From 25f3501dea5e2b0e2faa8fec327fc766aa121840 Mon Sep 17 00:00:00 2001 From: Maxim Belkin Date: Wed, 12 Jun 2019 13:39:53 -0500 Subject: [PATCH 1/2] 01-design.md: restore old content and link to the new curriculum development guide --- _episodes/01-design.md | 126 +++++++++++++++++++++++++++++++++++++++-- 1 file changed, 121 insertions(+), 5 deletions(-) diff --git a/_episodes/01-design.md b/_episodes/01-design.md index fcd87af5..2060a9e3 100644 --- a/_episodes/01-design.md +++ b/_episodes/01-design.md @@ -1,12 +1,128 @@ --- title: "Lesson Design" -redirect_to: -- https://carpentries.github.io/curriculum-development/ +teaching: 10 +exercises: 0 questions: - "How do we design lessons?" -hidden: True - +objectives: +- "Describe the reverse instructional design process." +- "Describe the purpose and implementation of formative assessments." +keypoints: +- "Lessons are design in four stages: conceptual, summative, formative, and connective." --- -Visit our [new curriculum development guide](https://carpentries.github.io/curriculum-development/). +This episode describes how we go about designing lessons and why. +For more information on how we design lessons and why, +see our +[**new curriculum development guide**](https://carpentries.github.io/curriculum-development/). +Our instructor training course can be found at + +## Reverse Instructional Design + +### Idealized + +In principle, +we design lessons in four stages: + +1. **Conteptual:** describe target audience, + overall lesson's goals, + and how long it is going to be. + + **Example**: + + a. A lesson for people who have taught themselves + how to write page-long statistical analyses in R using RStudio, + but have never written functions or run programs from the Unix shell prompt. + + b. Lesson's overall goal is to teach them how to write modular programs + and how to use `dplyr` to regularize their analyses. + + c. Esimated time: half a day. + + It's often helpful to use [concept maps][concept-maps] in this stage. + +2. **Summative Assessment:** + figure out how learners will demonstrate that they have mastered the material. + + **This is the most important step** because + it determines the scope of the lesson. + + **Example**: + Write a four-function program + to load, clean up, analyze, and plot a collection of medical data sets. + +3. **Formative Assessments:** describe exercises that learners will do during the lesson. + + It wouldn't be fair to ask someone to parallel park on a driving test + if they'd never done it before. + Therefore, two formative assessments in a driving course might be + "back up" and "parallel park between safety cones". + +4. **Connect the Dots**: + put the formative assessments in order + and develop lesson episodes to go from one to the next. + + It is common to sketch a concept map for each lesson episode, + both to outline its key ideas + and to check that it's not too big. + The ordering of lesson episodes is constrained by dependencies + but is usually not completely determined by them: + there are often several different orders in which ideas can sensibly be introduced. + It is common to discover a need for more formative assessments at this stage; + to continue with the driving example, + the lesson author might realize that a third exercise on turning while backing up is needed + (since many people initially turn the steering wheel the wrong way when they're in reverse). + + +### In practice + +In practice, the process often looks more like this: + +1. Draft the assumptions and major outcomes. + +2. Describe the summative assessments for each half day of material + (i.e., one summative assessment for a three-hour lesson and two for a full-day lesson). + +3. Write a one- or two-line description of the formative assessments + building up to those summative assessments. + These should be used ideally every 5 minutes and at least every 10-15 minutes. + +4. Get early feedback from peers, + particularly on how realistic the time estimates are. + +5. Do a second pass to flesh out the assumptions and assessments. + +6. Get more feedback. + +7. Start writing the lesson content. + +Steps 1-6 are best done in a single Markdown file for easy review; +if you are using this template, +you should call it `_extras/design.md`. +Once work starts on step 7, +the detailed milestones should be moved into lesson episode files. +For an example of this, +see the [novice Python lesson using the gapminder data][python-gapminder]. + +## What Makes a Good Formative Assessment + +The two purposes of formative assessment are +(a) to help learners prepare for the summative assessment and +(b) to tell them and their instructor *during the lesson* +whether they're making progress (and if not, what obstacles they have hit). +If lesson episodes are 10-15 minutes long, +then formative assessments should take no more than 5 minutes. +This means that formative assessments should be: + +* multiple choice questions, +* debugging exercises + (in which the learner is given a few lines of code that do the wrong thing + and asked to find and fix the bug), or +* extensions of examples show in the lecture. + +Good formative assessments do *not* require learners to write lots of code from scratch: +it takes too long, +there are usually too many possible right solutions to discuss in just a couple of minutes, +and many novices find a blank page (or screen) intimidating. +{% include links.md %} From d774482c2f30f6c227e3b68335da72397ca69161 Mon Sep 17 00:00:00 2001 From: Maxim Belkin Date: Wed, 12 Jun 2019 15:17:42 -0500 Subject: [PATCH 2/2] 01-design.md: fix typo --- _episodes/01-design.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/_episodes/01-design.md b/_episodes/01-design.md index 2060a9e3..88657279 100644 --- a/_episodes/01-design.md +++ b/_episodes/01-design.md @@ -8,7 +8,7 @@ objectives: - "Describe the reverse instructional design process." - "Describe the purpose and implementation of formative assessments." keypoints: -- "Lessons are design in four stages: conceptual, summative, formative, and connective." +- "Lessons are designed in four stages: conceptual, summative, formative, and connective." --- This episode describes how we go about designing lessons and why.