(ies) during learning activities so that the assessments are no surprise.<\/li>\n<li>Make assessments as relevant as possible to situations students are most likely to encounter in the occupation or higher education. See more on authentic assessments <a href=\"https:\/\/citl.indiana.edu\/teaching-resources\/assessing-student-learning\/authentic-assessment\/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">here.<\/a><\/li>\n<li>Be transparent with your students about what they will be tested on, the format and context of the assessment. Students should understand what a good or poor performance looks like. Rubrics can be helpful. See more on rubrics <a href=\"https:\/\/www.brown.edu\/sheridan\/teaching-learning-resources\/teaching-resources\/course-design\/classroom-assessment\/grading-criteria\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/li>\n<li>Include sufficient formative assessment activities in your course to provide both you and your students with <a href=\"https:\/\/www.brown.edu\/sheridan\/teaching-learning-resources\/teaching-resources\/course-design\/classroom-assessment\/guidelines\" target=\"_blank\" rel=\"noopener noreferrer\">feedback<\/a> that can help them succeed.<\/li>\n<\/ul>\n<br style=\"clear:both;\"\/>\n<h2 style=\"text-align: center\"><strong>More resources<\/strong><\/h2>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.queensu.ca\/teachingandlearning\/modules\/assessments\/04_s1_01_intro_section.html\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding the role of assessment in learning &#8211; Queen&#8217;s University<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/poorvucenter.yale.edu\/Formative-Summative-Assessments\" target=\"_blank\" rel=\"noopener noreferrer\">Formative Assessments &#8211; Yale University<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.dawsoncollege.qc.ca\/governance\/institutional-student-evaluation-policy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Dawson&#8217;s Institutional Student Evaluation Policy<\/a> (ISEP) <img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1619\" src=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png\" alt=\"Dawson-D-Logo-Large\" width=\"30\" height=\"24\" srcset=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png 800w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-768x615.png 768w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-1200x960.png 1200w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large.png 1260w\" sizes=\"auto, (max-width: 30px) 100vw, 30px\" \/><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.dawsoncollege.qc.ca\/academic-integrity\/\" target=\"_blank\" rel=\"noopener noreferrer\">Academic integrity at Dawson<\/a> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1619\" src=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png\" alt=\"Dawson-D-Logo-Large\" width=\"30\" height=\"24\" srcset=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png 800w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-768x615.png 768w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-1200x960.png 1200w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large.png 1260w\" sizes=\"auto, (max-width: 30px) 100vw, 30px\" \/><\/p>\n<br style=\"clear:both;\"\/><\/div><\/div>\n<div id=\"step-3-align-learning-outcomes-to-instructional-activities\" class=\"new dc_accordion  \"  ><h2 class=\"dc_accordion-title highlighta\" ><a class=\"\" style=\"background-color:#f7f7f7; color:#17436b; \" href=\"#step-3-align-learning-outcomes-to-instructional-activities\">Step 3: Align Learning Outcomes to Instructional Activities<\/a><\/h2><div class=\"dc_accordion-body \" style=\"\" ><br style=\"clear:both;\"\/>\n<h2><strong>Choosing appropriate learning activities<\/strong><\/h2>\n<p>Once learning outcomes and related assessment activities are identified, the next step is to determine the learning activities, inside and outside the classroom, that will best help students develop the competencies and meet the learning outcomes. As with assessment activities, employing a variety of learning activities will help to accommodate all learners and to give students opportunities to exercise the comptency(ies) in a variety of situations or contexts.<\/p>\n<p>It is also important to keep in mind that some instructional approaches foster different levels of student cognitive engagement. Lecturing, for example, is a great and effective way to relay and clarify information. But as a passive learning strategy it may not help the learner retain information long-term. Active learning and reflection activities, on the other hand, such as idea-mapping, participating in a debate, or reflecting on one&#8217;s process for problem-solving or ideation, require students to be actively engaged with higher order thinking, which in turn fosters deeper learning (and students are more likely to retain information).<\/p>\n<br style=\"clear:both;\"\/>\n<h2><strong>What do well-aligned learning activities look like?<\/strong><\/h2>\n<p><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">This table<\/a> from the Eberly Centre can guide you as to which types of activities are best suited for which types of learning outcomes.<\/p>\n<br style=\"clear:both;\"\/>\n<h2><strong>Additional considerations for developing learning activities<\/strong><\/h2>\n<p>When deciding on how your students will engage in learning activities, consider the following learning principles:<\/p>\n<ol>\n<li><strong>Safety:<\/strong> We learn best when we feel emotionally and physically safe.<\/li>\n<li><strong>Active and deep learning:<\/strong> We learn in a meaningful way when our brains actively engage and work with the material being learned (i.e., when we categorize information, rank, relate, discuss, teach etc.). Active learning refers to this type of cognitive engagement. When students engage in active learning activities (these may be in a small group), we can \u201csee\u201d the learning taking place. When we lecture and students listen, they may well engage with the material in their own heads, or they may not. There is sure way to know what is happening.<\/li>\n<li><strong>Learning is socially constructed:<\/strong> We learn best when we have opportunities to articulate our learning and work with others to better understand what is learned.<\/li>\n<li><strong>Activate prior knowledge: <\/strong>We learn best when we can attach new knowledge to something we already know.<\/li>\n<li><strong>Cognitive overload: <\/strong>We can only keep so much information in working memory at a time. It may be necessary to slow the pace and use memory aids such as printed copy of instructions or writing on the chalkboard or SMART Board.<\/li>\n<li><strong>Practice and feedback: <\/strong>The more we practice over time, the more opportunities we have to retrieve stored material from memory, the better we learn it and the higher the chances are of being able to transfer that learning to new situations. Feedback is key. Effective feedback is provided often, is linked to a learning outcome and the strategies used to meet the outcome, should help close a learning gap, and is specific and acted upon.<\/li>\n<li><strong>Motivation: <\/strong>We are motivated to learn when we can see value in what we are learning; have ownership of our learning; and feel that the level of difficulty isn&#8217;t not too hard and also not too easy.<\/li>\n<\/ol>\n<br style=\"clear:both;\"\/>\n<p><strong>Sources:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/openlab.citytech.cuny.edu\/writingacrossthecurriculum\/2015\/10\/15\/the-neuroscience-of-active-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Neuroscience of Active Learning &#8211; The New York City College of Technology<\/a><\/li>\n<li><a href=\"https:\/\/consciousdiscipline.com\/methodology\/brain-state-model\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Conscious Discipline Brain State Model<\/a><\/li>\n<li>Visible Learning and the Science of how we Learn &#8211; Hattie, John, Yates, Gregory C. R. 2013<\/li>\n<li>Why don\u2019t Students Like School? &#8211; Daniel Willingham; American Educator, 2009<\/li>\n<li><a href=\"https:\/\/www.retrievalpractice.org\/why-it-works\" target=\"_blank\" rel=\"noopener noreferrer\">Retrieval Practice &#8211; Why it works<\/a><\/li>\n<li>Visible Learning: Feedback &#8211; J. Hattie, &amp; S. Clarke (2019)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<br style=\"clear:both;\"\/><\/div><\/div>\n<div id=\"step-4-design-for-an-inclusive-classroom-experience\" class=\"new dc_accordion  \"  ><h2 class=\"dc_accordion-title highlighta\" ><a class=\"\" style=\"background-color:#f7f7f7; color:#17436b; \" href=\"#step-4-design-for-an-inclusive-classroom-experience\">Step 4: Design for an Inclusive Classroom Experience<\/a><\/h2><div class=\"dc_accordion-body \" style=\"\" ><br style=\"clear:both;\"\/>\n<br style=\"clear:both;\"\/>\n<h2><strong>There is no average student!<\/strong><\/h2>\n<br style=\"clear:both;\"\/>\n<br style=\"clear:both;\"\/>\n<div data-service=\"youtube\" data-category=\"functional\" data-id=\"4eBmyttcfU4\" data-title=\"\" data-autoscale><\/div>\n<br style=\"clear:both;\"\/>\n<h2>Anticipate Learner Variability<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.ithaca.edu\/center-faculty-excellence\/teaching-learning-strategies\/accessibility-and-universal-design-learning\/anticipating-learner-variability\" target=\"_blank\" rel=\"noopener\">Ithaca College Center for Faculty Excellence<\/a><\/li>\n<li><span style=\"font-size: 1.4rem\">See<\/span><a style=\"font-size: 1.4rem\" href=\"https:\/\/lvp.digitalpromiseglobal.org\/content-area\/adult-learner\/strategies\" target=\"_blank\" rel=\"noopener\"> this interactive tool<\/a><span style=\"font-size: 1.4rem\"> that can help you design activities and courses that will help your your students succeed<\/span><\/li>\n<\/ul>\n<br style=\"clear:both;\"\/>\n<br style=\"clear:both;\"\/>\n<h2>Create an inclusive classroom experience<\/h2>\n<p>Check out this short e-book titled:\u00a0 <a href=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/tl-peer-tips-fostering-inclusivity-ebook-1536583.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">How Fellow Instructors Create an Inclusive Classroom Experience<\/a>. It is published by <a href=\"https:\/\/todayslearner.cengage.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cengage.<\/a><\/p>\n<br style=\"clear:both;\"\/>\n<br style=\"clear:both;\"\/>\n<h2>Incorporate<b><span data-contrast=\"none\"> Universal Design for Learning (UDL)<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"none\">UDL is an\u00a0approach\u00a0to teaching\u00a0and learning that gives all\u00a0students\u00a0equal opportunity to succeed,\u00a0by keeping the\u00a0following\u00a0<\/span><a href=\"https:\/\/www.understood.org\/en\/school-learning\/for-educators\/universal-design-for-learning\/understanding-universal-design-for-learning#How_can_I_use_the_three_principles_of_UDL?_\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">questions<\/span><\/a><span data-contrast=\"none\">\u00a0in mind,\u00a0when designing instruction:\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><span data-contrast=\"none\">How can I engage all students in my class?<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">How can I present information in ways that reach all learners?<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">How can I offer purposeful options for students to show what they know?<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span data-contrast=\"none\">This\u00a0<\/span><a href=\"https:\/\/www.understood.org\/en\/school-learning\/for-educators\/universal-design-for-learning\/understanding-universal-design-for-learning#How_can_I_use_the_three_principles_of_UDL?_\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">site<\/span><\/a><span data-contrast=\"none\">\u00a0 gives\u00a0you concrete\u00a0<\/span><span data-contrast=\"auto\">examples<\/span><span data-contrast=\"none\">\u00a0on how to implement UDL in\u00a0your\u00a0classroom\u00a0by incorporating the official\u00a0<\/span><a href=\"https:\/\/udlguidelines.cast.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">UDL guidelines<\/span><\/a><span data-contrast=\"none\">\u00a0designed by\u00a0<\/span><a href=\"https:\/\/www.cast.org\/?utm_source=udlguidelines&amp;utm_medium=web&amp;utm_campaign=none&amp;utm_content=header\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">CAST.<\/span><\/a><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<br style=\"clear:both;\"\/>\n<br style=\"clear:both;\"\/>\n<h2 style=\"text-align: center\">More resources<\/h2>\n<p style=\"text-align: center\"><a href=\"https:\/\/teachingacademy.concordia.ca\/accessibility\/\" target=\"_blank\" rel=\"noopener noreferrer\">Making Learning Inclusive and Accessible<\/a> &#8211; short video tutorials anchored in best practices<\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/acue.org\/inclusive-teaching-practices-toolkit\/\" target=\"_blank\" rel=\"noopener noreferrer\">Inclusive Teaching Practices Toolkit<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/ualr.edu\/disability\/online-education\/\" target=\"_blank\" rel=\"noopener noreferrer\">Design Your Course for All Types of Learners<\/a><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/templates.office.com\/en-us\/accessible-powerpoint-template-sampler-tm16401472\" target=\"_blank\" rel=\"noopener noreferrer\">Use a PowerPoint Template! Here is a sample of the most popular Accessible PowerPoint Templates fully optimized for use by people with visual disabilities<\/a> (Microsoft Support)<\/p>\n<p style=\"text-align: center\"><strong>For students with accommodations through the Student AccessAbility Centre (SAAC), <\/strong><a style=\"font-size: 1.4rem\" href=\"https:\/\/www.dawsoncollege.qc.ca\/student-accessability\/\" target=\"_blank\" rel=\"noopener noreferrer\">visit the Dawson SAAC website<\/a><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1619\" style=\"font-size: 1.4rem\" src=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png\" alt=\"Dawson-D-Logo-Large\" width=\"23\" height=\"19\" srcset=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png 800w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-768x615.png 768w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-1200x960.png 1200w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large.png 1260w\" sizes=\"auto, (max-width: 23px) 100vw, 23px\" \/><\/p>\n<p style=\"text-align: center\"><a href=\"https:\/\/www.dawsoncollege.qc.ca\/udl\/\" target=\"_blank\" rel=\"noopener noreferrer\">Contact the Dawson UDL Community of Practice!<\/a><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-1619\" style=\"font-size: 1.4rem\" src=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png\" alt=\"Dawson-D-Logo-Large\" width=\"23\" height=\"19\" srcset=\"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-800x640.png 800w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-768x615.png 768w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large-1200x960.png 1200w, https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-content\/uploads\/sites\/182\/Dawson-D-Logo-Large.png 1260w\" sizes=\"auto, (max-width: 23px) 100vw, 23px\" \/><\/p>\n<p style=\"text-align: center\"><strong>Video:<\/strong>\u00a0 <a href=\"https:\/\/www.youtube.com\/watch?v=q4_LKVTaXpo\" target=\"_blank\" rel=\"noopener\">Quality Education is Accessible<\/a><\/p>\n<br style=\"clear:both;\"\/>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Note:\u00a0 Would you rather watch a video about Course Design than continue reading on this site? Check out this video series titled &#8220;Teaching and Learning in Competency-based 做厙勛圖&#8220;. Login to MS365\/SharePoint required. When designing or developing a course or learning activity we often begin with the question: What content do I want to cover?\u00a0\u00a0However, thinking&#8230;<\/p>\n","protected":false},"author":1,"featured_media":3153,"parent":2963,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2966","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/pages\/2966","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/comments?post=2966"}],"version-history":[{"count":11,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/pages\/2966\/revisions"}],"predecessor-version":[{"id":4183,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/pages\/2966\/revisions\/4183"}],"up":[{"embeddable":true,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/pages\/2963"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/media\/3153"}],"wp:attachment":[{"href":"https:\/\/www.dawsoncollege.qc.ca\/faculty-hub\/wp-json\/wp\/v2\/media?parent=2966"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}