Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
How long do you have to wait before someone frees up a space?
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
How long do you have to wait before someone frees up a space?
Requires:
Assumptions
Developing a model Applying that model
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,
where you can see (and command) about 20 spaces. On average people shop for 2 hours.
How long do you have to wait before someone frees up a space?
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,
where you can see (and command) about 20 spaces. On average people shop for 2 hours.
How long do you have to wait before someone frees up a space?
Requires:
Developing a model Applying that model
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,
where you can see (and command) about 20 spaces. On average people shop for 2 hours.
Assuming people leave at regularly-spaced intervals, how long do you have to wait before someone frees up a space?
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,
where you can see (and command) about 20 spaces. On average people shop for 2 hours.
Assuming people leave at regularly-spaced intervals, how long do you have to wait before someone frees up a space?
Requires:
Applying a (new) model
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
How long do you have to wait before someone frees up a space?
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
How long do you have to wait before someone frees up a space?
twait = Tshop Nspaces
Setting the stage
On a Saturday afternoon, you pull into a parking lot with unme-tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.
How long do you have to wait before someone frees up a space?
Requires:
Using a calculator twait = Tshop
Nspaces
Setting the stage
Need to test meaningful skills!
Setting the stage
Setting learning goals
Setting the stage
Setting learning goals
• approach, not content
• focus on understanding
• backward design
Setting the stage
Traditional approach to course planning
course content
Setting the stage
Traditional approach to course planning
assessment course
content
Setting the stage
Traditional approach to course planning
course defined by content
assessment course
content
Setting the stage
Backward design
desired outcomes
Setting the stage
Backward design
desired outcomes acceptable
evidence
Setting the stage
Backward design
desired outcomes acceptable
evidence instructional
approach
Setting the stage
Backward design
course defined by desired outcomes
desired outcomes acceptable
evidence instructional
approach
Let’s try it!
A boat carrying a large boulder is
floating on a small pond. The boulder is thrown overboard and sinks to the bottom of the pond.
?
Let’s try it!
A boat carrying a large boulder is
floating on a small pond. The boulder is thrown overboard and sinks to the bottom of the pond.
After the boulder sinks to the bottom of the pond, the level of the water in the pond is
1. higher than 2. the same as 3. lower than
it was when the boulder was in the boat.
?
Let’s try it!
We all make mistakes!