04
Using IDEA Reports What’s the goal of this session?
Model the process of turning IDEA Report findings into specific ways to strengthen your course
This can occur in multiple ways:<br>
05
Using IDEA Reports What’s the goal of this session?
Model the process of turning IDEA Report findings into specific ways to strengthen your course
This can occur in multiple ways:
Take fuller advantage of existing positives<br>
06
Using IDEA Reports What’s the goal of this session?
Model the process of turning IDEA Report findings into specific ways to strengthen your course
This can occur in multiple ways:
Take fuller advantage of existing positives
Adjust current efforts to increase impact<br>
07
Using IDEA Reports What’s the goal of this session?
Model the process of turning IDEA Report findings into specific ways to strengthen your course
This can occur in multiple ways:
Take fuller advantage of existing positives
Adjust current efforts to increase impact
Adopt a new approach to align outcomes with experiences<br>
08
Using IDEA Reports Quick Review of IDEA Reports
Page 1 – a rough snapshot
PRO score
Overall score
Comparative figure (AKA Odysseus and the Sirens)<br>
09
Using IDEA Reports Quick Review of IDEA Reports
Page 1 – a rough snapshot
PRO score
Overall score
Comparative figure (AKA Odysseus and the Sirens)
Page 2 – focusing on learning and student context
Individual objectives
Student contextualizing information<br>
10
Using IDEA Reports Quick Review of IDEA Reports
Page 3 – linking experiences to learning
Student experience responses
Identifying key links to learning<br>
11
Using IDEA Reports Quick Review of IDEA Reports
Page 3 – linking experiences to learning
Student experience responses
Identifying key links to learning
Page 4 – the final layer of detail
Student learning on all objectives
Distribution of responses on all other questions<br>
12
Using IDEA Reports So where should you start?<br>
13
Using IDEA Reports So where should you start?
Did I pick the “right” objectives?
Scan the results on page 2
Check out the results on page 4
Revisiting the 3 primary questions<br>
14
Using IDEA Reports REMINDER . . .
Is this a significant part of the course?<br>
15
Using IDEA Reports REMINDER . . .
Is this a significant part of the course?
Do I do something specific to help the students accomplish this objective?<br>
16
Using IDEA Reports REMINDER . . .
Is this a significant part of the course?
Do I do something specific to help the students accomplish this objective?
Does the student's progress on this objective affect his or her grade?<br>
17
Using IDEA Reports So where should you start?
Did I pick the “right” objectives?
Scan the results on page 2
Check out the results on page 4
Revisiting the 3 primary questions
How did my students’ experiences impact the objectives that I picked?
Check out the last column on page 3
Getting the most “bang for your buck”<br>
18
Using IDEA Reports Practicing on an old report
Break into small groups of 4-5<br>
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Using IDEA Reports Practicing on an old report
Break into small groups of 4-5
Examine the question of selecting objectives
(Pages 2 and 4)
OR
Pick three experiences that could be improved
(Page 3)<br>
20
Using IDEA Reports Thoughts on selecting objectives?<br>
21
Using IDEA Reports Thoughts on selecting objectives?
Thoughts on student experiences to improve?<br>
22
Using IDEA Reports Ok, now what???<br>
23
Using IDEA Reports Ok, now what???
Thinking about objectives . . .
What do your students really need to learn in your course?
Think triage not transformation
In the context of your major? In the context of general education?
Be true to your vision for that course<br>
24
Using IDEA Reports Ok, now what???
Thinking about objectives . . .
What do your students really need to learn in your course?
Think triage not transformation
In the context of your major? In the context of general education?
Be true to your vision for that course
http://www.theideacenter.org/research-and-papers/pod-idea-center-notes-learning
2-page papers on aligning objectives with course goals<br>
25
Using IDEA Reports Ok, now what???
Thinking about objectives . . .
Revisit the three primary questions
Is this a significant part of the course?
Do I do something specific to help the students accomplish this objective?
Does the student's progress on this objective affect his or her grade?<br>
26
Using IDEA Reports Ok, now what???
Thinking about objectives . . .
Revisit the three primary questions
Is this a significant part of the course?
Do I do something specific to help the students accomplish this objective?
Does the student's progress on this objective affect his or her grade?
Setting an appropriate bar for expectations
Do your expectations and assignments differ from other courses?<br>
27
Using IDEA Reports Ok, now what???
Thinking about student experiences . . .
What existing strengths might you exploit?
Where might this occur in the delivery of the course?<br>
28
Using IDEA Reports Ok, now what???
Thinking about student experiences . . .
What existing strengths might you exploit?
Where might this occur in the delivery of the course?
What experiences might be increased?
Where might this occur in the delivery of the course?<br>
29
Using IDEA Reports Ok, now what???
Thinking about student experiences . . .
What existing strengths might you exploit?
Where might this occur in the delivery of the course?
What experiences might be increased?
Where might this occur in the delivery of the course?
http://www.theideacenter.org/research-and-papers/pod-idea-center-notes-instruction
2-page papers on ways to infuse experiences into courses<br>
30
Using IDEA Reports Improving student experiences to achieve learning objectives<br>
31
Using IDEA Reports Improving student experiences to achieve learning objectives
Students respond to a course when they see a connection between the skills that the course teaches and the advantages they might gain by applying those skills to achieve their future plans or aspirations<br>
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Using IDEA Reports Improving student experiences to achieve learning objectives
Students respond to a course when they see a connection between the skills that the course teaches and the advantages they might gain by applying those skills to achieve their future plans or aspirations
Students respond to a course when they know how to match their out-of-class efforts with faculty expectations and align their work with the way that they will be evaluated<br>
