Peer Review

This is a website representing one of four learning modules created by five Ontarian colleges: Fanshawe, Lambton, Mohawk, Niagara, and St.Clair, known as the College Educator Development Program This module invites you to review strategies for planning lessons in intentional and structured ways that consider both the essential learning outcomes for your session and the diverse needs of your students. YAlso available as SCORM and Articulate Storyline source files. Version 1.0.

This consists of Online Course Modulesincluding ASL accommodations for module materials.

This material provides detailed imformation about the topics. Encourages journaling throughout to reinforce and apply knowledge. There are also self-checks included to determine content knowledge understanding. Participants are also encouraged to utilize their own course materials to apply knowledge understanding to the concepts.

Accessed materials through Chrome browser. There are some embedded You Tube videos within the moudles. There are also additional web resources that students are directed to through the course module pages.

The major learning goals for this module include: 

1. Identifying three components of the BOPPPS lesson plan model: the pre-assessment, the lesson learning outsome, and the post-assessment.

2. Distinguishing between learning outcomes and teaching objectives.

3. Distinguishing bewtween program-level outcomes, course learning outcomes, and lesson-learning outcomes.

4. Identifying the level of Bloom's Taxonomy for various verbs.

5. Identifying the learning domain for sample learning outcomes.

6. Defining active learning strategies.

7. Explaining how active learning strategies support the retention of information from a Cognitive Science perspective.

8. Discussing the benefits and challenges of active learning from the perspectives of students and faculty.

9. Defining the factors that contribute to an active, collaborative, and inclusive learning space.

10. Outlining the core elements of the active learning process.

11. Compare and contrast the usefulness of several learning activities for diverse instructional contexts.

12. Incorporating evidence-based learning strategies to create significant learning experiences.

13. Drafting an implementation plan for an active learning activity that aligns with a learning outcomes.

14. Applying UDL principles to an active learning plan to address diverse student needs.

15. Checking to ensure that the teaching and learning strategies align with learning outcomes and assessment strategies.

16. Applying the principles of Universal Instructional Design to the design of lesson plans.

17. Incorporating strategies for overcoming barriers to active learning into lesson plans.

18. Identifying available technologies that could be incorporated into a BOPPPS lesson plan.

Module materials would be apporpriate for College General Ed, College Lower Division, College Upper Division, Graduate School, Professional students and educators. Would also be a good review course for in-servcie teachers.

It is essential for participants to have basic knowledge and understanding of elements of lessons and lesson planning, learning outcomes, assessments, and active learning. The materials presented take a more advanced apporach to applying these concepts to ones own materials.