Charting A Course To Quality Student Learning

Learning PlanCharting a Course to Quality Student LearningOverview/PurposeMeasurable outcomes and alignment are two essential concepts six of the eight standards of the QualityMatters rubric. In this session we will demonstrate, in an abbreviated format, a process for developingmeasurable course and module level objectives with aligned learning activities and assessments.Target Course Competencies1.Design an aligned curriculum that meets QM standardsAssessment Strategies1.1.Group AssessmentCriteriaPerformance will meet expectations when:1.1.you differentiate between competencies, assessment strategies, criteria, learning objectives, andlearning activities1.2.you develop competencies that are measurable and begin with a single verb1.3.you identify an assessment strategy that aligns with the competency1.4.you develop criteria that describe mastery of the competency1.5.you develop learning objectives that break the competency into smaller components that help learnersachieve the criteria1.6.you identify learning activities in each quadrant of the learning cycle that teach to the learning objectivesLearning Objectives1.a.Identify course components1.b.Develop competencies1.c.Identify assessment strategies1.d.Develop criteria1.e.Develop learning objectives1.f.Select learning activitiesLearning Activities1.Once you find your seat, log into Poll Everywhere (details provided on board) and identify commonpitfalls that keep you from meeting the Essential Standards. Compare the responses provided to thoseoften seen at other colleges.2.Review the session objectives and meet the facilitators.3.Examine an instructional design model and tool for designing learning and assessment.4.Review the characteristics of a competency.5.Develop competencies for a fishing trip.6.Review the characteristics of assessment strategies.7.Identify an assessment strategy for one competency.WITC Charting Your Course Packet9

8.Review the characteristics of criteria.9.Develop criteria for a competency.10.Review the characteristics of learning objectives.11.Develop learning objectives for a competency.12.Review the characteristics of learning activities.13.Identify learning activities for a competency.14.Discuss how charting course design as presented can improve the learning experience for yourstudent. Examine how WITC meets the QM Essential Standards using WIDS Software as the tool forcharting the course design process.Assessment Activities1.Use the Charting a Course to Quality Student Learning Assessment Task and Scoring Guide in yourprovided packet as a self-check for our fishing course and for designing your own instruction.WITC Charting Your Course Packet9

Course MapSample Course MapMy Course MapCourse Title:Week(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWeek(s)Module Title or TopicWITC Charting Your Course Packet9

Learning Plan Worksheet TemplateCourse Title:Learning CycleMotivation: Learning activity(ies) that find out what the student already knows, introduces the topic, and/or creates curiosity about the topic.Comprehension: Learning activity(ies) that teach the content (Each learning objective should have at least one comprehension activity)Practice: Learning activity(ies) that let students practice the contentApply/Assess: Learning activity(ies) that have students apply the content to a work/life scenario or project (should align with the assessmentstrategy listed on the COS with competency criteria assessed)Learning Plan 1: TitleIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?Competency and Learning Objectives1. Competency1.a. Learning Objective1.b. Learning Objective1.c. Learning Objective1.d. Learning Objective1.e. Learning Objective1.f. Learning Objective1.g. Learning Objective1.h. Learning ObjectiveLearning ly/Assess4.Assessment(s)/ Performance StandardsAssessment Strategy1.1. criterion1.2. criterion1.3. criterion1.4. criterion1.5. criterion1.6. criterion1.7. criterion1.8. criterionLearning Plan 2: TitleIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?2. Competency2.a. Learning Objective2.b. Learning Objective2.c. Learning ment Strategy2.1. criterion2.2. criterion2.3. criterionWITC Charting Your Course Packet9

Learning Plan 3: Title3.Apply/Assess4.Introduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?3. Competency3.a. Learning Objective3.b. Learning Objective3.c. Learning ObjectiveLearning Plan 4: sess4.Assessment Strategy3.1. criterion3.2. criterion3.3. criterionIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?4. Competency4.a. Learning Objective4.b. Learning Objective4.c. Learning ObjectiveLearning Plan 5: sess4.Assessment Strategy4.1. criterion4.2. criterion4.3. criterionIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?5. CompetencyMotivationAssessment StrategyWITC Charting Your Course Packet9

5.a. Learning Objective5.b. Learning Objective5.c. Learning ObjectiveLearning Plan 6: Title1.Comprehension2.Practice3.Apply/Assess4.5.1. criterion5.2. criterion5.3. criterionIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?6. Competency6.a. Learning Objective6.b. Learning Objective6.c. Learning ObjectiveLearning Plan 7: sess4.Assessment Strategy6.1. criterion6.2. criterion6.3. criterionIntroduction/OverviewWhy are students learning this? How does it tie to the rest of the course? Program? Future career?7. Competency7.a. Learning Objective7.b. Learning Objective7.c. Learning y/Assess4.Assessment Strategy7.1. criterion7.2. criterion7.3. criterionWITC Charting Your Course Packet9

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Performance Assessment TasksCharting a Course to Quality Student LearningDirectionsAt the end of the presentation and as you develop future courses, use the checklist to assure you aredeveloping aligned curriculum.Target Course Competencies1.Design an aligned curriculum that meets QM standardsRating ScaleValueMetNot MetDescriptionFully or adequately met expectationsPartially met or failed to meet expectationsScoring StandardYou must receive a rating of "met" on each criterion to develop aligned courses.Scoring Guide2.Criteriayou differentiate between competencies, assessment strategies, criteria, learningobjectives, and learning activitiesyou develop competencies that are measurable and begin with a single verb3.1.MetRatingsNot MetMetNot Metyou identify an assessment strategy that aligns with the competencyMetNot Met4.you develop criteria that describe mastery of the competencyMetNot Met5.you develop learning objectives that break the competency into smaller componentsthat help learners achieve the criteriayou identify learning activities in each quadrant of the learning cycle that teach to thelearning objectivesMetNot MetMetNot Met6.WITC Charting Your Course Packet9

14. Discuss how charting course design as presented can improve the learning experience for your student. Examine how WITC meets the QM Essential Standards using WIDS Software as the tool for charting the course design process. Assessment Activities 1. Use the Charting a Course to Quality Student Learning Assessment Task and Scoring Guide in your