4. Planning effective learning experiences [EN] SM2

PLANNING EFFECTIVE LEARNING EXPERIENCES

In the previous sections, we looked at the course from a backwards design point of view, which ensures that the established learnings are coherent and focused on the outcome. Now, we are going to examine how to organize and manage the learning experience on two levels: in the course and in a classroom session. First, we must ask ourselves:

What is a course syllabus, and how is it formally organized?

What are the elements?

How should a classroom session, focused on student learning, be strategically organized?

In this section, we will see what should be considered when it comes to planning the course through a syllabus as well as the organization and preparation of an effective session.

PLANNING A COURSE: DESIGNING THE SYLLABUS

It is common for higher education institutions to have a course format, structure, or syllabus in which different implications are considered. That is why this section, rather than proposing a rigid structure, tries to facilitate the considerations to take into account when building this tool. Thus, we will follow the syllabus design manual (Jerez et al., 2016).

Definition

In the literature, the syllabus refers to a tool that helps develop pre-established training projects with the implementation of a well thought-out and articulated plan (Zabalza, 2004).Parkes and Harris (2002) synthesize the elements of the syllabus by taking into consideration three key areas: the constitution of a contract, a permanent record, and a learning tool.

In the following video, we will see how you can consider the syllabus as a contract, a permanent record, and a learning tool.

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THE SYLLABUS DESIGN CONSTRUCTION

It is possible to find different approaches to syllabus design. For the purpose of what interests us, we will make an adaptation and update (Fry, Ketteridge, & Marshall, 2009) of the syllabus design construction.

Defining goals

Consider the learning outcomes or the essential purpose of the course or program. What knowledge should the vast majority of the students assimilate?

Hypothetically linking

Write the specific learning outcome for each activity. What should the student learn? Is the specific activity aligned with the goals?

Learning Tracking

Establish a framework or milestone to see if the proposed objectives have been met, rather than just making assessments. Can I monitor whether the proposed goals are achieved to better understand how they are learning?

Defining the content related to the goals

Establish a coherent plan between content, goals, and activities. For example, sequences of topics or readings. What knowledge (knowing, being, and doing) should students review in order to achieve the goals?

Establishing the final assessment

Consider the evaluation of the course (formative and results) that justify the knowledge acquired. Likewise, establish the evidence and assessment instruments.

Defining essential activities

Design a teaching and learning plan. What activities should students be involved in? Are they sufficient and relevant enough to reach the goals? Are they activities that guarantee success for the vast majority of students?

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THE SYLLABUS DESIGN CONSTRUCTION

Weighting the times

Establish the amount of time the student should dedicate both in and out of the classroom. Is there coherence between goals, content, and activities and the times when they are in-person, learning remotely, synchronous, or asynchronous? Is the time appropriate for the learning to be achieved?

Learning resources available

Create a list of resources in different formats to improve, deepen, or broaden the teaching and learning process, catalog them, and specify their relevance in the process.

Formalizing

Put all of the above in an outline that will allow students to think about the course in a coherent manner. To do this, use the format or structure provided by the institution. In the case that not all the elements listed are present, you can use them as personal notes to enhance your teaching.

ORGANIZING AN EFFECTIVE CLASSROOM SESSION

A class session should consider the organization of an effective learning and teaching process. To do this, two key elements must be taken into account: The execution of both actions is based on the organization, methodology or strategy chosen to achieve the pre-established results. In this section we will see the organizational phases that must be followed according to the methodology or strategy that is going to be used. Depending on the style of the teacher, the learning objectives, the assessment, the context and the characteristics of the students, can be merged both in practice and in implementation.

What the teacher must do to teach and what the student must do to learn.

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ORGANIZING AN EFFECTIVE CLASSROOM SESSION

Learning goals

Teaching and learning activities

Monitoring and feedback

Situational Factors

following table,

In the we will review the phases of the different types of organizations, along with a small description. This summary is not intended to show existing alternatives, but to emphasize the need of strategically organizing a classroom session. In the next section, we will review the methodologies in greater depth and detail. It should also be noted that the phases focus on what the student should experience and not only "hear" from the teacher.

FIVE CRITERIA TO CONSIDER IN EFFECTIVE CLASS MANAGEMENT

As we have seen, the strategic organization of the class and classroom is vital. We can guide the process of managing an effective class by following five key criteria that emerge from good practices and available evidence:

Maintain a cordial, inclusive, and integrated relationship with students

Evidence reveals the importance of competencies or soft skills and of the teacher's attitude. Being demanding does not conflict with other types of skills, especially when the human factor is at the center of the educational process.

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FIVE CRITERIA TO CONSIDER IN EFFECTIVE CLASS MANAGEMENT

Identify the key points of sequence of the methodology to be used

Following a pre-established methodology or one based on one's own experience and identifying the key moments or phases of the learning sequence will provide some clarity and strategy to the educational process and, specifically, help to understand how to address each one of these moments.

Promote a challenging and positive atmosphere for learning

The atmosphere generated in the educational process can determine the achievement and quality of learning. Consequently, one of the keys to promote educational processes with high student engagement is the creation of challenging scenarios, capable of motivating and making sense of the "why" of learning.

Generate effective, interactive, and collaborative spaces between peers and the teaching staff

One of the keys to learning are the 360º collaborative processes (peers, peer-teachers, and teacher-students). The human factor is what makes the educational experience in addition to the interactions. Therefore, it is necessary to develop effective interactive situations beyond spontaneous spaces or only between teachers and students.

Use technological tools for management and learning

Nowadays, there are many freely available tools that allow us to develop even better learning experiences and process management. These tools, combined with a bit of creativity, can be crucial for successful teaching processes. However, rather than just focusing on the novelty or complexity of the tool, one must consider the impact on learning and the educational experience of the student. The simplest tools are often the most effective.

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