Welcome to the WIDS Workshop
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Welcome
Tell your name and your position at the college
Share an item that you have with you that tells something about you (from your purse, briefcase, pocket, wallet, etc.)
Share any questions you’d like to get answered in this workshop
Preview Course Materials
Packet WIDS PAT Library Books
Workshop Competency
Competency
Illustrate the WIDS ModelLinked Core Abilities Think critically Communicate clearly
Performance Standards
You will demonstrate competence: by completing the WIDS Model Framework activity for a unit study
Your performance will be successful when: framework includes one to three (1-3) related competencies framework includes linked program outcomes, general education outcomes
and/or external standards as appropriate framework includes a set of learning objectives that outline supporting skills,
concepts, procedures, processes and or principles that a learner needs to perform the competency
framework includes learning activities that help learners master the competency
framework includes an assessment strategy for the competency framework includes a set of criteria that form the basis for the assessment
checklist or rubric
What is WIDS?
What is WIDS? Worldwide Instructional Design System Created in 1993 by the WTCS Colleges Curriculum Model Software Package Designed by our users for our users
Over 200 licenses worldwide (33 states and 5 foreign countries)
Technical colleges Community colleges Universities High schools Businesses
Who Is Using WIDS?
Some of Our Users 16 WI Technical Colleges MN State Community and Technical College Saint Paul College, MN Hennepin Technical College, MN Bethel University, MN South Central Community College, MN
6 Canadian Colleges Learning Resources, Cape Town, South Africa Schoolcraft Community College, MI State Fair College, MO National American University
Why WIDS? Guidance and framework for
teachers Consistent curriculum model
and language Learner centered model Document Align/Link to standards Store electronically Prepare for accreditation visits
Basic Assumptions
Student learning is the organizing principle of our schools
We want to achieve clarity about learning outcomes
We coordinate teaching and assessment to promote student learning
Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning
Commission, NCA. 2001.
Doherty, Riordan, Roth. “Student Learning: A Central Focus for Institutions of Higher Education.” Alverno College Institute, Milwaukee, WI.
Determine outcomes for learners Design learning to achieve outcomes Develop assessments that measure
outcomes Develop criteria for assessing student
performance Connect outcomes, assessments, learning
The Challenge
Imagine this . . .
You’ve just been hired to teach
It’s already the first day of school
The only materials you have been given are a syllabus and a text from the previous teacher
WHAT DO YOU DO NOW?
How do you get ready to teach?
What you are facing is a typical instructional design challenge
Typical Questions
Who are the learners? What will I teach? How should I present the
content? How will I evaluate students’
work? When will I know the students
have learned?
Components of PBL:
Performance Based Learning
WHO
WHAT
WHEN
HOW
Content and
Standards
Assessment
Instruction
Feature #1 Competencies are
identified, verified, and made public in advance
All content decisions are based on competencies
This is part of the WHAT
Competencies
Establish a soil nutrient plan Determine a tillage and conservation plan Determine a pest management plan Manage crop storage
Plan nursing interventions
Competencies Drive Learning and Assessment
Feature #2
Assessment of a competency asks a learner to PERFORM the competency as the primary source of evidence that he/she has mastered it
This is the WHEN
True Learning?I TAUGHT STRIPE HOW TO WHISTLE
I DON’T HEAR HIM WHISTLING
I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT
From Checking for Understanding, King Features Syndicate.
Feature #3 The criteria and conditions
for assessing achievement are explicitly stated
They are made public in advance
Assessment is criterion-referenced, not norm-referenced
This is part of the WHEN
Feature #4
The learning activities and teaching strategies relate directly to the competencies
A variety of strategies are used
Activities are learner centered
This is the HOW
LEARNING
OUTCOME
(COMPETENCY)
ASSESSMENT
Performance Standards
Learning Activities
Learning Activities
Learning Activities
Learning Activities
Aligning Course Design Components
Misalignment between course objectives, classroom activities and assessment can often be the basis of students’ lack of learning. . . researchers have found that lack of excellence in [student learning is] caused, not so much by ineffective teaching, but by misalignment between what instructors intend to teach, what they actually teach, and what they test.
S.A. Cohen, Instructional Alignment: Searching for a Magic Bullet
Activity Complete the activity on pages 4 and 5 of
your packet by yourself. Then share your results with 2-3 other
people. Discuss How did you rate yourself? How would you like to rate yourself differently in
the future? (What would you like to change—if anything?)
Course Map
Examine the course map on page 6 of your packet
Complete your course map on page 7
Competencies Drive Learning and Assessment
Competencies
Describe an outcome of the course Begin with a SINGLE action verb Are measurable and observable Require application of knowledge (application
level or above on Bloom’s taxonomy) Are clear and concise
Goal or Competency?
Goal
• General• What I HOPE
students learn• May or may not be
measurable
Competency (Outcome)
• Specific• What I ACTUALLY
teach and assess• Measurable and
observable
Goal or Competency?
1. Know about the human body
2. Build a staircase
3. Learn software programs
4. Create a spreadsheet
5. Evaluate employee safety programs
6. Understand machining processes
Competency
Using page 7, write a competency for each item in the box.
Competencies
Describe an outcome of the course Begin with a SINGLE action verb Are measurable and observable Require application of knowledge (application
level or above on Bloom’s taxonomy) Are clear and concise
Learning Objectives
Facts Concepts Principles Processes Procedures
Activity
Complete page 8 in your packet Share your ideas with a partner
Learning Activities
Application Motivation
Practice
The Learning CycleThe Learning Cycle
Comprehension
Presentations Unit: Session 1
ATTEND a lecture on Preparing a Presentation.
BRAINSTORM situations where you might have to persuade someone at work.
ATTEND a lecture on Preparing a presentation.
BUILD sample presentations on the board.
DEVELOP key messages for your presentation using the Presentation Plan Sheet.
Presentations Unit: Session 5
PREPARE your presentation.
CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet.
MAKE changes if necessary.
Sample Learning Plan Sample Learning Plan
Activity
Identify several activities you can use to teach the competency on your framework.
Write them in the box on the bottom left.
Why Write Performance Assessment
Tasks
Raise the Quality of Work Learners Produce
Performance standards give a clear picture of what the end result should look like
Using that information learners can produce a quality product
Write your name
Performance Assessment Task
Criteria Rating
Name is written in cursive Met Not Met
Name includes first name, middle initial, and last name
Met Not Met
Name is written in ink Met Not Met
Letters in the name are equally spaced
Met Not Met
All letters in the name are legible
Met Not Met
Provide Data for Improving Teaching/Learning
Talk About It What conclusions can you draw from this
data? How might you use this data to improve
teaching and learning? What is the value of scoring guides for
teaching and learning?
Provide Guidelines for Evaluation and Grading
http://www.roobrix.com/
Activity
On your framework add - The assessment strategy (condition)- The criteria for success (checklist)
Sample Learning Plan Sample Learning Plan
Share with a Partner
One thing I can take away from today Any questions I still have to answer
Handle chiropractic patients on the phone and in person
Describe characteristics of professional telephone etiquette.
Identify common screening scripts
Summarize reasons people call or visit a chiropractic office.
Communicate clearly
Role-play
Performance Standards
learner answers phone by second ring
learner responds with pleasant tone
learner uses correct script
Motivation PracticeComprehension Application
READ pages 8-17 of the AMS Staff Manual.
BRAINSTORM a list of characteristics a CA must exhibit.
ROLE PLAY the phone script found on pages 14-17
SHARE your experiences with doctors’ offices as a patient .
Handling Patients Role Play
Handle chiropractic patients on the phone and in person
Describe characteristics of professional telephone etiquette.
Identify common screening scripts currently being used in chiropractic offices.
Summarize various reasons an individual may call or visit a chiropractic office.
Communicate clearly
in small group role play which presents a series of front-office events
Performance Standardslearner
answers phone by second ring
learner responds with pleasant tone
learner uses correct script
Motivation
Practice
Comprehension
Application
READ pages 8-17 of the AMS Staff Manual.
BRAINSTORM a list of
characteristics a CA must exhibit.
ROLE PLAY the phone script found on pages 14-17 of the AMS Staff Manual. (WC)
SHARE your experiences with doctors’ offices as a patient .