Weitere ähnliche Inhalte Ähnlich wie Cengage Webinar: Raising the bar & support to achieve desired academic outcomes (20) Mehr von Cengage Learning (20) Kürzlich hochgeladen (20) Cengage Webinar: Raising the bar & support to achieve desired academic outcomes1. Raising the Bar
(and Support) to Get
Desired Academic
Outcomes
Christine Harrington Ph.D.
Middlesex County College
www.drchristineharrington.org
2. POLL QUESTION
What do you think leads to the best outcome?
a. Difficult goals
b. Moderate goals
c. Easy goals
d. ―Do Your Best‖ goals
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1|2
3. Agenda
Power of High Expectations
• Research
• Challenging Goals
Current Practices
• Faculty Expectations
• Faculty Practices
Getting Back on Track- A Challenge and Support Model
• Challenging Assignments
• Providing Support
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4. THE POWER OF
HIGH EXPECTATIONS
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5. Goal Setting: What Works?
Challenging
Goals, Better
Results
Locke and Latham (2002)
Wicker, Hamman, Reed, McCann, &
Turner (2005)
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6. Students Generally Do What is
Expected
Kuh, Laird, & Umbach (2004)
Expect Students to:
• Write
• Read
• Think Critically
And they will!
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7. Goal Theory
―The more difficult a valued goal,
the more intense our effort to attain it,
and the more success we experience
following attainment.‖
Latham & Locke, 2006, 337
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1|7
8. Depression: Is there a Downside
to Challenging Goals?
Reynolds & Baird (2010)
• Ages 14-22
1979 • 12,686 participants
• 9,016 participants
1992
Highest
• 4,892 participants
Degree
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1|8
9. Goal Attainment?
Reynolds & Baird (2010)
Percentage
60
50
40
30
Percentage
20
10
0
Fell Short of Goal Achieved Goal Exceeded Goal
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10. Results…
Go Ahead Challenge Yourself
• No evidence of
―emotional cost‖
(depression) for
unrealized goals
• Higher expectations
were associated with
lower levels of
depression
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11. Challenging but
NOT out of reach
Moeller, Theiller, & Wu, 2012,168; Schunk (1990)
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12. Goals Need to be
Specific and Measurable
Roney & Connor (2008)
―Do Your Best‖
Goals
DON’T
Work
Locke & Lathum (2002)
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13. Call for Challenge is Not New
Chickering and Gamson 1987
7 Principles for Undergraduate Education
―Expect more and you will get
more. High expectations are
important for everyone -- for the
poorly prepared, for those
unwilling to exert themselves, and
for the bright and well motivated.‖
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14. BUT….
WHAT ARE OUR CURRENT
PRACTICES?
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15. A Lack of Learning at College?
Roska & Anum 2011
The Bad News…
Academically Adrift: Limited Learning on
College Campuses- 1st 2 years of college
• Critical thinking, analytical reasoning and
writing skills only increased by .18 SD
• 45% of students made no gains at all
• Less than half of the students reported
being required to engage in substantial
reading and writing
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16. Are Students Reading?
Clump, Bauer, & Bradley (2004)
Read Textbook
80
69.98
70
60
50
40
30 27.46
Read
20 Textbook
10
0
Read BEFORE Class Read BEFORE Exam
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17. Reading Compliance is
Decreasing
Direct from Burchfield and Sappington, 2000
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18. Any Good News?
Roska & Anum 2011
YES!
• Students with professors who expect
significant reading and writing DO spend more
time on task each week (2 more hours per
week)- this increases skills!
• Students who reported having professors with
high expectations also had higher scores!
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 18
19. What We Say and What We Do…
Two Different Stories
2-3 hours Not
per class really!
hour!
―Clearly, there is a mismatch between what
institutions say students must do to be successful
and what students’ actual experience with the
institution has taught them is really necessary.‖
(Schilling & Schilling, 1999, 6)
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20. Another Example
Wyatt, Saunders, & Zelmer (2005)
30
Interestingly….
25
Student expectations
20 were related to grade!
15
Faculty
10 Students
So….
5 Faculty not requiring
0 students to engage in
Hours for Hours for effort they expect
"A" "B"
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 20
21. POLL QUESTION
Most students walk into college expecting it to be
challenging. What percentage of first year
students report that that their experience matched
their expectation?
a. 5%
b. 17%
c. 48%
d. 79%
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22. Student Expectations Drop After
Starting College
(Meyer, Spencer, & French 2009)
Before Starting College…. First Year Students
Percent
• Almost everyone 70 60
expected college to 60
be a lot of work 50
40
30
20 17
10 Percent
0
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23. An Unfortunate Relationship
• More likely an activity
facilitates critical
thinking skills
• Less likely it will be
used by faculty!
Lawrence, Serdikoff, Zinn & Baker (2008)
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24. The First Semester Really
Matters!
―What is required of
students in their first
semester appears to play
a strong role in shaping
the time investments
made in academic work
by students in their last
semester of their senior
year.‖
(Schilling & Schilling, 2006, 8)
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 24
25. POLL QUESTION
In your classes, do you ask students to complete
an assignment that will be graded the very first
week of school?
a. Yes- always
b. Yes- most of the time
c. Sometimes
d. Not usually
e. Never
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26. Why Aren’t We Challenging
Students?
• Fear of negative evaluations or student
complaints if we go beyond what other
faculty do
• Discouraged by prior attempts not resulting in
desired product- need to learn how to get
better outcomes
• Increased workload
• Lack of support by administration; teaching
and high expectations not valued by
institution
(Stewart & Schlegel, 2009; Lei et al., 2010; Lawrence, Serdikoff, Zinn & Baker, 2008)
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 26
27. GETTING BACK ON TRACK
WITH HIGH EXPECTATIONS
(AND SUPPORT!) …
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28. A Call for Support to
Accompany Rigor
Campbell (2009)
Types of Support:
• Emotional- belief in their
ability
• Instrumental- time
teaching skills
• Informational- how to
access information
• Appraisal- useful
feedback
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29. Starting with our Syllabus
(Smith & Razzouk, 1993)
Completed
152 Upper Questionnaire
Level College On Syllabus
Students Content and
Use
72 Males 80 Females
Surveyed at 3 weeks or 7 weeks
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30. The Results: Students DO Use
the Syllabus Regularly!
Syllabus Frequency
Usage
Every day 20%
Once a 57%
week
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31. The Results!
Course Objectives Percent Recalled
One objective 60%
Two objectives 8%
More than 2 objectives 3%
No objectives Almost 30%!!!
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32. What Messages are you
Sending?
An Example…
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34. The Message that Should be
Sent…
Get Ready to Work! But…
I’ll be there to Support You!
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35. Challenging Activities that Promote
Productive, Critical Thinking…
• Critique of articles, websites, or other readings
• Debates
• Case studies
• Research papers or presentations
• On-line or in-person discussions
•
Copyright 2013 HarringtonEdmund (2008) All rights reserved.
© Cengage Learning. 1 | 35
36. Scaffolding Assignments
Low-High Stakes to Build Breaking Down Assignments
Self-Efficacy to Benefit from Feedback
No Stakes Topic
Low Stakes Sources
Moderate
Stakes Outline/Draft
Higher Stakes Paper
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 36
37. Need for Accountability:
Helping Students Master Content
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38. Mastering Content:
Retrieval Practice is a Memory Tool!
Roediger & Karpicke (2006)
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39. More Retrieval Ideas…
• Quizzes or Use of Clickers
• Publisher Technology Tools such as Aplia or
Mind Tap
• Dusting off the Cobwebs Exercise
• Think, Pair, Share
• Jeopardy Reviews
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 39
40. POLL QUESTION
How many quizzes do you give to your classes?
a. I don’t use quizzes- I only give exams.
b. I give 5 or fewer quizzes in a course.
c. I give 6-10 quizzes in a course.
d. I give more than 10 quizzes in a course.
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 40
41. An Alternative to the “Pop Quiz”-
Random Quizzing Works!
Ruscio (2001)
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 41
42. Random Quizzing
How? Results?
• Emphasize need to come • Students Read!
to class prepared – Students in 4 sections
• Coin toss at beginning of passed average
class to determine if quiz of 74% of the
will be given
quizzes
• 1-2 open ended – 85.7% of the students read
questions at least 50% of the time
• Counts as 15% of final – Students in upper level
grade courses read more than
students in introductory
courses
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43. Quizzing Research
• Weekly quizzing • Test until you get it
leads to higher final correct quizzing
exam performance, method leads to
especially for lower higher exam
performing students performance
(Landrum, 2007) (Di Hoff, Brosvic, and Epstein, 2003;
Epstein, Epstein, and Brosvic, 2001).
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 43
44. Homework: Focused Worksheets
Ryan (2006)
124 Psychology
students
Classes were
25% of Grade randomly assigned
to:
Planned Quizzes Focus Worksheets
Focus Worksheets
(10-12 Multiple with Check, Check
with Feedback
Choice Questions) Plus, Check Minus
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45. Focus Worksheet
Direct from Ryan (2006)
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 45
46. The Results!
84
82
80
78
Quiz
76
Worksheet
74
72 Worksheet Plus
70 Feedback
68
66
Midterm Exam Final Exam
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47. Positive Feedback and Goals
Positive Feedback Leads Repeated Success Leads
to Higher Goals to Higher Personal Goals
• Having several
successful experiences
(as compared to a single
success or repeated
failures) lead to higher
goals
West & Thorn, 2001, 55 Spieker & Hinsz (2004)
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48. Many Learning Opportunities
Feedback should
be given
early and often!
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 48
49. Characteristics of Effective
Feedback
(Wlodkowski, 2008):
• Connected to a
―standard‖ (i.e. rubric)
• Informs the student
• Specific and constructive
• Prompt and frequent
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50. A Word of Caution
―Comforting‖ feedback When giving feedback,
that encourages be sure to focus on
―acceptance‖ of internal, changeable
limitation (ex. ―It’s okay- factors such as effort
not everyone is good at (Mueller & Dweck, 1998)
math‖) can lower
motivation!
(Rattan, Good, & Dweck, 2012)
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 50
51. Using Technology to Support
Student Learning
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 51
52. POLL QUESTION
Do you make your Power Point Slides available to
your students?
a. I don’t use Power Point.
b. Yes, I make them available before class.
c. Yes, I make them available after class.
d. No, I do not make my slides available to
students.
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 52
53. Power Point Slides or Outline
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 53
54. Power of Visual Aids
Austin & Carr 1994
Traditional Slides Slides Plus
Lecture Visual Aid Guided Notes
No Visual Aid Used Visual Aid
Slides not Used
No Notes
Provided Most of Slide
Information
Provided
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55. Results:
Critical Examples Extra Points
Points
• Traditional: • Traditional: • Traditional:
62% 13% 9
• Slides: • Slides: • Slides: 7
97% 26% • Guided
• Guided • Guided Notes: 29
Notes: Notes:
100% 60%
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56. Visual Aids should…
Mayer (2009)
•Only include key
information
•Include IMAGES
•Use visual signals
to draw attention
to important
points
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 56
57. POLL QUESTIONS
Have you used Adobe Pro before?
a. Yes
b. No
Have you used Screencasting tools such as Jing
before?
a. Yes
b. No
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 57
59. Screencasting
Digital Story-telling-
Screen Capture with
Narration
Free Versions:
• How to access course
materials • Jing
• How to search library • Screencast-o-matic
databases
• Walk through Paid Versions:
websites, articles, etc. • Camtasia
• How to create powerful • Adobe Captivate
Power Points
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 59
60. A Model: Freshman
Seminar
• Professor Selects Peer
Reviewed Article and Explains
Why Skills are Important
• Teach students about research
articles
• Students use reading, critical
thinking, and note-taking skills
• Supports provided- Models;
Narrated ―walk-throughs‖
• Increasingly Challenging
Tasks- Student selects articles
for learning activity
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 60
62. Productive Thinking!
• Students interpreting,
questioning, and making
sense of the findings
• Applying the findings to their
lives in a productive way
• Focusing on the value of
research based information
• Identifying areas for further
inquiry and study
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 62
63. Assessment Data
100
90
80
70
60
50
40
Fall 2011
30
Spring 2012
20
10
0
Direct- Direct- Indirect- Indirect-
Library Peer Evaluate Summarize
Database Reviewed Information Information
Research
Scores went up on every item
with exception of staying the
same on 1 item
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 63
64. For an instructor copy of the text, visit
www.cengage.com/community/harrington
Visit Dr. Harrington’s website
www.drchristineharrington.org
or e-mail her at charrington@middlesexcc.edu
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73. Begins with textbook content
App-based
Linked seamlessly with useful software
7Presentation title (Edit in
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74. Linked seamlessly with useful software!
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78. increasing online engagement with
Google Drive: a cloud-based drive that allows
you to host share and co-create documents
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79. increasing online engagement with
ConnectYard: a two-way communication app
that effectively embraces social media
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80. increasing online engagement with
Evernote: cloud-based note taking available
on any device and now within MindTap
Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 80
81. Access the
Learning Path
at any time!
MindApps
Learning Path
Personalize for an
optimal experience!