Charrette Welcome and Introductions Participants Facilitators Guests Review of Agenda and Plan for the Day Why Assignments Context and Rationale Assignments bring highlevel learning outcomes to life in actual student work ID: 618329
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Slide1
Assignment Design CharretteSlide2
Welcome and Introductions
Participants
Facilitators
Guests
Review of Agenda
and Plan for the DaySlide3
Why Assignments? Context and Rationale
Assignments bring high-level learning outcomes to life in actual student work.
They send powerful signals to students about what matters.
At their best, they both foster learning and document/assess it.
Creating
a good assignment is challenging intellectual and creative
work that should be visible, recognized, and rewarded.
Working
together
on assignments helps to develop shared language and more intentionally aligned and
scaffolded
sequences
of
assignments that guide
students through their learning.
Other thoughts? Slide4
What’s in it for You?
A chance to refine an assignment you’re working onTo get ideas you can take back to your classes
To meet thoughtful colleagues
To contribute to the work of others
To be part of a larger development:NILOA’s Assignment Library Initiative
Assignment work on other campuses and through disciplinary associationsSlide5
NILOA’s Initiative
Tracking campus work with the Degree Qualifications Profile, NILOA noted rising interest in assignment design and use
We turned to the field and invited faculty applications (with draft assignment)
These groups (4 in all) came together for a day of conversation and collaboration about their assignments…
…working in 5-6 person, facilitated “
charrettes
”Slide6
6
What
’
s
a “Charrette”?
"
Charrette
" (Fr.) means a small cart. Because architecture students once deposited their assignments
in it as
the cart was rolled through the studio, architects now use the word to refer to
an intense creative effort in a limited time period. Slide7
The NILOA Assignment Library
www.assignmentlibrary.org
50-some assignments aligned with DQP proficiencies
Revised and improved with feedback
Contributed by faculty from a wide range of fields and institutional types
Online, indexed, and searchable
With a scholarly citation
Stimulating assignment work on campuses Slide8
The Charrette Discussion
Make sure each person in your group has a copy of the assignment under discussion
Assignment author sets up the discussion, reviewing the focus and purpose of the assignment, and indicating what kinds of feedback would be most useful—5 minutes.
Discussion, Q&A—15-20 minutes
Written feedback on provided forms—5 minutes
Then move on to the next personSlide9
Reflections
What was this process like?What ideas are you taking away?
What insights do you have about effective assignments?
What will you do next and what would help you do that?
How can others be brought into this work or benefit from it? Slide10
Adjourn