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 .