Outcomes-based Teaching and Learning Outcomes-based Teaching and Learning Pre-wPre-workshop 2orkshop 2

Designing Teaching and Learning Activities Designing Teaching and Learning Activities

Intended Outcomes of Pre-workshop ExercisesIntended Outcomes of Pre-workshop Exercisesfor members of each groupfor members of each group

1. 1. Review Review existing teaching and learning activities existing teaching and learning activities (TLAs) in relation to alignment with subject ILOs.(TLAs) in relation to alignment with subject ILOs.2. 2. IdentifyIdentify areas requiring changes. areas requiring changes.3. 3. ReviseRevise or or re-design re-design TLAs to align to subject ILOs. TLAs to align to subject ILOs. 4.4. DiscussDiscuss and and shareshare your ideas with your group your ideas with your group

members.members.

Before the WorkshopBefore the Workshop

Refer to the Pre-workshop reference provided and the Refer to the Pre-workshop reference provided and the revised subject ILOs in Pre-workshop Exercise 1, conduct revised subject ILOs in Pre-workshop Exercise 1, conduct Pre-workshop Exercises 3 to Pre-workshop Exercises 3 to design TLAs for the revised design TLAs for the revised subject IlOs. Consider if the TLAs and especially the learning subject IlOs. Consider if the TLAs and especially the learning activities will engage your students to enact the subject ILO activities will engage your students to enact the subject ILO verbs?verbs?

Discuss with your group members when doing the above Discuss with your group members when doing the above exercise. exercise.

Complete the exercise to be ready for discussion and sharing Complete the exercise to be ready for discussion and sharing in in the workshops on 2 December 2006. the workshops on 2 December 2006.

Outcomes-based Teaching and Learning (OBTL) Outcomes-based Teaching and Learning (OBTL) using Constructive Alignmentusing Constructive Alignment

ILO:ILO: What the What the studentstudent has to learnhas to learn

Teaching:Teaching:Engaging the Engaging the student in the student in the verb in the ILOverb in the ILO

Assessment:Assessment:How wellHow wellthe student the student has met the has met the ILOILO

Designing TLAs to align to Designing TLAs to align to Intended Learning OutcomesIntended Learning Outcomes

.. Having designed Subject ILOs, we now need to activate Having designed Subject ILOs, we now need to activate the verbs or learning activities embedded in the ILOs by the verbs or learning activities embedded in the ILOs by designing suitable TLAs that will facilitate studentsdesigning suitable TLAs that will facilitate students achieving the ILOs.achieving the ILOs.

.. TLAs should be aligned to ILOs by addressing the TLAs should be aligned to ILOs by addressing the verb(s) in the ILOs, thus requiring students to enact the verb(s) in the ILOs, thus requiring students to enact the ILO verbs.ILO verbs.

.. Consider what teacher and student activities will be Consider what teacher and student activities will be conducted in each of the TLAs.conducted in each of the TLAs.

Designing TLAs to align to Designing TLAs to align to Intended Learning OutcomesIntended Learning Outcomes

.. In any teaching and learning situation e.g. lecture, In any teaching and learning situation e.g. lecture, tutorial, laboratory or project etc, TLAs include what tutorial, laboratory or project etc, TLAs include what

the teacher does (teaching activities) and what the the teacher does (teaching activities) and what the student does (learning activities). What the student does student does (learning activities). What the student does is is more important in achieving the ILOs than what themore important in achieving the ILOs than what the teacher does.teacher does.

.. TLAs could be either large and small class activities.TLAs could be either large and small class activities.

.. TLAs could be either teacher-, peer- or student selfTLAs could be either teacher-, peer- or student self managed as best suit the context. managed as best suit the context.

Some common TLAs and associated teaching and learning Some common TLAs and associated teaching and learning activitiesactivities

TLATLA Teaching activitiesTeaching activities Learning activitiesLearning activities

LectureLecture talk, explain, clarify talk, explain, clarify listen, take notes, accept, listen, take notes, accept, query, query, discuss with peers, one-discuss with peers, one-minute minute paperpaper

TutorialTutorial set/answer questions set/answer questions pre-read, prepare questions, pre-read, prepare questions, provide feedback provide feedback learn from peers, critique, learn from peers, critique,

analyse, discuss with peersanalyse, discuss with peers

AssignmentAssignment set topics and guidelinesset topics and guidelines search information, select, search information, select, organize ideas, explain, organize ideas, explain,

describe, integrate, apply what describe, integrate, apply what has been learned, write has been learned, write

the assignment, revise and edit, the assignment, revise and edit, may be discuss with peersmay be discuss with peers

Some common TLAs and associated teaching and learning Some common TLAs and associated teaching and learning activitiesactivities

TLATLA Teaching activitiesTeaching activities Learning activitiesLearning activities

ProjectProject set brief, provide set brief, provide apply, integrate, create, design, apply, integrate, create, design, feedbackfeedback experiment, write report, self-experiment, write report, self-

monitor, communicate, work in monitor, communicate, work in a teama team

LaboratoryLaboratory demonstrate, demonstrate, practise, experiment, apply,practise, experiment, apply,

provide feedbackprovide feedback self-evaluate, solve problemsself-evaluate, solve problems

PBLPBL set problems,set problems, set learning goals, accessing set learning goals, accessing

provide feedbackprovide feedback desired content and skills, design,desired content and skills, design,

integrate, apply, solve problemsintegrate, apply, solve problems

The TLA here is more like a The TLA here is more like a situationsituation in which the learner engages in in which the learner engages in learning activities requiring the ILO verbs, which makes it more learning activities requiring the ILO verbs, which makes it more likely the intended learning outcomes will be achieved. likely the intended learning outcomes will be achieved.

Typical ILOsTypical ILOs Possible TLAsPossible TLAs

DescribeDescribe set reading, lecture, field tripset reading, lecture, field trip

ExplainExplain tutorial, written essaytutorial, written essay

IntegrateIntegrate project, assignmentproject, assignment

ApplyApply project, case study, laboratoryproject, case study, laboratory

Solve problemSolve problem PBL, case study, peer discussion,PBL, case study, peer discussion,

laboratorylaboratory

Design, createDesign, create project, creative writing project, creative writing

HypothesiseHypothesise experiment, projectexperiment, project

ReflectReflect reflective diaryreflective diary

The point is not how you are going to teach (The point is not how you are going to teach (teaching activitiesteaching activities) but how and) but how and

what you want your students towhat you want your students to learn (learn (learning activitieslearning activities).).

NOTE! Many of these TLAs can be assessment tasks as well. Then you haveNOTE! Many of these TLAs can be assessment tasks as well. Then you have

excellent alignment. excellent alignment.

Adjusting TLAs to relative importance of Adjusting TLAs to relative importance of ILOsILOs

Is the time spent on TLAs reflecting the relativeIs the time spent on TLAs reflecting the relative

weight or importance of the ILO addressed?weight or importance of the ILO addressed?

Are students given more opportunitites toAre students given more opportunitites to

engage in enacting the more important ILOengage in enacting the more important ILO

verbs? verbs?

Some sample TLAs for subject ILOs on Some sample TLAs for subject ILOs on written communicative strategieswritten communicative strategies

1.1. Explain different (writing) communicative strategies.Explain different (writing) communicative strategies.

TLAs:TLAs: a. Plenary session (‘lectures’)a. Plenary session (‘lectures’)

Teaching activities - describe, explain, elaborate, clarifyTeaching activities - describe, explain, elaborate, clarify

Learning activities - pre-reading, ask questions, groupLearning activities - pre-reading, ask questions, group

discussion, explain to peersdiscussion, explain to peers

b. Write assignment b. Write assignment

Teaching activities - set topics and guidelines, provide Teaching activities - set topics and guidelines, provide feedbackfeedback

Learning activities - explain the strategies in the assignmentLearning activities - explain the strategies in the assignment

There may be other TLAs which will engage students inThere may be other TLAs which will engage students in

explaining different writing communicative strategies.explaining different writing communicative strategies.

Some sample TLAs for subject ILOs onSome sample TLAs for subject ILOs onwritten communicative strategieswritten communicative strategies

2. 2. Apply appropriate (writing) communicative strategies Apply appropriate (writing) communicative strategies

TLAs:TLAs: a. Case studya. Case study

Teaching activities -Teaching activities - select case study material (may be), provide select case study material (may be), provide comments and feedback comments and feedback

Learning activities - Learning activities - select piece of writing for case study, discuss select piece of writing for case study, discuss with with peers in small groups, analyse, comment, peers in small groups, analyse, comment, suggest suggest ways of improvement, present own ideas ways of improvement, present own ideas or or discussion results in an individual written discussion results in an individual written

assignmentassignment

b. Write an assignment or a group discussion reportb. Write an assignment or a group discussion report

Teaching activities -Teaching activities - set topic (may be), give guideline of set topic (may be), give guideline of requirements requirements of the assignment (relate of the assignment (relate requirements to requirements to relevant ILOs), provide feedback relevant ILOs), provide feedback

Learning activities - Learning activities - write the assignment using appropriate write the assignment using appropriate strategies, strategies, revise, edit, self-assess revise, edit, self-assess

There may be other TLAs which will engage students in applyingThere may be other TLAs which will engage students in applying

appropriate strategies in a range of writing tasks.appropriate strategies in a range of writing tasks.

Some sample TLAs for subject ILOs on Some sample TLAs for subject ILOs on writing strategieswriting strategies

3. 3. Reflect and improve own writing communicative strategies. Reflect and improve own writing communicative strategies.

TLAs:TLAs: Self-assessment Self-assessment

Teaching activities -Teaching activities - provide feedback provide feedback

Learning activities - Learning activities - self-evaluate a piece of own writing, e.g. an self-evaluate a piece of own writing, e.g. an earlier assignment in relation to theories on earlier assignment in relation to theories on writing communicative strategies, identify writing communicative strategies, identify strengths and areas for improvement, revise strengths and areas for improvement, revise writing using appropriate strategies in light of writing using appropriate strategies in light of evaluationevaluation

There may be other TLAs which will engage students inThere may be other TLAs which will engage students in

reflecting and improving their own writing strategies.reflecting and improving their own writing strategies.

Exercise 3 - Designing Teaching and Learning ActivitiesExercise 3 - Designing Teaching and Learning Activities

Refer to the revised ILOs in Pre-workshop Exercises 1, Refer to the revised ILOs in Pre-workshop Exercises 1, design TLAs to align to the ILOs. Discuss with your design TLAs to align to the ILOs. Discuss with your group group members.members.

Subject ILOsSubject ILOs TLA TLA Teaching activitiesTeaching activities Learning activitiesLearning activities

After you have completed the pre-workshop After you have completed the pre-workshop exercise, exercise,

1.1. select one group member to share your select one group member to share your ideas at the workshop, and ideas at the workshop, and 2.2. jot down any issues that you would like to jot down any issues that you would like to

bring up for discussion at the workshop. bring up for discussion at the workshop.