Major Themes, 19 April
(synthesized from 5 March W/S individual drafts)
Suggested Revisions, 29 April
(“Analyze” not inline with project goals–also maybe rethink ethics of cognitive processing models such as Bloom’s Taxonomy)
SLO Action Verb Alternatives to Analyze
Sędzielarz, Aleksander. “LO Action Verb Alternatives to Analyze.” Lecture, Atlanta, 29 April 2021.
Model: SLS SLO1 & Rubric
Before we discuss revisions and/or take some time to draft, maybe take a look at the model below:
GATech, Office for Serve-Learn-Sustain, Student Learning Outcomes
Antiracism SLO Collaborative Doc
|Monday, May 10||Finalize SLO, distribute Faculty Survey & date for open meeting/feedback solicitation meeting (possibly: Friday, May 14 12-1)|
|Final draft of Participant CFP|
|Monday, May 17||Send out/post CFP for pilot participants|
|Meet to select participants and then send out announcement|
|First meeting with all Pilot participants—begin tying outcome to curriculum|
Backwards Design of a Thematic Unit (Model)
SOURCE: Backwards Design of a Thematic Unit. (2019). http://education.ohio.gov/Topics/Learning-in-Ohio/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Strategies/Backward-Design
Cognitive Process/Curriculum Design
Harding, Lindsey, Robby Nadler, Paula Rawlins, Elizabeth Day, Kristen Miller, and Kimberly Martin. “Revising a Scientific Writing Curriculum: Wayfinding Successful Collaborations with Interdisciplinary Expertise.” CCC 72.2(2020): 333-368.
Sullivan, Patrick. “The UnEssay: Making Room for Creativity in the Composition Classroom.” CCC 67.1(2015): 6-34.