ABC1234(Program Title) Curriculum Alignment Framework

Curriculum Alignment Framework Visual Icon Guide for Teaching and Formative Assessment.
/ Online Learning Opportunity / / Discussion / / Lecture
/ Video / / Reading / / Lab
/ Experiential Learning/ Field work / / Guest Speaker / / Feedback
/ Collaborative Learning / / Visuals (graphics, animations)
Curriculum Alignment Framework Visual Icon Guide for Major Assessments
/ Research Report, paper, or presentation
/ Lab
/ Presentation
/ Exam
Curriculum Alignment Framework Visual Icon Guide for 21st Century Skills
/ Collaboration and Leadership / / Innovative Problem Solving Skills
/ Communication / / Lifelong Learning and Self Management
/ Information/ Digital Literacy / / Sustainability

Course Description

A theoretical, laboratory, and field techniques approach to the study of soil physics for land resource management, soil remediation, agriculture, and forestry. Topics include soil physical properties that determine retention and movement of liquids in soils, soil temperature, soil aeration, soil strength, soil compaction and consolidation. Not available for supplemental…

Outcomes
What do students need to be able to do “out there” as a result of the learning experiences they receive? / Concepts & Skills
Concepts: What should learners understand? What do students need to analyze, evaluate or create? Skills: What do learners need to be able to do? / Teaching Strategies & Formative Assessment
How can these concepts and skills be taught to promote deeper more significant learning? Include learning activities, demonstrations, opportunities for practice and feedback and additional resources that will help students understand the major concepts and develop the necessary skills that will help them succeed on the key assessment(s) and show probable evidence that they have achieved the outcome.

(Copy and paste these icons for FORMATIVE ASSESSMENTS into the left column below) / Assessment
What evidence can students provide
to demonstrate their ability to meet
the intended outcome?

MAJOR ASSESSMENTS
Outcome 1
Write Outcome here.
Make sure the outcome has the following characteristics:
Written in an active voice
Learner-focused and describe what you envision students will do immediately “after” and “outside” their educational experience.
The expectations are realistic and reasonable given available resources and timeframes.
The statements are complex enough to drive a rigorous body of content and assessment strategies. They should focus on the application and integration of acquired knowledge and skills that may be used by the learner now and in the future.
The outcome statements are short, well-constructed, clear, and easy-to-interpret sentences.

21ST CENTURY SKILL Development / Concepts:
Lower level
Write key words or phrases that describe the important concepts and ideas in which students must discover some of depth of meaning in order to achieve the intended outcomes
(8-15 is usually sufficient)
* Can usually be represented in 1-3 words.
Examples: facts, concepts, theories, models, perspectives, structures, organizations, purposes,
Check to see that these fit within the scope of the outcome statement
Higher level
Key problems students must work to resolve which are in the intended outcomes (usually no more than 4-5).
* Should start with an action word and fit within the scope of the outcome.
Check to see that these fit within the scope of the outcome statement
Examples: problems, results, conclusions, relationships, proposals / Copy and paste corresponding icons from above
/ Include activities, resources and feedback opportunities (self, peer and instructor to student) that will help students gain some depth of meaning around the concepts and essential ideas that will help them to succeed on the Key assessment(s) and achieve the intended outcomes. (See examples below).
Identify appropriate learning environments where students can work with the learning materials and build on the concepts individually, collaboratively and instructor led. / Write short descriptions of meaningful task(s) through which the student can show evidence of their achievement of the intended outcomes.
Will this assessment task provide probable evidence that the student can meet the intended outcome?
Is the criteria clear enough for students to understand what they are expected to do and how it is connected with the learning outcome? Have students been provided with a rubric or grading criteria?
/ (example) Instructor lecture that describes the concept of ______. Includes animated visual (created by EET media team) of ______, can also be accessed for review online in Canvas.
/ (example) Text book______, chapter, page #. Topic ______. Students complete short Quiz on ______.
/ (example) Small group work (in class)- students create info-graphics (either using online tool such as Piktochart or easil.ly or hand drawn) to describe the concept or process of ______. (Each group is assigned a different topic/concept). Student share completed projects (online) with peers.
Have all the key concepts been addressed?
Has information been represented in multiple ways that allow different opportunities for students to make connections within and between concepts?
Have student been given multiple opportunities to express what they know?
Are there multiple ways for students to engage (individually, collaboratively, peer-led, instructor led)?
Have students been given adequate learning opportunities to help them to prepare and succeed in the key assessment and show evidence that they have met the learning outcome?
Skills:
Write the action statements that describe abilities that are essential to demonstrate the intended outcomes (usually no more than 4 or 5).
Check to see that these fit within the scope of the outcome statement
Examples: tasks, demonstrations, performances, experiments, processes, maneuvers, interviews routines / / (example) Instructor led demonstration of ______process (in class/lab). Students are also provided with an infographic online (created by EET media specialist) that illustrates the process so that they can also review at their own pace and frequency for skill development. They are allowed to bring this into lab to guide them through the process (see next activity).
/ (example) Students experiment with ______to demonstrate their ability to ______. Use peer feedback and self reflection.
/ (example) Students submit short report describing experiment results – includes a description of the process and results, peer feedback and personal reflection of feedback. (Students are given criteria on providing feedback and responding to it. This is incorporated in their assignment grade and reflects the key program outcome ______and 21st century skill ______.
Have all the key skills been addressed?
Have students been given multiple opportunities to practice, gain feedback and express what they can do?
Will the learning opportunities prepare students for the key assessment?
Have students been multiple opportunity to see their own process, reflect on it and improve?