Integrative Pedagogy and Evaluation Practices
âąAls PPTX, PDF herunterladenâą
1 gefĂ€llt mirâą501 views
A teaching in-service presentation given by Kamden Strunk in February, 2013, to the faculty of a technical college in Tulsa, OK.
Empfohlen
Weitere Àhnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ăhnlich wie Integrative Pedagogy and Evaluation Practices
Ăhnlich wie Integrative Pedagogy and Evaluation Practices (20)
Mehr von Kamden Strunk
Mehr von Kamden Strunk (13)
KĂŒrzlich hochgeladen
KĂŒrzlich hochgeladen (20)
Integrative Pedagogy and Evaluation Practices
- 1. Integrative Pedagogy and Evaluation Practices Kamden K. Strunk, Ph.D. Oklahoma State University School of Educational Studies Center for Research on STEM Teaching and Learning
- 3. The Data ï Students in courses using integrative pedagogy: ï Have higher test scores than their counterparts. ï Report higher subject enjoyment of the course than other students. ï Show improvement on âskills-basedâ assessment versus other students.
- 4. And⊠A Bonus ï Instructors using integrative pedagogy receive significantly higher course evaluation scores. ï AND students are significantly more likely to enroll in more courses in the subject area. ï AND courses using integrative pedagogy show higher retention levels.
- 5. Skills for Career ï A recent survey of employers suggested that employers value: ï Social Skills ï Teamwork Ability ï Ability to innovate ï Problem-solving skills ï Creativity ï These skills are cited higher in importance than things like âjob-specific knowledgeâ.
- 6. Other Outcomes ï Increased subjective task value for the course and content area. ï Better progress toward completion of degree. ï Increases in student retention of content across academic terms.
- 7. Teaching and Evaluating ï Thinking ï Weâre usually pretty good at this in college. ï We might ask students to analyze a theory, make decisions about a project, remember information and synthesize it, and provide lecture/discussion. ï Evaluation is fairly straightforward, too: Tests, essays, writing assignments, and projects.
- 8. Teaching and Evaluating ï Sensing ï At ITT, this is stronger than at many colleges. ï We might ask someone to build something, do a protocol required for jobs in the field, physically manipulate objects, or provide concrete and hands-on learning opportunities. ï We can evaluate âsensingâ by grading activity completion/correctness, and grading on mastery of skills.
- 9. Teaching and Evaluating ï Feeling ï There are many ways to integrate this: ï Reflecting on moral/ethical issues in the field, working in cooperative groups, and even class discussions may provide some development in this area. ï We can grade on whether students have effectively integrated reflection and cooperation into their work.
- 10. Teaching and Evaluating ï Intuition ï Although it seems vague and undefined, it is easy to incorporate intuitive learning. ï Asking students to create a new product, to solve a problem in a novel manner, and to improve procedures used in the field. ï These products can be evaluated based on their Usefulness and Creativity.
- 11. Examples from Social Science ï A community-based project ï A multi-part class project ï Involves stages: Research & Understanding, Application, Innovation, and Reflection. ï Cooperative Learning ï Creativity Challenges
- 12. Examples from STEM Fields ï Engineering challenges ï Given limited supplies, address the problem. ï Cooperative Learning ï Improving a procedure ï Community-based learning
- 13. Creativity in STEM: A Note ï In most areas we have conducted research with, Creativity in the classroom is associated with better outcomes. ï In Science and Math courses, we have not found this to be the case. ï Anecdotal evidence suggests for these courses, creativity must be incorporated more carefully so as to be course-relevant and not feel like âfluffâ.