Tackling DFWI Rates

• Define specific, measurable, attainable, relevant, and time-bound (SMART) learning outcomes.
• Prioritize essential skills and knowledge.
• Align learning outcomes with program and institutional goals to ensure consistency and relevance.

• For a challenging Mathematics course: "Break down complex outcomes into specific, measurable sub-skills. Ex: Students will a) set up linear equations, b) solve using appropriate methods, c) interpret solutions in context."
• Align formative and summative assessments with this outcome, and design instructional activities that support its achievement.
• Share these outcomes in an accessible, learner-centered syllabus that sets clear expectations and provides guidance on how to succeed in the course.

• Utilize a variety of assessment methods that provide multiple opportunities for students to demonstrate their understanding and progress.
• Include formative assessments to gauge student understanding and guide instructional improvements.
• Ensure that assessments are accessible, inclusive, and aligned with learning outcomes. Offer choices, when possible, to accommodate student strengths.

• Use pre-assessments to gauge prior knowledge. Gradually increase complexity. Provide exemplars and rubrics.
• Use formative assessments, such as ungraded assignments, to measure student understanding and application.

• Incorporate active learning strategies to actively engage students in the learning process and focus on critical concepts and skills.
• Use think-pair-share, jigsaw, problem-based learning, etc. Balance group and individual work. Debrief activities explicitly.
• Incorporate metacognitive strategies to help students develop effective study habits.

• In a gateway Chemistry course, introduce guided inquiry activities and group discussions to reinforce key concepts and problem-solving strategies.
• Scaffold inquiry from structured to open-ended. Model problem-solving. Have groups share out. Debrief process.
• Teach students to reflect on their thinking and develop strategies to improve their study plans.

• Make learning relevant to students by offering assignment choices and connecting lessons to broader goals.
• Provide exemplars, break down assignment steps, and have intentional conversations with students.
• Seek student input and feedback on assignment design.
• Co-create assignments when possible. Connect to current events, career aspirations, and lived experiences.

• Offer multiple assignment options and help students connect lessons to personal goals.
• Provide examples of exemplary work, break it down into parts (learning objectives and scaffolding), and "uncover course content" for students.
• Involve students in the assignment design process and gather their feedback for improvement.

• Integrate educational technologies that support learning outcomes and increase accessibility.
• Establish regular and targeted feedback mechanisms to identify and support at-risk students early in the course.
• Use student feedback to inform technology and feedback strategies.

• Use adaptive learning platforms to provide personalized feedback and resources based on individual student needs.
• Implement mid-semester surveys, individual progress meetings, and techniques such as "The Muddiest Point" and exam wrappers to gather feedback and support struggling students. Customize feedback and use of technology based on student input.

• Use transparent teaching practices to make the learning process more explicit and understandable.
• Provide a rationale for assignments and learning opportunities and engage in research-based pedagogy.

• Share with students the purpose, tasks, and criteria for assignments.
• Discuss the rationale for course activities and how they contribute to learning outcomes.
• Engage in conversations about research-based pedagogical practices with colleagues and students.

• Develop an ongoing process for course evaluation and revision based on DFWI rates, student feedback, and evidence-based strategies.
• Encourage critical reflection by both students and instructors.
• Involve students in the continuous improvement process by seeking their input and suggestions.

• Analyze DFWI data and student evaluations each semester to identify areas for improvement.
• Implement targeted interventions in course design and delivery based on the findings.
• Use reflective techniques such as The Muddiest Point and exam wrappers to gather feedback and guide improvements in teaching and learning.
• Engage students in the continuous improvement process by regularly soliciting their input and suggestions through surveys, focus groups, or one-on-one conversations.

Ensure that the title is engaging, student-centered, inclusive, and focuses on the key skills or knowledge to be gained. Consider the broader context and relevance of the activity to students' lives and future goals.

• Title:
  Instead of "Environmental Policy Debate"
  Consider: “Debating Climate Change Solutions: Navigating Science, Policy, and Advocacy”

• Align the activity with the specific course learning outcomes and assessment strategies for the course.
• Refer to Bloom's Taxonomy or other frameworks to ensure that the activity targets appropriate cognitive levels.

• Evaluate different perspectives on climate change policy and formulate a reasoned argument.

Break down the learning outcome into specific, measurable criteria for success. For example, students will a) identify at least three perspectives, b) provide evidence for each, c) take a clear position, d) anticipate counterarguments.

• Prerequisites: Understanding the causes and effects of climate change.
• Scaffolding: Provide resources on policy analysis and argumentation techniques prior to the debate.

• Describe the type of learning activity, its scope, and provide a brief outline. Clearly articulate the rationale for the choice of activity and how it aligns with the learning outcomes and promotes student engagement.
• Highlight the key skills or knowledge to be practiced and the expected level of student interaction, if any.

• Type:  Small-group debate
• Description: Students form teams to debate a given environmental policy issue, fostering critical thinking and communication skills.
• Adaptable to a variety of class sizes and formats.

• Steps include preparation, position research, and structured debate format.
• Integrate with course content by selecting topics relevant to the syllabus.
• Include a post-debate debrief or reflection to reinforce learning and identify areas for improvement.
• Provide a detailed handout or online resource with instructions and expectations.

• Outline assessment methods, feedback mechanisms, and how student feedback will be used to refine the activity.
• Consider including self-assessment and goal setting to promote metacognition and self-directed learning.

• Peer assessment of presentation skills and rubric-based assessment of argument quality.
• Provide training and guidelines for effective peer feedback. Monitor and model the process.
• Use student feedback to make improvements and adjustments.

• List materials needed, estimate time required, and ensure accessibility for all students.
• Consider potential barriers to access (e.g., technology, language, disability) and proactively plan for accommodations.
• Use Universal Design for Learning principles.

• Resources: Research materials, debate guidelines.
• Time: Two 50-minute class sessions.
• Ensure that all students have access to necessary resources and consider accessibility needs.

• Encourage student reflection and use feedback to continuously improve the activity.
• Share aggregated feedback and planned improvements with students to close the loop and demonstrate responsiveness

• Include reflection prompts or a post-activity survey.
• Use a variety of reflection formats (written, oral, multimedia) to accommodate different preferences and strengths.
• Review feedback regularly and make iterative changes to improve effectiveness and alignment with learning outcomes.

• Connect each assessment to specific course learning objectives and ensure that they are aligned with the overall goals of the course.
• Clearly communicate this connection to students so they understand the purpose and value of each assessment.

• Use a range of assessment methods to cater to different learning preferences and ensure that assessment practices are inclusive.
• Ensure that the different types of assessments are fair and comparable in terms of difficulty and time required.

• Use essays, group projects, and individual presentations to accommodate different assessment preferences.
• Provide clear guidelines and rubrics for each type of assessment to ensure transparency and fairness.
• Consider alternative assessment options for students with specific needs or challenges, such as oral exams or portfolio submissions.

• Incorporate ongoing assessments throughout the course to provide continuous feedback, modify teaching strategies, and identify students who may need additional support early on.
• Use the information gathered from these assessments to make informed decisions about instruction and provide targeted support to students.

• Use bi-weekly reflection journals and in-class discussions to monitor learning progress.
• Provide prompts that encourage students to reflect on their learning strategies and identify areas for improvement.

• Create clear, easy-to-understand grading criteria for all assessments to ensure that they are aligned with course learning objectives and overall course goals.
• Involve students in the process of developing these criteria to increase their ownership and understanding of what is expected of them.

• Create detailed rubrics for essay assignments that outline criteria for content mastery, critical thinking, and writing quality.
• Incorporate course redesign elements, such as an emphasis on real-world applications and diverse perspectives, into the rubric criteria.

• Use effective feedback techniques to support student learning and growth.
• Provide a combination of written, verbal, and peer feedback to offer multiple perspectives and opportunities for improvement.

• Provide a combination of written comments and face-to-face feedback sessions for major assignments.
• Use a feedback loop approach in which students can revise and resubmit work based on initial feedback to promote continuous learning and improvement.

• Carefully plan the timing and frequency of assessments to maximize learning, reduce student stress, and support their success.
• When possible, offer flexibility and options in assessment timing to accommodate the diverse needs and commitments of students.

• Distribute assessments evenly throughout the semester with a mix of low-stakes and high-stakes assignments.

Consider students’ workload and other commitments when scheduling assessments and provide clear communication about deadlines and expectations.

• Ensure that all assessments are accessible and meet the needs of diverse students.
• Consult with disability services and student support offices to anticipate and address potential barriers.

• Provide alternative assessment formats, such as audio or video submissions, for students with learning disabilities.
• Work with campus accessibility services to provide necessary accommodations and support for students with specific needs.

• Use technology, including GenAI, to streamline assessment processes, provide prompt feedback, and support individualized learning.
• Caution: While AI can enhance personalization, it should complement, not replace, human feedback and interaction.
• Ensure that AI-generated feedback is accurate, appropriate, and aligns with learning objectives. Monitor for potential bias or inequity in AI-generated feedback.

• Use online quiz platforms with automated grading and immediate feedback.
• Explore adaptive assessment tools that adjust difficulty based on student performance.

Use learning analytics to identify patterns and provide targeted support to struggling students.
Use Generative AI to provide students with personalized tutoring and feedback options.

• Consistently review and analyze data from assessments to identify areas for improvement in course design and assessment strategies.
• Break down assessment data by student demographics to identify and address any potential disparities in student performance or access to resources.

• Use item analysis data to inform targeted review sessions or supplemental instruction on challenging concepts.
• Gather student feedback on assessments through surveys or focus groups and use the results to refine assessment methods and align them with student needs and course redesign goals.