FOL4: Course Design Information

Course Design Information

Vision

Students are empowered to take ownership of their learning, overcome obstacles, and realize their potential as successful learners and active participants in life.

Long-Term Behaviors

Students take ownership of their learning process by assessing each learning performance.
Students willingly tackle areas of performance that used to intimidate them.
Students respect and embrace personal differences.
Students seek collaboration with others for their own and others’ improvement.
Students use awareness of personal and environmental factors to their advantage.
Students apply a wide range of learning tools and strategies to solve problems.
Students utilize different information sources and forms of technology to increase productivity.
Students regularly reflect on and update their life vision.
Students derive personal identity as contributing members of society.

Broad Learning Goals

Generate excitement about the process of learning
Advance learning skills such as through the use of methodologies
Increase appreciation for one’s contribution and the contributions of others though collaborative learning
Increased understanding of who they are in the context of their own lives
To help students locate information and resources to strengthen and support their learning experiences
Help students learn how to advocate for themselves and find advocates (mentors, counselors and small group emotional support structure) when needed

Themes

Collaboration
Personal & Professional Development
Exploring Methodologies
Using Tools & Resources

Long-term Behaviors

Students willingly and consistently tackle areas of performance that used to scare them.
Students take ownership of their learning process through assessing each learning performance.
Students seek collaboration with others for their own and others’ improvement.
Students apply SII (Strengths, Improvements, Insights) to life situations.
Students respect and embrace differences.
Students are taking risks as a way to self-growth.
Students use awareness of personal and environmental factors to their advantage.
Students apply a wide range of learning tools and strategies to solve problems.
Students utilize active reading and reflection strategies for learning.
Students utilize different forms of technology, assess their appropriate uses, and effectively increase their productivity.
Students refer to and update their life vision plan often.
Students are aware of themselves as contributing members of society.

Learning Outcomes

*Competencies*	The collection of knowledge, skills, and attitudes needed to perform a specific task effectively and efficiently at a defined level of performance
Can produce a complete reading log documenting their course and discipline Can apply a writing methodology within their course and discipline Can identify levels and types of knowledge Can identify learning style of self and others Can apply the problem solving methodology in qualitative and quantitative contexts Can function within a collaborative learning team Can complete a self-assessment identifying strengths with evidence, insights and action plans Can interpret steps of a new methodology and execute steps when prompted Can identify goals within a life vision
*Movement*	Documented growth in a transferable process or learning skill
Increase in self-confidence and self-esteem as evidenced by their self-assessments and testimonials Accepts more responsibility for their own learning goals Improves reading and writing performance across disciplines Growth in unprompted use of methodologies
*Experience*	Interactions, emotions, responsibilities, and shared memories that clarify one’s position in relation to oneself, a community, or discipline
Apply critical thinking strategies Reading logs and self-assessments that document learning on a weekly basis Add value to collaborative learning teams
*Achievement*	Significant work products or performances that transcend normal class requirements and are externally valued or affirmed by an outside expert or client
Creation of a Life Vision Portfolio that documents past history, future direction, a self-analysis and the plan for achieving a set of challenging life goals that can be used in job searches, recruiting mentors, getting scholarships, and building network connections for future opportunities
*Integrated Performance*	The synthesis of prior knowledge, skills, processes, and attitudes with current learning needs to address a difficult challenge within a strict time frame and set of performance expectations
Students are able to apply the performance model to develop an effective approach to meeting new personal and academic challenges

Learning Skills

Cognitive

Social

Affective

Processing Information

Collecting Data (from a disorganized source)

Observing – seeing details in an environment/object

Recording – transcribing key information

Organizing Data (for future use)

Outlining - identifying primary and subordinate groupings

Constructing Understanding

Analyzing (characterizing individual parts)

Identifying assumptions – examining preconceptions/biases

Inquiring – asking key questions

Exploring context – seeing the relationship of parts to the environment

Reasoning (revealing meaning)

Interpreting - adding meaning for better understanding

Applying Knowledge

Performing with Knowledge (in real context)

Clarifying expectations – defining proficiency level

Using prior knowledge – integrating unprompted knowledge

Transferring – using ideas in a new context

Validating Results (for appropriateness)

validating - using alternative methods to test results

Communicating

Receiving a Message

Attending – mindful focusing by a listener

Checking perceptions – feeding back implied meaning

Preparing a Message

Defining purpose – specifying outcomes for a message

Relating with Others

Inviting Interaction

Taking an interest in others – enjoying personal differences

Being non-judgmental – responding with an assessment mindset

Relating for Meaning

Collaborating - working together for mutual benefit

Being Open to Experience (Receiving)

Exploring Self

Observing self - noticing one's actions

Listening to self - being conscious of one's point of view

Exploring Surroundings

Being curious – wanting to find out more

Engaging in Life (Responding)

Addressing Life’s Challenges

Persisting – continuing despite difficulties

Believing in oneself – developing and maintaining self-esteem

Responding to failure – growing in response to barriers and negative results

Managing Oneself (Organizing)

Regulating Self

Managing resources – applying assets and means to important goals

Prioritizing – addressing what is most important

Managing Performance

Committing to future - engaging life goals

Skills related to LEARNING	Being curious, using prior knowledge, inquiring, exploring context, transferring
Skills related to INFORMATION PROCESSING:	Observing, recording, clarifying expectations, managing resources, checking perceptions
Skills related to PERSONAL DEVELOPMENT	Believing in oneself, prioritizing, responding to failure, managing resources
Skills related to READING	Outlining, identifying assumptions, exploring context, interpreting
Skills related to WRITING	Defining purpose, outlining, identifying assumptions, prioritizing
Skills related to ASSESSMENT	Observing, recording, clarifying expectations, being non-judgmental, checking perceptions
Skills related to PROBLEM SOLVING	Clarifying expectations, identifying assumptions, inquiring, checking perceptions, validating
Skills related to COLLABORATION	Attending, taking an interest in others, believing in oneself, being non-judgmental

Methodologies

Learning Process CH4 Reading CH3 Writing CH10 Assessment CH12

Information Processing CH8 Personal development CH7 Problem Solving CH5

Writing Methodology

1. Prepare for writing.	Read, write, research, brainstorm, and participate in classroom activities to form ideas for a writing topic.
2. Identify topic, purpose, and audience.	Decide what you will write about, why you are writing and who your writing addresses.
3. Perform exploratory writing.	Write to expand and develop your ideas without worrying about grammar, style or organization.
4. Compose a thesis statement.	Narrow your topic and write a statement that summarizes the ideas you want to discuss.
5. Devise a plan.	Organize your ideas by outlining.
6. Create a draft.	Craft sentences and paragraphs to develop your exploratory writing so it fits your plan.
7. Assess the draft.	Read your first draft and decide where it is strong and where it needs improvement.
8. Revise.	Reorganize paragraphs, clarify ideas, rephrase sentences.
9. Proofread.	Check spelling, grammar, and typos. Have someone else proofread, time permitting.
10. Produce a final copy.	Produce the final copy.

Problem-Solving

1. Define the problem	Identify and clearly state the problem.
2. Identify key issues.	Determine important issues associated with the problem.
3. Collect data and information.	Collect and assess available information relevant to the problem; determine what information is missing.
4. Identify assumptions.	Clarify what assumptions are being made concerning the problem.
5. Break the problem apart.	Separate the problem into smaller sub-problems.
6. Model sub-problems.	Generate solutions for each sub-problem.
7. Integrate solutions.	Integrate the solutions from sub-problems into the main problem.
8. Test and validate.	Validate the solution; assess the quality of the solution.
9. Generalize the solution.	Determine how to generalize the problem solution for use in other situations.
10. Communicate the solution.	Present the solution in oral and/or written form along with documentation of the process.

Assessment Methodology

1. Develop guidelines for the assessor to follow when assesssing a performance.	Both the assessee and assessor should: Define the purpose of the performance. Define the purpose of the assessment. Determine what is appropriate to be assessed. Agree on what should be reported and how it should be reported (for the assessment/feedback report).
2. Design the methods used for the assessment.	Both the assessee and assessor should: Inventory a list of possible criteria to be used as part of the assessment. Choose the criteria from the list in (Step 2a) which best meet the previously established guidelines (Step 1). Determine an appropriate factor (or set of factors) for each of the chosen criterion (Step 2b) which will be used to assess the assessee's performance. Determine the appropriate scale for each factor (Step 2c) which will be used to determine or measure the quality of the assessee's performance.
3.Collect information during the performance.	The assessor should: Set up a system to complete and collect information pertaining to the factors. Measure the collected information against the established factors using the determined scales. Document the assessee's strengths, areas for improvement, and insights which will be shared with the assessee. Offer feedback during the performance, if appropriate and agreed upon beforehand, with the assessee.
4. Report the findings to the assessee.	The assessor should: Share the assessment report with the assessee. This includes information gathered during the performance and how it relates to the criteria, along with feedback for improving future performances. Analyze a performance that is believed to be poor or of low quality. Determine what part is due to the information collected, the criteria chosen, and/or the performance itself.

Reading

1. Establish purpose.	Determine why you are reading the material.
2.Set objectives and criteria.	Determine what you want or need to get from the reading.
3.Estimate the time involved.	Browse the reading to determine the level of difficulty and how long it will take you to do the reading.
4.Read critically.	Carefully read and ask questions which involve: understanding vocabulary by keeping a dictionary nearby to look up unfamiliar words. Write down the definitions so you can refer back to them. determining the author's purpose, intended audience, and the genre or type of writing as you read. writing by taking notes and highlighting important passages, annotating in the margins and marking difficult passages. asking questions and forming opinions by jotting down questions you have, as well as the opinions you form as you read.
5.Assess and reread.	Assess your progress. Reread to clarify questions and ensure that objectives are met.
6.Synthesize information.	Integrate new information with your existing knowledgebase.

Learning Process Methodology
Preparing to Learn
1.	Why		Identify and explain your reasons for learning.
2.	Orientation		Develop a systematic overview of what is to be learned.
3.	Prerequisites		Identify necessary skills and background knowledge needed to perform the learning.
4.	Learning Objectives		Set appropriate goals and objectives for the learning activity.
5.	Performance Criteria		Determine specific desired outcomes used to measure and gauge performance.
6.	Vocabulary		Identify and learn key terminology.
7.	Information		Collect, read, and study appropriate resources.
Performing a Learning Activity
8.	Plan			Develop a plan of action to meet the performance criteria.
9.	Models			Study and review examples that assist meeting the learning objectives and performance criteria.
10.	Thinking critically			Pose and answer questions that stimulate thought and promote understanding.
11.	Transfer/ Application			Transfer knowledge to different contexts; apply knowledge in new situations.
12.	Problem solving			Use knowledge in problem solving situations.
Assessing and Building New Knowledge
13.	Self-assessment	Assess use of the learning process and mastery of the material learned.
14.	Research	Create and develop knowledge that is new and unique.

Information Processing

1. Perform a needs analysis.

Analyze who needs the information, why it is needed, when it is needed, what the user will do with the information once it is received.

2. Create a collection plan.

Create a plan to collect the information from various sources.

3. Assess the resources.

Create a method to assess the quality of the information.

4. Organize the information.

Develop a plan for storing and organizing the information that is collected.

5. Retrieve the information.

Search and collect the information. Provide it where and when it is needed.

6. Assess and review.

Assess the process and the outcomes. Determine if the needs have been met. If not, determine what more is needed and repeat the process starting at Step 2.

Personal Development

1. Recognize the need for change and growth. Current limitations or constraints require some action or decision.

2. Explore contextual issues. Assess the current situation, resources, priorities, and barriers.

3. Prioritize based on values. Decide what is important for you.

4. State clear outcomes. Set goals with outcome criteria.

5. Develop a plan. Create an operational plan that includes defined activities and time allocation.

6. Perform to the plan as set. Execute the planned steps or actions.

7. Assess performance. Monitor progress towards the objectives.

8. Adjust the plan. Assess, during activities, on the basis of criteria, measuring progress, and making adjustments accordingly.

9. Appreciate gains. Acknowledge growth and progress.

10. Reward achievement. Motivate yourself for future successes; celebrate your successes with family and friends.