Course Design and Delivery. Adam Berman Nydia MacGregor
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1 Course Design and Delivery Adam Berman Nydia MacGregor
2 Today s goals and agenda Review the elements of course design Connect the elements of course design to teaching and learning principles Apply the principles of course design to your own course Discuss the critical aspects of course delivery
3 DESIGNING YOUR COURSE
4 Designing your course What are the most important parts of designing your course?
5 5 Steps to Course Design Learning Objectives Structure Syllabus Content Materials
6 5 Steps to Course Design Learning Objectives Topics Structure Materials Student learning goals Critical topics for students; 4-7 topics Narrative for students; schedule; instructional strategies & assessments Materials for students; mix of types Syllabus Let students know your plans
7 LEARNING OBJECTIVES
8 Learning objectives Why do we need learning objectives? Objectives incorporate your assessment of what students must learn Objectives provide focus and organization Objectives offer structure Begin designing the course by defining your objectives You can always revise
9 Learning objectives: Types There are two kinds of objectives to consider: Concepts and tools from your discipline Higher order thinking skills - HOTs
10 Learning objectives: Concepts and tools What important ideas and facts do you want students to take away? Be explicit E.g. from a Management of Technology Course: Students will understand new product development processes as well as useful tools, techniques and organizational structures that support new product development practice.
11 Learning objectives: Higher order thinking Higher order skills Create (generate, plan) Evaluate (critique, judge) Analyze (organize, differentiate) Apply (execute, implement) Lower order skills Understand (summarize, infer, explain, interpret) Remember (recognize, recall) Anderson, Krathwohl and Colleagues 2001, revision of Bloom (1956)
12 Learning objectives: Higher order thinking What new ways of thinking should students acquire? Be explicit E.g. from a Haas Competitive Strategy Course: The goal of the course is for students to develop an analytic tool kit for understanding strategic issues and to enrich their appreciation for the thought processes essential to strategic analysis.
13 Learning objectives: Focus Draft a list of learning objectives Reduce your list. Consider: Students abilities, background & interest Length of time for class instruction Other constraints (class room space, media, technology, length of term, etc)
14 Learning objectives Where do you want to go?
15 COURSE TOPICS
16 Course topics Brainstorm potential topics to cover. Stew over it a bit.
17 Course topics: Focus adapted from Grant Wiggins and Jay McTighe (1998) Limit Emphasize yourself to the essential. 4-7 topics Optional mastered by a few distinguished students Mastered by some students Mastered by all students
18 Learnings and Application What have we covered so far: 1. There are 5 elements to course design 2. Focus on what students must learn 3. Goals provide focus when designing a course. 4. Challenge your students by demanding HOTs!
19 COURSE STRUCTURE
20 Course structure: A narrative Committing knowledge to memory is not like putting a special keepsake in a box. Facts are best retained when placed within a scrapbook : put in and among related memories that together tell a richly textured story.
21 Course structure: A narrative Target Market Performance MarkStrat Simulation Product Develop. Pricing Reflect upon the narrative: Is it balanced? Logical? Will students leave with a mental map of the content?
22 Course structure: a narrative From Tools for Teaching by Barbara Gross Davis, 2009 Order the topics Chronologically In their real world relationships As they are used in business, social or career settings As they are in the discipline Developmental prereqs, novice, expert
23 Course structure: instructional strategies What do I want to do at each session? becomes What should the students do at each session?
24 Course structure: instructional strategies Enable students to discover meaning and knowledge Struggling with ideas and ambiguity leads to meaningful and enduring learning
25 Course content: instructional strategies Activities: Cases Readings Interactive Discussions Simulations Assessments: Presentations Group projects Exams Each activity is situated in a different brain process center, enriching students understanding of the course narrative.
26 Course structure: Alignment Learning Objectives Assessments Instructional activities
27 Application 10 minutes of reflection
28 SYLLABUS
29 Syllabus: The Plan Summarizes course narrative, course goals, student activities Syllabus is the roadmap for the students Your syllabus represents the contract between you and your students
30 Learnings 1. The course narrative and content frame knowledge and reinforcing student understanding. 2. The syllabus captures and communicates your course plan and represents a contract. 3. Learning objectives, instructional strategies and assessment are a 3-legged stool supporting student learning.
31 DELIVERING THE COURSE
32 First interactions Suggestions for building rapport: Send a welcome Learn names prior to first class Review photos and biographical information Adam Berman B.S. Cal MBA Harvard Loves tennis and Bikram yoga Hopes someday to become one of America s Iron Chefs.
33 First interactions - Establishing authority/credibility Look the part distinguish yourself from your students Connect early with each student use their names handshake as they enter the class eye-contact Clearly set expectations
34 First interactions First day of class: Introduce yourself Set the tone, reviewing the structure of the course, objectives, expectations, grading scheme Discuss the promises of the course
35 Making it stick Simple Unexpected Concrete Credible Emotion Story
36 Making it stick Vacation to Thailand as course design What are your special interests? Foodie? Religious? Night life? What do you want to see & do? Cities? Country? Guided tours? What order? Where do you start? Where do you end? What to pack? What guide books to bring? Completed itinerary
37 Making it stick Vacation to Thailand as course design What are your special interests? Foodie? Religious? Night life? What do you want to see & do? Cities? Country? Guided tours? What order? Where do you start? Where do you end? What to pack? What guide books to bring? Completed itinerary Learning Objectives Topics Structure Materials Syllabus
38 Making it stick Vacation to Thailand as course design Learning Objectives Structure Syllabus Content Materials
39 Early Term Feedback Solicit student feedback on course Share summary of feedback with students Incorporate any modifications that are feasible and that add value Provide rationale for aspects that remain unchanged. 39
40 Last Class Review key take-aways/learnings Discuss how this course will influence their career/life Motivate students to leave the course with excitement and passion for wanting to learn more Parting advice 40
41 Parting Comments Use the principles of teaching and learning as a guide This is not rocket science! Upfront effort and preparation will result in an enjoyable and rewarding experience teaching at Haas.
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