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INSTRUCTIONAL DESIGN

Click on any workshop title for a complete description.

 

ID01 Designing Syllabi(online)

ID02 Writing Learning Objectives

ID03 Matching Assessments and Objectives

ID04 Matching Content and Activities with Objectives


ID01 Designing Syllabi (online)
Prerequisite: None

Are you new to college teaching? Or are you a veteran searching for better ways to meet today’s demands for outcomes assessment? If so, take this online tutorial to revise your current syllabus or to compose a new one.

Upon successful completion of this tutorial, you will have learned how to design a syllabus that meets the following criteria:

  1. conforms to Howard University guidelines.
  2. articulates goals, objectives, and assessment methods that prepare you for outcomes assessment.
  3. builds activities, readings, and assignments around performance objectives or standards.
  4. accommodates students’ disabilities.

To begin the tutorial , click here.

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ID02 Writing Learning Objectives (1 1/2 hrs.)
Prerequisite: none

Note: Participants should bring a hard copy of a syllabus for one of their current courses.

Why bother to write learning objectives? Many accrediting bodies require them because such objectives let students, administrators, and other stakeholders know what teachers expect students to do to fulfill course requirements. Because the objectives clearly define expectations, they help students take useful notes and study efficiently for tests. At the same time, the objectives help teachers focus lessons on essential content instead of trying to cover everything. Learning objectives also help teachers design appropriate activities and assessments. To reap these benefits, you will perform the following tasks by the end of the workshop:

  1. define "learning objective".
  2. explain why learning objectives are important.
  3. identify the four components of a learning objective.
  4. choose the appropriate verb for an objective according to Bloom's taxonomy.
  5. distinguish well-written objectives from poorly written ones, using “SMART” criteria.
  6. write an appropriate and well-constructed objective for one of your courses.

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ID03 Matching Assessments and Objectives (2 hrs.)
Prerequisites:  ID02 or equivalent experience

Note: Participants should bring a hard copy of a syllabus for one of their current courses.

Do many of your students complain that your tests or your grades are unfair? Or do you feel that students who pass your tests still haven’t mastered the knowledge or skills your course requires? Then your assessments and objectives may be mismatched. By the end of this workshop, you will be able to do the following:

  1. distinguish declarative objectives from procedural objectives.
  2. distinguish tests from performance assessments.
  3. create a test blueprint to match tests with declarative unit objectives.
  4. design a rubric to match procedural unit objectives.

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ID04 Matching Content and Activities with Objectives (2 hrs.)
Prerequisite: ID02 and ID03 or equivalent experience

Note: Participants should bring a hard copy of a syllabus for one of their current courses.

Are your students learning what you expect them to learn? If not, do they skip class or doze off during your lecture? Do they perform poorly on your assessments? Now that you have mapped your assessments to your objectives, you can select course content and activities that can address these problems. You will learn how to select content and activities that help students understand and practice. With sufficient understanding and practice, they should pass your assessments—thereby confirming that they have fulfilled your learning objectives. With this aim, the ID04 workshop will introduce you to a wide range of educational activities and methods of delivering content, while highlighting the advantages and disadvantages of each option. By the end of the workshop, you will be able to do the following:

  1. select content that matches your objectives.
  2. deliver content in ways that accommodate a wide range of learning styles.
  3. select appropriate activities to achieve your objectives.
  4. design activities that accommodate a wide range of learning styles.
  5. locate multimedia collections that can help you diversify your content and activities.

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ID05 Designing Rubrics (2 hrs.)
Prerequisite: ID02 or equivalent experience

You’ve probably heard a lot about rubrics, especially from accrediting bodies such as the Middle States Commission on Higher Education. So you may be wondering, “What is a rubric? Why bother to use one?” This workshop will answer these questions and show you (a) how you can create rubrics to assess student learning in your courses and (b) how a whole department can create a rubric to evaluate student learning. By the end of this workshop, you will be able to perform the following tasks:

  1. Define “rubric.”
  2. Describe different types of scoring rubrics.
  3. Explain why you should use rubrics.
  4. Derive criteria from standards to include in a rubric.
  5. Design a rubic.

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