Spring 2020 Schedule

Video

Slides

15 Reasons to use Outcomes-Based Assessment

We switched our Precalculus class at Brandeis to outcomes-based assessment last year. Find out why we like it so much that we’re switching both of our single variable Calculus classes to it next year and why some say they’ll never teach the traditional way ever again.

Pre-talk homework: If you have a chance, please read “Yes, Virginia, There’s a Better Way to Grade” by Linda Nilson from Inside Higher Ed (Jan 19, 2016) to get some background on this style of assessment: https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay

Note: We call it outcomes-based assessment, but it is also known as specs-based, standards-based, or mastery grading.

Video

Using backward design to determine learning goals

Read Chapter 1 from Wiggins and McTighe, Understanding by Design ahead of time.

Brief presentation followed by a discussion led by the CTE's Sarah Castricum. We will discuss to what extent this approach is suitable for teaching mathematics and how it can be adapted.

This may be expended into a three-part series. Dates to be discussed.

Due to recent events, we'll be discussing ways in which we can continue to teach (effectively) despite either large numbers of student absences or complete suspension of in-person classes. Bring your ideas and your laptop if you have one so that we can experiment and trouble-shoot various methods.

Google Doc of issues and resources

Join Zoom Meeting

https://bccte.zoom.us/j/777712165

Meeting ID: 777 712 165

One tap mobile

+16468769923,,777712165# US (New York)

+16699006833,,777712165# US (San Jose)

Dial by your location

+1 646 876 9923 US (New York)

+1 669 900 6833 US (San Jose)

Meeting ID: 777 712 165

Find your local number: https://bccte.zoom.us/u/aDATdeeY1

Using YouTube to Teach

Using videos on easily accessible platforms such as YouTube can be a great teaching tool. During this talk, we will discuss how you can create and use YouTube videos, as well as other visual technology, in teaching. Using these videos either before or after class can help free up class time to address high need areas, as well as give an invaluable resource to be used while studying.

Digging deeper in how we formulate learning goals: how do students learn best?

Read Chapter 3 of How People Learn: Learning and Transfer

We will discuss general responses to the reading: How is it helpful (or not) in framing learning goals?

Additionally, we will think about one learning goal and talk about challenges and solutions around meaningful understanding

Sharing learning goals to help students become self-directed learners

Read Alison Cook-Sather: Five Pedagogical Practices that Promote Active Learning for Faculty and Students

We will talk about how learning goals are communicated now and how they could be used to further empower students