Pre-Workshop+Preparation

**Preparing for the Course Re/Design One-day Workshop**
To make the most of day, we ask that you do some work in advance. We have outlined what we would like you to do below. If you have any questions, don't hesitate to contact our office. We have also provided information about what to bring with you to maximize your experience.


 * What to bring:**
 * a laptop if you prefer working on a computer versus paper and pen alone
 * your experience and knowledge of teaching and learning to share with others
 * an open mind and willingness to learn and try new things
 * materials associated with your course/design project that will aid you in its re/development (e.g., previous course syllabi, former assignments, old exams/tests, sample student work)
 * the products of your pre-workshop preparations


 * What to prepare or do in advance:**
 * think about the different assessment and instructional strategies you have experienced, implemented yourself, or observed others doing. Bring your ideas to the workshop to share with others
 * review the [[file:backwards Addie.pdf|Backwards ADDIE instructional design model]]. Browse the questions associated with each section, and answer those that reflect your context. Bring your responses with you to the workshop
 * prepare a concept map of your course project. To guide you in developing your map, review the concept mapping PPT slides and worksheet from our four-day Course Re/Design Institute. Note that your responses to the course design model questions will be helpful in preparing your concept map. If concept maps are new to you, review the following [|six-page article]by Joseph Novak. Bring your draft concept map to the workshop.
 * here are some mapping tools to explore if you like working on your computer versus paper and pencil:

VUE (Visual Understanding Environment) | []

Mindmiester | []

 * we will reference and build upon these materials in the workshop activities and during discussion


 * Time and interest permitting** we recommend that you take the //Teaching Perspectives Inventory// by Pratt and Collins (2001) and read Parker Palmer's short article titled "Good Talk About Good Teaching." Both provide food for thought on the meaning of teaching and what's important to you in terms of your instructional and philsophical approach. The inventory link provides background information about the tool, the authors, a link to the instrument and more.

[|Teaching Perspective Inventory] [|Good Talk about Good Teaching]