9/1/2024 11:31:31 AM |
| New Course (First Version) |
CATALOG INFORMATION
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Discipline and Nbr:
ADLTED 604 | Title:
DESIGN ASSIGNMENTS |
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Full Title:
Designing Assignments to Meet Learning Objectives |
Last Reviewed:1/22/2018 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 0 | Lecture Scheduled | 0 | 2 max. | Lecture Scheduled | 0 |
Minimum | 0 | Lab Scheduled | 4.00 | 1 min. | Lab Scheduled | 8.00 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 4.00 | | Contact Total | 8.00 |
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| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 0.00 | Total Student Learning Hours: 8.00 | |
Title 5 Category:
Non-Credit
Grading:
Non-Credit Course
Repeatability:
27 - Exempt From Repeat Provisions
Also Listed As:
Formerly:
Catalog Description:
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This course is designed to introduce potential or new teachers to designing lessons to meet learning objectives as they relate to Adult Education in a higher education setting.
Prerequisites/Corequisites:
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course is designed to introduce potential or new teachers to designing lessons to meet learning objectives as they relate to Adult Education in a higher education setting.
(Non-Credit Course)
Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | | Inactive: | |
Area: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | | Effective: | | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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C-ID: |
Certificate/Major Applicable:
Certificate Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Explain the importance of learning objectives in the context of Adult Education and
Career Education in a higher education setting.
Objectives:
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Upon completion of the course, students will be able to:
1. Define and explain the importance of learning objectives
Topics and Scope
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I. Analyzing Learning Objectives in the Course Outline of Record (COR)
II. Lesson Plan vs. Assignments
III. What Are You Teaching?
A. Competencies
B. Content vs. Competencies
IV. What Do You Want the Students to Achieve?
A. Crafting clear instructions for each assignment
B. Delineating Goals and Outcomes for students
C. Using Tasks in Assignments to Achieve Student Learning Outcomes
D. Determining Appropriateness of the Assignment and Instructional Materials
Assignments:
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1. Discussion/personal reflection on effective and ineffective assignments
2. Group evaluation of an assignment draft
3. Group creation and presentation of an assignment
4. Group critique of assignments
5. Self-evaluation
Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing 10 - 10% |
Self-evaluation | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 20 - 30% |
Group discussion and evaluation of draft assignment | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 40 - 50% |
Group creation and presentation of an assignment | |
Exams: All forms of formal testing, other than skill performance exams. | Exams 0 - 0% |
None | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 10 - 20% |
Group discussion and critique of sample assignments | |
Representative Textbooks and Materials:
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Instructor prepared materials
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