1. Christina Petersen Jane OBrien Center for Teaching and Learning pete6647@umn.eduBC obrie093@umn.edu

2. Introduce integrated aligned course design approach Add to your repertoire of teaching techniques Identify implementation guidelinesCJ

3. Benefits ChallengesJJ

4. Skip missing/matching; focus on mattersJC

5. S i t u a t i o n a l C o n t e x t Learning Outcomes Teaching & Learning Activities AssessmentCC L.Dee Fink (2003)

6. S i t u a t i o n a l C o n t e x t Learning Outcomes Teaching & Learning Activities AssessmentCC L.Dee Fink (2003)

7. V L.Dee Fink (2003)CC

8. CJ

9. Whats matching? missing? What does it mean? Why does it matter?JJ

10. A B It doesnt Matter C DJC (Mazur, 2002)

11. CJ

12. Nothing is divine but what is Aristotle agreeable to reason Immanuel Kant We are what we repeatedly do The liberty of the individual John Stuart Mill must be limited; he must not make himself a nuisance to other people JC

13. Facilitator Divergent Thinker Note taker SummarizerCJ

14. JJ

15. Which statement is correct about students in Spring 2011? a. 73% Often or very often had serious conversations with students of a different race or ethnicity than your own b. 57% Participated in community service as part of a regular course c. 66% Often or very often put together ideas or concepts from different courses when completing assignments or during class discussions Sourcehttps://www.oir.umn.edu/surveys/nsse/public/nsse_engagementJC

16. CC

17. Monitor & reconsider Identify own biasRealize theres nosingle correct answer Susan Wolcott: http://www.units.muohio.edu/led/Workshops/CC Wolcott%20Wksp%20handouts.pdf

18. Learns about oneself and othersCJ

19. Connect icebreaker to course content Give students a task to accomplishJC

20. CC

21. CJ

22. Below level of awarenessJC

23. CJ

24. JC

25. How was this exam like I expected? How was this exam different?What parts did I feel well prepared for?What parts did I not feel well prepared for?Was there a pattern to any mistakes I made?What should I do differently next time?CC

26. 1. Connect the activity to your learning outcomes2. Tell students why you are doing this3. Give clear and succinct directions4. Give students a chance to prepare5. Insure individual as well as group accountability CC

27. Tips on grading group work http://tlt.its.psu.edu/suggestions/teams Grading Rubrics (Park University) http://www.park.edu/cetl/quicktips/rubrics.html Active Learning Techniques (Indiana State University www.indiana.edu/~icy/document/active_learnin g_techniques.pdf Immediate Feedback Forms http://www.epsteineducation.com/home/ CC

28. Fink, L. Dee. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass. Mazur, Eric. (1997). Peer instruction a users manual. Upper Saddle River, NJ: Prentice Hall. Michaelsen, L., et al. (Eds.)(2004). Team-based learning: A transformative use of small groups in college teaching. CJ

29. 3 2 1 new ways question things you you you can have Learned apply thisMJ

30. Sample Rubrics (Winona State University):http://course1.winona.edu/shatfield/air/rubrics.htmActive Learning in Large Classes:http://www.uoguelph.ca/cera/Curriculum/White%20Paper/large%20classes.html