Teaching/Learning and Feedback

 

Louis-Léopold Boilly [Public domain], via Wikimedia Commons

{{PD-1923}} – published before 1923 and public domain in the US.

Reflective Dialogue

The plan for the Freshman Foundations course is to include several different means of incorporating reflective dialogue. First of all, each class will include a period of discussion based on the required reading. Student will be required to bring to class two questions sparked by the reading. I hope that this opens up a conversation. In addition, students will be posting to a blog throughout the semester. The blog posts will be reflective in nature, and they will be required to red and comment on others’ blogs.

Information and Ideas

The Freshman Foundations course will be housed in Blackboard, so students will have access to required and supplemental readings. The format of the course is that students must complete the reading before they come to class. This will allow them to think about the concepts and find gaps that may need to be filled. In addition, I have gathered many TED talks to help students see the concepts in action.

Situational Factors

As of now, the situational factors are reflecting the decisions about learning goals, feedback and assessment as well as learning activities. Some conflicts might arise if students are unprepared for class. Also, some students might prefer to be more passive in taking in information while the course is designed for active learners.

Learning Goals and Feedback & Assessment

Each assignment in the Freshman Foundations will include a detailed rubric that connects the activity to the outcome. In addition, students will have access to the rubric before beginning the assignment so that they can measure their performance against expectations. Feedback will be substantive and go beyond simply competing the rubric.

Learning Goals and Teaching/Learning Activities

All learning activities for the Freshman Foundations course have been selected by how well they support learning goals

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Teaching/Learning Activities and Feedback & Assessment

Students will have opportunities throughout the course to participate in practice learning activities. Some activities will take place as class discussion or group work, and feedback will be immediate. Other activities will take place out of class, and rubrics will be available. In addition, feedback will be given as soon as possible.

Course Design Worksheet
Learning Goals for the Course	Ways of Assessing This Kind of Learning	Actual Teaching-Learning Activities	Helpful Resources
As a result of the authority module, 80% of the class will be able to recognize the difference between a credible authority that could be used in a college-level paper and a not so credible authority	A worksheet will be completed as a group project	Each group will be assigned three different articles from with varying levels of credibility. As they complete the worksheet, they should be able to answer questions about the author’s credentials and the publication to determine if the article is credible enough to use.	CRAAP Test worksheet