# Setting the stage

In document Confessions of a converted lecturer (Page 78-102)

### 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

course content

### Setting the stage

assessment course

content

### Setting the stage

course defined by content

assessment course

content

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!

In document Confessions of a converted lecturer (Page 78-102)