Evidence-Based Teaching Paradigm.
LHA 1820: The Evidence-Based Teaching Paradigm Course Outline Summer 2013
Instructor: Loretta Howard, Ed. D. E-mail: loretta.howard@utoronto.ca Class: Mondays & Wednesdays Time: 5-8 p.m. Room: 8-180, 252 Bloor St W.
Course Description:
Learners in this course explore the translation of evidence-based clinical practice to evidence- based teaching (EBT) practice. EBT is defined as “the conscientious, explicit, and judicious integration of best available research on teaching technique and expertise within the context of student, teacher, department, college, university, and community characteristics” (Buskist & Groccia, 2011, p. 8). EBT in higher education originated in the clinical fields of medicine, nursing, social work, health sciences and psychology. Today educators in professional education programs are increasingly seeking greater knowledge and skills to meet the challenges of today’s complex teaching and learning context. Increasingly, students need to develop and demonstrate higher order thinking skills such as critical thinking, appraisal and reflection; concurrently, many educators continue to rely on instructional strategies that instead achieve predominantly surface levels of learning. Shifting teaching practice from a traditional teaching model to a contemporary learning-centred approach is a challenge for many educators. In this course learners explore the pedagogy and practice behind EBT and experience innovative EBT strategies that help meet that challenge and engage students in a constructive learning process that promotes deeper learning.
Course Orientation:
In this course learners are introduced to evidence-based teaching (EBT) theory and practice related to the design and facilitation of effective higher order learning processes. The course is organized around several main evidence-based themes including: contemporary teaching and learning contexts, learning theories and facilitation of various EBT approaches to learning. Evidence-based teaching practice is modelled in this course with one emphasis on a “flipped” classroom approach in which learners explore course content as homework and utilize class time for the application and extension of course concepts. As such, learners are required to complete pre- and post-work for each session. Pre-work includes completing assigned readings and learning activities while post-work involves engaging in a critical reflection and synthesis process.
Course Goals
Participants are introduced to the field of adult education including learning theories, curriculum design, facilitation and evaluation, and educational technology to support teaching and learning. The primary goal of CMCC’s Teacher Education Program is to shift teacher thinking and practice from a traditional teaching paradigm to one that reflects more contemporary learning centred, evidence-based teaching practice (Groccia, and Buskist, 2011). A strong effort is made to model the design, facilitation and evaluation of this approach in a way that promotes transformative learning (Cranton, 2006) and challenges ingrained “habits of mind” (Mezirow, 1990).
Required Text(s) and Readings:
1. Readings are assigned for each session and can be accessed through the course blackboard
site via Portal.
Course Learning Outcomes:
Upon successful completion of this course learners will have reliably demonstrated the ability to: 1. Examine critically the impact of the 21st century teaching and learning context on current
teaching practices;
2. Examine current education issues in relation to teaching practices;
3. Explore the use of various evidence-based, active learning strategies.
4. Apply the principles of evidence-based teaching (EBT) to the design, implementation and
evaluation of student learning; and
5. Synthesize key course insights to articulate a teaching statement grounded in contemporary
evidence-based theory.
Evaluation Format and Criteria:
Evaluation in this course addresses three areas including knowledge, experience and application and is based upon attendance at and active participation in course sessions, completion of assigned pre and post work, and satisfactory completion of assignments. Course requirements include the completion of the following deliverables:
Deliverable Worth
Due
Each session
Session 9, 10 or 11 Session 12
No later than August 16th
- Engagement with Learning
- Learner Directed Activity (LDA)
- Representation of Learning
- Synthesis of Learning Statement
12% 30% 28% 30%
Total 100%
NOTE: See separate handout (posted on Blackboard) for detailed descriptions of the above assignments and associated rubrics.
* Be advised that due to the compressed nature of this course, the majority of formal evaluation occurs in the latter part of the course.
1. Engagement with Learning (12%) Due: each session
Your engagement in learning relates to work that you complete pre and post each session as well as your attendance and thoughtful, active participation in class. We will engage in individual and collaborative dialogue, reflection and analysis every session. The purpose of this process is to give you the opportunity to share and explore your thoughts, views, questions and understandings of EBT theories and your experience with them in teaching practice. There is a clear expectation that you will attend class ready to actively engage in dialogue and a collaborative process having read the required readings, completed associated tasks and reflected upon the required materials. Think critically about what you read and experience and consider the connections between the readings and your teaching practice. Active engagement means expressing your own thoughts and listening to those of others, engaging in respectful dialogue with course colleagues, and being willing to challenge, and be challenged by, the important ideas in this course. You will also be expected to reflect upon and relate material to personal experience, analyze and evaluate concepts, make connections among various themes, models, or strategies. These reflections should be noted in a learning journal that you maintain throughout the course. At the end of the course, you will consider your key learning insights from the course, synthesize them and represent them in a manner that will be shared with the class during our last session.
Key strategies: exploration, conceptualization, reflection and engagement.
2. Learner Directed Activity (LDA) (30%) Due: Session 9, 10 or 11
You will work alone or in partnership with another to explore an EBT issue of your choice in seminar format. You must select your topic by Session 5. A suggested topic list will be posted on Blackboard. As well, the topical outline and identified learning goals from Session 1 can serve as a framework for topical ideas.
Please note: your seminar MUST model EBT strategies with a focus on applied and experiential approaches to the exploration of your topic.
Your LDA process must include the following: 1. Planning (5%):
- Research your topical area
- Develop a lesson plan or detailed agenda for your seminar
- At least 1 week ahead of your LDA presentation:
i. Submit a relevant reading of reasonable length that provides an overview of your topic. This will be posted on Blackboard for the class to read in preparation for your seminar.
Loretta Howard, Ed. D. LHA 1820: Evidence Based Teaching Paradigm
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ii. Submit any other pre-work that you want the class to complete (e.g. online quiz, reflection, etc.).
2. Implementation (15%). During your seminar:
a. b.
c.
d.
Provide a brief overview of your topic.
Facilitate an experiential process that engages the class in the exploration and/or application of your topic to practice. Engage the class in a process that includes discussion, analysis, reflection and action. Examples of activities include the following:
- An EBT strategy applied to a specific teaching/learning context;
- An exploration of a specific aspect of EBT applied to your teaching context;
- Examination of a critical incident, case study or problem related to your professional work explored through EBT theory or strategies;
- Other, as negotiated with me.
Provide a brief handout (no more than 2 pages) of concepts related to your topic, to be distributed to class members in your session.
Implement a formative feedback tool that seeks constructive feedback from your peers about your seminar. You will use this feedback to inform your post seminar reflections.
3. Evaluation (10%) One week from the day of your seminar electronically submit:
- A copy of all seminar materials
- A 2-3 page reflection that synthesizes class feedback and summarizes your keyinsights about your process and product.
Suggested length: Seminar length will be determined based on the number of seminars and whether you are presenting alone or in partnership with another but generally may range from 30- 45 minutes (flow and pacing will be assessed). Timing will be confirmed by session 6.
Key strategies: synthesis, contextualization, presentation, application, engagement.
3. Representation of Learning (15%) Due: Session 12 As you work your way through the course, you are expected to reflect upon and relate material to your personal experience, analyze and evaluate concepts and make connections among various themes, models, or strategies. These reflections should be noted in a learning journal that you maintain throughout the course. (Note: you are NOT required to submit your journal). At the end of the course, you will critically appraise your learning process, consider your key learning insights from the course, synthesize them and represent them in a non-text based manner that will be shared with the class during our last session.
Key strategies: synthesis, contextualization, representation.
4. Synthesis of Learning Statement (30%) Due: No later than August 16th The purpose of this paper is to give you the opportunity to integrate your understanding of EBT with your personal teaching practice. It is meant to help you identify, critically reflect upon, and discuss your key course insights and/or your theoretical and experiential understanding of the key concepts in the course relating to EBT. Your paper should draw upon your learning journal and the selected topic/s, course readings, class discussions and other relevant materials and be grounded in the course literature.
Key strategies: synthesis, conceptualization, reflection, analysis, evaluation, and theory-practice integration.
Length: 8-10 pages (exclusive of title and reference pages), typed, double-spaced, TNR, 12 point font, utilization of current APA style.
* Your assignments should be submitted in electronic format only.
Late Assignments: Assignments must be handed in on time. Extensions can only be granted for significant reasons related to extenuating circumstances. To avoid late penalties extensions must be sought and attained in advance of the applicable deadline.
Evaluation Framework: All submissions in this course will be evaluated based on style, format and content with specific criteria related to clarity, organization, the extent to which your work is analytical, reflective and critical, and the strength of the support you offer for your views. A generic draft of the evaluation framework is included in this outline.
Loretta Howard, Ed. D. LHA 1820: Evidence Based Teaching Paradigm
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OISE/UT Academic Policies and Regulations: The academic policies and regulations at OISE/UT have been developed to maintain academic integrity and ethical standards and protect the rights and responsibilities of the institution, its faculty and students. This course functions in congruence with all current OISE/UT academic policies. Students are expected to familiarize themselves with all academic policies which can be accessed via the OISE/UT website: http://www.oise.utoronto.ca/oise/About_OISE/Policies.html.
Academic Integrity: The evaluation process and product of this course endorses OISE/UT’s academic integrity policies. The definitions, expectations and policies pertaining to Academic Integrity applicable to this course are found at: http://www.utoronto.ca/academicintegrity/
Attendance Policy: Due to the intensive nature of this course, attendance at all sessions is required. Should you have an urgent reason for not attending a session, you must inform me in advance and negotiate an alternative work assignment for submission in lieu of attending the session.
Please note: ALL materials submitted for evaluation in this course must be your original thoughts/work and not previously submitted for grading.
Successful Graduate Learners:
- Attend all classes prepared to actively engage;
- Utilize effective time and organizational management strategies;
- Read course material critically and thoughtfully with a focus on applying readings topersonal/professional contexts;
- Participate constructively in class discussions and activities and are open to, and considerateof, different learning and communications styles and alternative perspectives to the readings;
- Complete assignments and course requirements demonstrating a graduate level ofscholarship and academic rigour. Assignments that do not meet course/program expectations will be returned at my discretion.
Topical Outline:
Session
Topic
Preparation
1 Wed July 3rd
Course Overview;
21st Century Teaching and Learning Context; Learning Goals
Complete the preparation work posted on the course site
2 Monday July 8th
5 Wed July 17th
7 Wed July 24th
8 Monday
Teaching Philosophy and Perspectives; Learning Theories
21st Century Learners: Their Environment, Characteristics & Diversities
Evidence-Based Active Learning Strategies: Technology informed approaches
Learner Directed Activities 1.
Complete the preparation work posted on the course site
Complete the preparation work posted on the course site
Complete the preparation work posted on the course site
Complete the preparation work posted on the course site
| 3 Wed July 10th | Learning Principles & Learning Theories; Selection of LDA topic | Complete the preparation work posted on the course site |
| 4 Monday July 15th | NOTE: No in-class session. This session is dedicated to LDA planning. | Research your LDA topic; plan your session |
| 6 Monday July 22nd | Evidence-Based Active Learning Strategies: Promoting Deep Learning; Arts-informed approaches | Complete the preparation work posted on the course site |
Loretta Howard, Ed. D. LHA 1820: Evidence Based Teaching Paradigm
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July 29th 2. 3. 4.
| 9 Wed July 31st | Learner Directed Activities 1. 2. 3.4. | Complete the preparation work posted on the course site |
| 10 Wed August7th | Learner Directed Activities 1. 2. 3.4. | Complete the preparation work posted on the course site |
| 11 Monday August 12th | Learner Directed Activities 1. 2. 3.4. | Complete the preparation work posted on the course site |
| 12 Wed August 14th | Representation of Learning Course Synthesis | Review the session artifacts on the course site |
LHA 1820: The Evidence-Based Teaching Paradigm Generic Marking Scheme
Note: this is a generic framework that will be customized for each deliverable in this course. Rubrics will be posted on Blackboard.
15 marks STYLE
- Expression; the manner in which your thoughts are articulated (i.e., clarity, brevity, etc.)
- Grammar; sentence structure; usage; spelling; punctuation15 marks FORMAT
The organization and structure of material
o Thesis statement raised in your paper’s introduction is developed in the body and
summarized in the conclusion
o Points/issues in subheadings are introduced, discussed and concluded upon
The organization and structure of your argument (i.e., orderly presentation of ideas)
o The presentation of your argument in a scholarly manner
o Thoughts and arguments regarding the identified issues are expressed clearly,
20 marks
concisely, and in a logical and organized manner
CITATIONS
- Effective use of voice to include outside authors and footnotes/endnotes to cite and acknowledge sources, authorities, work or ideas of others, and/or to support/pursue points and/or provide additional comments or information not appropriately included in the text itself (15)
- Proper and consistent citation format, following American Psychological Association (APA), most recent edition (5)50 marks CONTENT
- Originality of argument/thesis statement
- Persuasiveness of argument and analysis
- Key issues are identified and discussed
- Critical thinking, reflexive inquiry and strong insight are demonstrated
- Thoughts/arguments are supported (not made) with relevant authorities
- Opposing views/thoughts are acknowledged and addressed
Loretta Howard, Ed. D. LHA 1820: Evidence Based Teaching Paradigm
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LHA 1820: The Evidence-Based Teaching Paradigm
| 90-100 A+ Exceptional paper in all respects; Demonstration of original creative thought Very well organized format and expression ofthoughts and arguments Sound critical reflection and evaluation Clear command of techniques and principles of thediscipline Publishable Consistently exceeds expectations High level of synthesis New understandings Extension of content Concepts and understandings grounded in real applications to personal/professional practice Examination of literature goes well beyond synthesis of course materials | 80-89 A Very good paper Well organized format and expression ofthoughts & arguments with few errors Shows clear understanding of concepts andevidence of critical and reflective thought Ability to discriminate and interpret relevantissues Analytic treatment of content Application of ideas Synthesis – able to make connections amongdisparate details or ideas Evaluation of ideas and content Manipulation and interpretation of data Concepts and understandings grounded in realapplications to personal/professional practice Examination of literature goes beyondsynthesis of course materials |
| 75-79 B+ Good paper; meets some of the above criteria Shows basic competence in analysis, synthesisand critical thinking Integration of concepts demonstrated Demonstrates competent grasp of writing andreference styles Adheres to proper reference and grammaticalstyles Logically organized Course literature utilized effectively | 70-74 B Adequate paper; constitutes baseline for graduate papers Shows some comprehension of course content and draws together information of the course in a coherent, understandable fashion Descriptive treatment of content Identification of key elements Recognition of basic facts, knowledge andrecall; retrieval of information Adequate written style; errors in grammar,sentence structure Little integration of concepts Adequate organization of thought and structureof paper Some course literature utilized |