HomePublicationsTILTed PedagogySection 1 Chapter 1: Applying the TILT Framework in an Introduction to Theatre Course Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Teresa FocarileThis chapter will focus on a production review assignment aimed at helping students analyze and interpret theatrical productions as part of a theatre course fulfilling a general education requirement. The revised production review assignment integrates TILT principles, authentic assessment, and Universal Design for Learning (UDL) to enhance engagement among students. The assignment asks students to review a theatrical production to demonstrate mastery of course and university level learning outcomes but provides choice in assignment format. Suggestions for adaptation include applying the framework to other visual or performing arts courses or using it in disciplines like engineering or chemistry to evaluate real-world applications of course concepts. Related Book ResourcesTo learn more about the literature that I used to inform my assignment, I suggest readers check out: Jon Mueller’s Authentic Assessment Toolbox website, which includes a variety of examples of authentic assessments, as well as prompts to help educators design them The Center for Innovative Teaching and Learning at Indiana University Bloomington’s Authentic Assessment Resources CAST, the organization that developed the Universal Design for Learning (UDL) framework, provides a variety of resources; their website has a variety of resources on what UDL is and how to apply its principles: CAST Universal Design for Learning Guidelines (2018) Palmer, Michael, et al. Learning-Focused Rubric Guide informed by TILT and authentic assessment principles My Production Review assignment is targeted at first-year courses. The University of Wisconsin–Madison Writing Center provides an example of higher-level expectations for advanced versions of this assignment in the Play Review Assignment Guide. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
