SlideShare ist ein Scribd-Unternehmen logo
1 von 36
Pedagogy for Today’s Professor
David Wells
Department of Marine Science
USM New Faculty Orientation
Monday August 19, 2013
1
Outline
Exercise 1 - How do you define “learning”?
Five brief “book reviews”
How people learn
A Taxonomy for Learning, Teaching and Assessing
Introduction to Rubrics
Benchmarks of Effective Educational Practices
Scientific Teaching
Lessons learned
2
Learning defined
Learning is the process of constructing new personal
meaning upon a foundation of prior knowledge and
experience.
1 – Learning is a process not a product
2 – Learning involves change in knowledge, beliefs,
behaviors or attitudes
3 – Learning is not something done to learners; it is
something learners do.
from Ambrose et al (2010) How Learning Works: seven research-based principles for
smart teaching. Josey-Bass, 336 pages. ISBN 978-0-470-48410-4
3
National Academy Press, 2003
385 pages
Committee on Developments in the
Science of Learning &
Committee on Learning Research and
Educational Practice
Commission on Behavioral and Social
Sciences and education
ISBN-13: 978-0-309-07036-2
http://www.nap.edu/catalog.php?recor
d_id=9853
Copyright © 2003 National Academy of Sciences. All rights reserved.
Unlessotherwiseindicated,allmaterialsinthisPDFFilepurchasedfromtheNationalAcademiesPress(www.nap.edu)are
copyrightedbytheNationalAcademyofSciences.Distribution,posting,orcopyingisstrictlyprohibitedwithoutwrittenpermission
of the NAP. Tracking number: 24117188792364
4
Role of Prior Knowledge in learning
Every learner has prior knowledge
This can vary widely within a group of learners
Prior knowledge may be naïve
Replacing naïve understanding with informed
understanding requires effort.
Learners must convince themselves that the informed
understanding is a better model than their prior
knowledge.
5
Learning as an active process
Learning is done by learners, not instructors
Learners must take responsibility for their own learning.
Hence learners must take control of their own learning.
The degree of learner engagement is highly correlated
with successful learning achievements.
Active learning is comparable to lectures for content
mastery, but superior for developing thinking and
communication skills.
6
Learning for Understanding
Factual knowledge is necessary but not sufficient
“Usable knowledge” requires that facts be connected
and organized around concepts; and that contexts
under which it is applicable are understood.
This conceptual knowledge supports transfer to other
contexts
Metacognition (understanding how you are learning;
what you know and remains to be learned) is an
important factor in learning for understanding.
7
Danny Edelson’s
“Learning for use”
framework
Presentation on
“Learning Science”
at AGU workshop on
“Using global datasets in teaching
earth processes”
5 December 2002
Journal of Research in Science
Teaching, 38(3), 355-385, 2001
Create demand or Elicit curiosity
Construct
Motivate
Organize
Reflect
Balance of direct &
indirect experience,
modeling, instruction,
explanation
Reflect
Practice
Apply
Reflect
8
Adaptive Expertise
Some learners become skilled at the learning process.
Some do not.
Skilled learners approach assignments flexibly and with
curiosity, as opportunities to explore and expand their
expertise.
Experts are no longer considered as “knowing all the
answers”. Rather they are highly metacognitive
learners who use what they have learned, but
continually question their current expertise, seeking to
move beyond their current limitations.
Skilled learners become life-long learners.
9
Addison Wesley Longman,
2001
302 pages
ISBN: 0-8013-1903-X
10
Cognitive process categories
Remember retrieve relevant knowledge from long-term memory
recognize, recall
Understand construct meaning from oral, written, graphic communication
interpret, classify, summarize, infer, compare, explain
Apply carry out or use an appropriate procedure
execute, implement
Analyze identify constituent parts, relate these to overall structure
differentiate, organize, attribute
Evaluate make judgments based on criteria and standards
check, determine, critique, judge
Create assemble elements into functional whole or new pattern
generate, plan, produce, design, build
The first two categories are often referred to as “surface learning” while the
remaining four as “deep learning”.
Active verbs (used in assessment activities) are used to identify the intended
cognitive process category.
11
Exercise 2: Define a learning outcome
Think of one learning outcome for a course that you
teach, or intend to teach. Use an active verb as the
first word.
Examples:
Interpret uncertainty information associated with a
position / orientation solution.
Trace the origins of Shakespeare’s Hamlet to earlier
legends, such as the Scandanavian Saga of Hrolf Kraki.
12
Knowledge dimension categories
Factual basic elements of a discipline
terminology, specific facts, reliable information sources
Conceptual larger structure interrelating basic elements
classifications, categories, principles, theories, models, structures
Procedural how to do something; methods of inquiry
appropriate subject-specific skills, algorithms, techniques, methods
Metacognitive knowledge of cognition in general; awareness of own cognition
strategic knowledge, knowledge of cognitive tasks, self-knowledge
13
Taxonomy Table
1
Remember
2
Understand
3
Apply
4
Analyze
5
Evaluate
6
Create
A - Factual
B - Conceptual A1; R1 A2;R2 A7
C - Procedural O1;A3;R4 R3 A6
D - Metacognitive A4 A5
Four questions: Example Table Cell
Learning objectives O1 Use Ohm’s Law to solve problems C3
Learning activities A1 Classify problem type B2
A2 Select appropriate laws B4
A3 Implement proper procedures C3
A4 Remember metacognitive strategies D1
A5 Implement metacognitive strategies D3
A6 Check procedure implemented correctly C5
A7 Critique correctness of solution B5
Assessment rubric R1-3 Classify problem; select law; select procedure B2, B4, C4
R4 Obtain correct solution C3
Taxonomical alignment O aligned with A & R; 4 As not aligned with R; R4 not aligned
14
Stylus Publishing 2013
ISBN 978-1-57922-587-2
Available as hard copy,
library network e-edition,
consumer e-edition
211 pages, 12 chapters
What is a rubric? Why use them?
How to construct a rubric
Involving students in construction
Grading with rubrics
Rubrics for:
Learning from experience; online
learning; teaching improvement;
self-assessment; career
advancement; program
assessment
15
4 parts: task description (the assignment);
scale (level of achievement / grade);
dimension (skills / knowledge involved);
description (in the grid boxes) – what
constitutes each level of achievement.
16
Constructing a rubric
Description
still has to be
added.
17
Example
Rubrics Manifesto
1. Rubrics are part of a major redistribution of power in
how academe defines and controls education.
2. Rubrics give students the power of access, to better
understand expectations, to have a greater stake in
their own learning.
3. Rubrics allow faculty to document and define their
career progress.
4. Rubrics can allow departments, programs, and
campuses to define shared goals and document
performance. (The USM WEAVE process is essentially a
rubric)
18
What is student engagement?
Student engagement represents two critical features of collegiate quality.
First is the amount of time and effort students put into their studies and other
educationally purposeful activities.
Second is how the institution deploys its resources and organizes the
curriculum and other learning opportunities to get students to participate in
activities that decades of research studies show are linked to student
learning.
What is the survey about?
Survey items on the NSSE college report represent empirically confirmed
"good practices" in undergraduate education: behaviors by students and
institutions associated with desired outcomes of college. NSSE doesn’t assess
student learning directly, but survey results point to areas where colleges and
universities are performing well and aspects of the undergraduate experience
that could be improved.
from http://nsse.iub.edu/19
NSSE benchmarks of
effective educational practice
42 survey questions in five categories
LAC = Level of academic challenge
ACL = Active and collaborative learning
SFI = Student-Faculty Interaction
SCE = Supportive Campus environment
EEE = Enriching educational experience
20
21
Exercise 3: engagement expectations
For each hour in class, how many hours of
outside class time should a student be expected
to work: studying, reading, writing, doing
assignments / labs, analyzing data, preparing for
class, preparing for exams?
1 2 3 4 5 6 7 more?
22
23
24
25
Universities using NSSE
USM used NSSE annually from 2005 to 2010
About 60% of subscribers use NSSE each year
26
W.H. Freeman, 2007
184 pages
ISBN: 978-1-4292-0188-9
A faculty guide on applying emerging
results from cognitive science,
towards teaching scientifically (i.e.
based on scientific evidence on what
leads to effective learning).
Written by biologists with Science,
Technology, Engineering and
Mathematics (STEM) teaching in mind.
Principles can be applied to teaching
in any discipline.
Chapters on Scientific Teaching; Active
Learning; Assessment; Diversity;
Constructing a Teachable Unit;
Institutional Transformation
27
Scientific Teaching
Scientific teaching = apply critical thinking, rigor,
creativity, spirit of experimentation, capture
process of discovery
Evidence indicates this improves learning
Book overviews evidence, approaches, methods,
theories
Instructors must customize for teaching style,
curricula, goals, institutions
28
Active Learning
Active learning = learners engaged in more than taking
notes and following directions
Learners take responsibility for their own learning
Activities = group learning, problem-solving, inquiry-
based learning (construct new knowledge)
29
Continuous assessment
This is more than grades. It both monitors and promotes
learning.
It provides feedback for students and instructors: a mechanism
for self-evaluation & evaluation of classmates.
It drives learning = process of reflection & analysis using
achievement markers , NOT just an end-point grade
It shapes class standards & increases learning gains.
It has more impact than any other educational intervention,
particularly for low-achieving learners.
It provides checkpoints & measures achievement; lets learner
determine if on track & modify their approaches; guides
changes in study & learning behavior.
It is the “Heart of effective teaching”.
30
Diversity
Diversity = variation in human experience, ability, and
characteristics (education, experience, cognitive
styles, personalities, abilities, cultural backgrounds,
physiology, innate characteristics).
Diversity in teaching:
(1) educate students about the diverse world;
(2) diversity enhances learning;
(3) each student experiences classroom differently
31
Diversity of Learning Styles
Style Preferences
Spatial pictures, images, spatial understanding
Auditory-Musical sound, music
Linguistic words, speech, writing
Physical body, hands, sense of touch
Mathematical logic, reasoning, systems
Interpersonal learn in groups, with other people
Intrapersonal work alone, self-study
32
Constructing a Teachable Unit
A “Teachable unit” is anything from a single lecture
to a full semester course.
Framework for construction: backwards design
1 – What are the intended outcomes (learning
goals)?
2 – What evidence (assessment) for actual
outcomes will be used?
3 – What active learning activities will engage
learners?
4 – How closely aligned are goals, activities, and
assessment?
33
Summary – Lessons Learned
1. The learning process is becoming better understood
2. Learning is enhanced by encouraging
active learning / learner engagement;
collaborative learning;
cognitive awareness (metacognition);
using assessment activities to enhance learning;
using the diversity of learner prior knowledge, cognitive style,
culture and personality to enhance the learning environment
3. Learning is accomplished by learners, not instructors
4. Paradigm shift is from the “sage on the stage” to the
“guide on the side”.
34
Where to start
1. Seminar series based on “Scientific Teaching”. Six
sessions, once per month, starting on Sept 27.
2. Five self-paced modules on faculty development
from OISE, to be available on Blackboard: planning;
exploring; teaching; assessing; integrating.
https://contedreg.oise.utoronto.ca/facdevelopment/
3. STLHE Green Guides on: Teaching the Art of Inquiry;
Feedback; Teaching for Critical Thinking; Creative
Problem Solving; Leading effective discussions;
Technology in Higher Education; Lecturing for better
learning.
35
Exercise 4:
feedback
fill in the form
and pass to
front
36

Weitere ähnliche Inhalte

Was ist angesagt?

Enhancing Practical Knowledge
Enhancing Practical KnowledgeEnhancing Practical Knowledge
Enhancing Practical KnowledgeLinu George
 
Education Technology
Education TechnologyEducation Technology
Education TechnologyJane Dulos
 
problem based learning: what is it ?
problem based learning: what is it ?problem based learning: what is it ?
problem based learning: what is it ?PathKind Labs
 
Inquiry Based Learning: a perspective
Inquiry Based Learning: a perspectiveInquiry Based Learning: a perspective
Inquiry Based Learning: a perspectiveSheila Webber
 
Tips For Online Teaching And Learning
Tips For Online Teaching And LearningTips For Online Teaching And Learning
Tips For Online Teaching And Learningsuegreener
 
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
 
A guide to instructional practice in teaching & learning
A guide to instructional practice in teaching & learningA guide to instructional practice in teaching & learning
A guide to instructional practice in teaching & learningKeithH66
 
Are Traditional Teaching Methods Right for Today's Students
Are Traditional Teaching Methods Right for Today's StudentsAre Traditional Teaching Methods Right for Today's Students
Are Traditional Teaching Methods Right for Today's StudentsWiley
 
Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Patrick Lynch
 
Traditional learning method
Traditional learning method Traditional learning method
Traditional learning method Zunaira Arshad
 
EL7002 Assignment 8
EL7002 Assignment 8EL7002 Assignment 8
EL7002 Assignment 8eckchela
 
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)ShaharyarShoukatShou
 
Effect of technology use on teaching and learning of mathematics
Effect of technology use on teaching and learning of mathematicsEffect of technology use on teaching and learning of mathematics
Effect of technology use on teaching and learning of mathematicsguest9a2d39a
 
Action research joseph
Action research josephAction research joseph
Action research josephJOSEPH Maas
 
e-Learning: Changes in Teaching and Learning Styles
e-Learning: Changes in Teaching and Learning Stylese-Learning: Changes in Teaching and Learning Styles
e-Learning: Changes in Teaching and Learning StylesGihan Wikramanayake
 
Problem based learning
Problem based learningProblem based learning
Problem based learningSoumya Sahoo
 

Was ist angesagt? (20)

Enhancing Practical Knowledge
Enhancing Practical KnowledgeEnhancing Practical Knowledge
Enhancing Practical Knowledge
 
Education Technology
Education TechnologyEducation Technology
Education Technology
 
E content
E contentE content
E content
 
Problem Based Learning
Problem Based LearningProblem Based Learning
Problem Based Learning
 
problem based learning: what is it ?
problem based learning: what is it ?problem based learning: what is it ?
problem based learning: what is it ?
 
Inquiry Based Learning: a perspective
Inquiry Based Learning: a perspectiveInquiry Based Learning: a perspective
Inquiry Based Learning: a perspective
 
Tips For Online Teaching And Learning
Tips For Online Teaching And LearningTips For Online Teaching And Learning
Tips For Online Teaching And Learning
 
Mathematics
MathematicsMathematics
Mathematics
 
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...
 
A guide to instructional practice in teaching & learning
A guide to instructional practice in teaching & learningA guide to instructional practice in teaching & learning
A guide to instructional practice in teaching & learning
 
Are Traditional Teaching Methods Right for Today's Students
Are Traditional Teaching Methods Right for Today's StudentsAre Traditional Teaching Methods Right for Today's Students
Are Traditional Teaching Methods Right for Today's Students
 
Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design Digifest 2017 - Learning Analytics & Learning Design
Digifest 2017 - Learning Analytics & Learning Design
 
Traditional learning method
Traditional learning method Traditional learning method
Traditional learning method
 
EL7002 Assignment 8
EL7002 Assignment 8EL7002 Assignment 8
EL7002 Assignment 8
 
integrating ET into teaching
integrating ET into teachingintegrating ET into teaching
integrating ET into teaching
 
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)
 
Effect of technology use on teaching and learning of mathematics
Effect of technology use on teaching and learning of mathematicsEffect of technology use on teaching and learning of mathematics
Effect of technology use on teaching and learning of mathematics
 
Action research joseph
Action research josephAction research joseph
Action research joseph
 
e-Learning: Changes in Teaching and Learning Styles
e-Learning: Changes in Teaching and Learning Stylese-Learning: Changes in Teaching and Learning Styles
e-Learning: Changes in Teaching and Learning Styles
 
Problem based learning
Problem based learningProblem based learning
Problem based learning
 

Andere mochten auch

Andere mochten auch (9)

ORI New Faculty Orientation
ORI New Faculty OrientationORI New Faculty Orientation
ORI New Faculty Orientation
 
Student Success - New Faculty Orientation
Student Success - New Faculty OrientationStudent Success - New Faculty Orientation
Student Success - New Faculty Orientation
 
New Faculty Orientation 2014: Top 10 Things to Know Your First Year
New Faculty Orientation 2014: Top 10 Things to Know Your First YearNew Faculty Orientation 2014: Top 10 Things to Know Your First Year
New Faculty Orientation 2014: Top 10 Things to Know Your First Year
 
New Faculty Orientation 2014: Priorities for Graduate Education at the Univer...
New Faculty Orientation 2014: Priorities for Graduate Education at the Univer...New Faculty Orientation 2014: Priorities for Graduate Education at the Univer...
New Faculty Orientation 2014: Priorities for Graduate Education at the Univer...
 
New Faculty Orientation 2014: Research and Scholarship
New Faculty Orientation 2014: Research and ScholarshipNew Faculty Orientation 2014: Research and Scholarship
New Faculty Orientation 2014: Research and Scholarship
 
New Faculty Orientation 2014: Textbooks and Course Materials
New Faculty Orientation 2014: Textbooks and Course MaterialsNew Faculty Orientation 2014: Textbooks and Course Materials
New Faculty Orientation 2014: Textbooks and Course Materials
 
New Faculty Orientation 2014 - Student Success: Know Your Students
New Faculty Orientation 2014 - Student Success: Know Your StudentsNew Faculty Orientation 2014 - Student Success: Know Your Students
New Faculty Orientation 2014 - Student Success: Know Your Students
 
New Faculty Orientation 2014 - What Faculty Can Do
New Faculty Orientation 2014 - What Faculty Can DoNew Faculty Orientation 2014 - What Faculty Can Do
New Faculty Orientation 2014 - What Faculty Can Do
 
New Faculty Orientation 2014: SOAR
New Faculty Orientation 2014: SOARNew Faculty Orientation 2014: SOAR
New Faculty Orientation 2014: SOAR
 

Ähnlich wie Pedagogy for Today's Professor - New Faculty Orientation

Sequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional designSequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional designDedi Yulianto
 
ICT promote autonomy among ESL/EFL learners: myth or reality?
ICT promote autonomy among ESL/EFL learners: myth or reality?ICT promote autonomy among ESL/EFL learners: myth or reality?
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
 
Teaching Science
Teaching ScienceTeaching Science
Teaching ScienceiPagador
 
SPS Inquiry Learning PD Session 1 2015
SPS Inquiry Learning PD Session 1 2015SPS Inquiry Learning PD Session 1 2015
SPS Inquiry Learning PD Session 1 2015mrdeshylton
 
Applications Of Psychological Science To Teaching And Learning Gaps In The L...
Applications Of Psychological Science To Teaching And Learning  Gaps In The L...Applications Of Psychological Science To Teaching And Learning  Gaps In The L...
Applications Of Psychological Science To Teaching And Learning Gaps In The L...Christine Williams
 
The College Classroom Fa15 Meeting 7: Teaching-as-Research
The College Classroom Fa15 Meeting 7: Teaching-as-ResearchThe College Classroom Fa15 Meeting 7: Teaching-as-Research
The College Classroom Fa15 Meeting 7: Teaching-as-ResearchPeter Newbury
 
#DAPP162 Session 3: Designing for learning & learning theories
#DAPP162 Session 3: Designing for learning & learning theories#DAPP162 Session 3: Designing for learning & learning theories
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
 
CEC module 6 Triangular classroom
CEC module 6  Triangular classroomCEC module 6  Triangular classroom
CEC module 6 Triangular classroomCOAEInternational
 
An Uncommon Approach to Common Core
An Uncommon Approach to Common CoreAn Uncommon Approach to Common Core
An Uncommon Approach to Common Coreobjectplace
 
Educ 118 lesson5-17 Outline
Educ 118 lesson5-17 OutlineEduc 118 lesson5-17 Outline
Educ 118 lesson5-17 OutlineJocel Vallejo
 
Action Research
Action ResearchAction Research
Action Researchcarena
 
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
 
Classroom Instr That Works
Classroom Instr That WorksClassroom Instr That Works
Classroom Instr That WorksTeresa Castellaw
 
Os scope animal-systems-5 (1)
Os scope animal-systems-5 (1)Os scope animal-systems-5 (1)
Os scope animal-systems-5 (1)MrBohon
 
1.9.king17
1.9.king171.9.king17
1.9.king17afacct
 

Ähnlich wie Pedagogy for Today's Professor - New Faculty Orientation (20)

Sequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional designSequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional design
 
ICT promote autonomy among ESL/EFL learners: myth or reality?
ICT promote autonomy among ESL/EFL learners: myth or reality?ICT promote autonomy among ESL/EFL learners: myth or reality?
ICT promote autonomy among ESL/EFL learners: myth or reality?
 
Teaching Science
Teaching ScienceTeaching Science
Teaching Science
 
HoD_module 2
HoD_module 2HoD_module 2
HoD_module 2
 
SPS Inquiry Learning PD Session 1 2015
SPS Inquiry Learning PD Session 1 2015SPS Inquiry Learning PD Session 1 2015
SPS Inquiry Learning PD Session 1 2015
 
Advance he combined_presentation july 2019
Advance he combined_presentation july 2019Advance he combined_presentation july 2019
Advance he combined_presentation july 2019
 
Applications Of Psychological Science To Teaching And Learning Gaps In The L...
Applications Of Psychological Science To Teaching And Learning  Gaps In The L...Applications Of Psychological Science To Teaching And Learning  Gaps In The L...
Applications Of Psychological Science To Teaching And Learning Gaps In The L...
 
The College Classroom Fa15 Meeting 7: Teaching-as-Research
The College Classroom Fa15 Meeting 7: Teaching-as-ResearchThe College Classroom Fa15 Meeting 7: Teaching-as-Research
The College Classroom Fa15 Meeting 7: Teaching-as-Research
 
#DAPP162 Session 3: Designing for learning & learning theories
#DAPP162 Session 3: Designing for learning & learning theories#DAPP162 Session 3: Designing for learning & learning theories
#DAPP162 Session 3: Designing for learning & learning theories
 
How to do backward curriculum design - Inskip & Hicks
How to do backward curriculum design - Inskip & HicksHow to do backward curriculum design - Inskip & Hicks
How to do backward curriculum design - Inskip & Hicks
 
CEC module 6 Triangular classroom
CEC module 6  Triangular classroomCEC module 6  Triangular classroom
CEC module 6 Triangular classroom
 
An Uncommon Approach to Common Core
An Uncommon Approach to Common CoreAn Uncommon Approach to Common Core
An Uncommon Approach to Common Core
 
samplelesson plan
samplelesson plansamplelesson plan
samplelesson plan
 
Teaching Enrichment Series: Incoporating Universal Design - Handouts
Teaching Enrichment Series: Incoporating Universal Design - HandoutsTeaching Enrichment Series: Incoporating Universal Design - Handouts
Teaching Enrichment Series: Incoporating Universal Design - Handouts
 
Educ 118 lesson5-17 Outline
Educ 118 lesson5-17 OutlineEduc 118 lesson5-17 Outline
Educ 118 lesson5-17 Outline
 
Action Research
Action ResearchAction Research
Action Research
 
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...
 
Classroom Instr That Works
Classroom Instr That WorksClassroom Instr That Works
Classroom Instr That Works
 
Os scope animal-systems-5 (1)
Os scope animal-systems-5 (1)Os scope animal-systems-5 (1)
Os scope animal-systems-5 (1)
 
1.9.king17
1.9.king171.9.king17
1.9.king17
 

Kürzlich hochgeladen

HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 

Kürzlich hochgeladen (20)

HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 

Pedagogy for Today's Professor - New Faculty Orientation

  • 1. Pedagogy for Today’s Professor David Wells Department of Marine Science USM New Faculty Orientation Monday August 19, 2013 1
  • 2. Outline Exercise 1 - How do you define “learning”? Five brief “book reviews” How people learn A Taxonomy for Learning, Teaching and Assessing Introduction to Rubrics Benchmarks of Effective Educational Practices Scientific Teaching Lessons learned 2
  • 3. Learning defined Learning is the process of constructing new personal meaning upon a foundation of prior knowledge and experience. 1 – Learning is a process not a product 2 – Learning involves change in knowledge, beliefs, behaviors or attitudes 3 – Learning is not something done to learners; it is something learners do. from Ambrose et al (2010) How Learning Works: seven research-based principles for smart teaching. Josey-Bass, 336 pages. ISBN 978-0-470-48410-4 3
  • 4. National Academy Press, 2003 385 pages Committee on Developments in the Science of Learning & Committee on Learning Research and Educational Practice Commission on Behavioral and Social Sciences and education ISBN-13: 978-0-309-07036-2 http://www.nap.edu/catalog.php?recor d_id=9853 Copyright © 2003 National Academy of Sciences. All rights reserved. Unlessotherwiseindicated,allmaterialsinthisPDFFilepurchasedfromtheNationalAcademiesPress(www.nap.edu)are copyrightedbytheNationalAcademyofSciences.Distribution,posting,orcopyingisstrictlyprohibitedwithoutwrittenpermission of the NAP. Tracking number: 24117188792364 4
  • 5. Role of Prior Knowledge in learning Every learner has prior knowledge This can vary widely within a group of learners Prior knowledge may be naïve Replacing naïve understanding with informed understanding requires effort. Learners must convince themselves that the informed understanding is a better model than their prior knowledge. 5
  • 6. Learning as an active process Learning is done by learners, not instructors Learners must take responsibility for their own learning. Hence learners must take control of their own learning. The degree of learner engagement is highly correlated with successful learning achievements. Active learning is comparable to lectures for content mastery, but superior for developing thinking and communication skills. 6
  • 7. Learning for Understanding Factual knowledge is necessary but not sufficient “Usable knowledge” requires that facts be connected and organized around concepts; and that contexts under which it is applicable are understood. This conceptual knowledge supports transfer to other contexts Metacognition (understanding how you are learning; what you know and remains to be learned) is an important factor in learning for understanding. 7
  • 8. Danny Edelson’s “Learning for use” framework Presentation on “Learning Science” at AGU workshop on “Using global datasets in teaching earth processes” 5 December 2002 Journal of Research in Science Teaching, 38(3), 355-385, 2001 Create demand or Elicit curiosity Construct Motivate Organize Reflect Balance of direct & indirect experience, modeling, instruction, explanation Reflect Practice Apply Reflect 8
  • 9. Adaptive Expertise Some learners become skilled at the learning process. Some do not. Skilled learners approach assignments flexibly and with curiosity, as opportunities to explore and expand their expertise. Experts are no longer considered as “knowing all the answers”. Rather they are highly metacognitive learners who use what they have learned, but continually question their current expertise, seeking to move beyond their current limitations. Skilled learners become life-long learners. 9
  • 10. Addison Wesley Longman, 2001 302 pages ISBN: 0-8013-1903-X 10
  • 11. Cognitive process categories Remember retrieve relevant knowledge from long-term memory recognize, recall Understand construct meaning from oral, written, graphic communication interpret, classify, summarize, infer, compare, explain Apply carry out or use an appropriate procedure execute, implement Analyze identify constituent parts, relate these to overall structure differentiate, organize, attribute Evaluate make judgments based on criteria and standards check, determine, critique, judge Create assemble elements into functional whole or new pattern generate, plan, produce, design, build The first two categories are often referred to as “surface learning” while the remaining four as “deep learning”. Active verbs (used in assessment activities) are used to identify the intended cognitive process category. 11
  • 12. Exercise 2: Define a learning outcome Think of one learning outcome for a course that you teach, or intend to teach. Use an active verb as the first word. Examples: Interpret uncertainty information associated with a position / orientation solution. Trace the origins of Shakespeare’s Hamlet to earlier legends, such as the Scandanavian Saga of Hrolf Kraki. 12
  • 13. Knowledge dimension categories Factual basic elements of a discipline terminology, specific facts, reliable information sources Conceptual larger structure interrelating basic elements classifications, categories, principles, theories, models, structures Procedural how to do something; methods of inquiry appropriate subject-specific skills, algorithms, techniques, methods Metacognitive knowledge of cognition in general; awareness of own cognition strategic knowledge, knowledge of cognitive tasks, self-knowledge 13
  • 14. Taxonomy Table 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A - Factual B - Conceptual A1; R1 A2;R2 A7 C - Procedural O1;A3;R4 R3 A6 D - Metacognitive A4 A5 Four questions: Example Table Cell Learning objectives O1 Use Ohm’s Law to solve problems C3 Learning activities A1 Classify problem type B2 A2 Select appropriate laws B4 A3 Implement proper procedures C3 A4 Remember metacognitive strategies D1 A5 Implement metacognitive strategies D3 A6 Check procedure implemented correctly C5 A7 Critique correctness of solution B5 Assessment rubric R1-3 Classify problem; select law; select procedure B2, B4, C4 R4 Obtain correct solution C3 Taxonomical alignment O aligned with A & R; 4 As not aligned with R; R4 not aligned 14
  • 15. Stylus Publishing 2013 ISBN 978-1-57922-587-2 Available as hard copy, library network e-edition, consumer e-edition 211 pages, 12 chapters What is a rubric? Why use them? How to construct a rubric Involving students in construction Grading with rubrics Rubrics for: Learning from experience; online learning; teaching improvement; self-assessment; career advancement; program assessment 15
  • 16. 4 parts: task description (the assignment); scale (level of achievement / grade); dimension (skills / knowledge involved); description (in the grid boxes) – what constitutes each level of achievement. 16 Constructing a rubric
  • 17. Description still has to be added. 17 Example
  • 18. Rubrics Manifesto 1. Rubrics are part of a major redistribution of power in how academe defines and controls education. 2. Rubrics give students the power of access, to better understand expectations, to have a greater stake in their own learning. 3. Rubrics allow faculty to document and define their career progress. 4. Rubrics can allow departments, programs, and campuses to define shared goals and document performance. (The USM WEAVE process is essentially a rubric) 18
  • 19. What is student engagement? Student engagement represents two critical features of collegiate quality. First is the amount of time and effort students put into their studies and other educationally purposeful activities. Second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning. What is the survey about? Survey items on the NSSE college report represent empirically confirmed "good practices" in undergraduate education: behaviors by students and institutions associated with desired outcomes of college. NSSE doesn’t assess student learning directly, but survey results point to areas where colleges and universities are performing well and aspects of the undergraduate experience that could be improved. from http://nsse.iub.edu/19
  • 20. NSSE benchmarks of effective educational practice 42 survey questions in five categories LAC = Level of academic challenge ACL = Active and collaborative learning SFI = Student-Faculty Interaction SCE = Supportive Campus environment EEE = Enriching educational experience 20
  • 21. 21
  • 22. Exercise 3: engagement expectations For each hour in class, how many hours of outside class time should a student be expected to work: studying, reading, writing, doing assignments / labs, analyzing data, preparing for class, preparing for exams? 1 2 3 4 5 6 7 more? 22
  • 23. 23
  • 24. 24
  • 25. 25
  • 26. Universities using NSSE USM used NSSE annually from 2005 to 2010 About 60% of subscribers use NSSE each year 26
  • 27. W.H. Freeman, 2007 184 pages ISBN: 978-1-4292-0188-9 A faculty guide on applying emerging results from cognitive science, towards teaching scientifically (i.e. based on scientific evidence on what leads to effective learning). Written by biologists with Science, Technology, Engineering and Mathematics (STEM) teaching in mind. Principles can be applied to teaching in any discipline. Chapters on Scientific Teaching; Active Learning; Assessment; Diversity; Constructing a Teachable Unit; Institutional Transformation 27
  • 28. Scientific Teaching Scientific teaching = apply critical thinking, rigor, creativity, spirit of experimentation, capture process of discovery Evidence indicates this improves learning Book overviews evidence, approaches, methods, theories Instructors must customize for teaching style, curricula, goals, institutions 28
  • 29. Active Learning Active learning = learners engaged in more than taking notes and following directions Learners take responsibility for their own learning Activities = group learning, problem-solving, inquiry- based learning (construct new knowledge) 29
  • 30. Continuous assessment This is more than grades. It both monitors and promotes learning. It provides feedback for students and instructors: a mechanism for self-evaluation & evaluation of classmates. It drives learning = process of reflection & analysis using achievement markers , NOT just an end-point grade It shapes class standards & increases learning gains. It has more impact than any other educational intervention, particularly for low-achieving learners. It provides checkpoints & measures achievement; lets learner determine if on track & modify their approaches; guides changes in study & learning behavior. It is the “Heart of effective teaching”. 30
  • 31. Diversity Diversity = variation in human experience, ability, and characteristics (education, experience, cognitive styles, personalities, abilities, cultural backgrounds, physiology, innate characteristics). Diversity in teaching: (1) educate students about the diverse world; (2) diversity enhances learning; (3) each student experiences classroom differently 31
  • 32. Diversity of Learning Styles Style Preferences Spatial pictures, images, spatial understanding Auditory-Musical sound, music Linguistic words, speech, writing Physical body, hands, sense of touch Mathematical logic, reasoning, systems Interpersonal learn in groups, with other people Intrapersonal work alone, self-study 32
  • 33. Constructing a Teachable Unit A “Teachable unit” is anything from a single lecture to a full semester course. Framework for construction: backwards design 1 – What are the intended outcomes (learning goals)? 2 – What evidence (assessment) for actual outcomes will be used? 3 – What active learning activities will engage learners? 4 – How closely aligned are goals, activities, and assessment? 33
  • 34. Summary – Lessons Learned 1. The learning process is becoming better understood 2. Learning is enhanced by encouraging active learning / learner engagement; collaborative learning; cognitive awareness (metacognition); using assessment activities to enhance learning; using the diversity of learner prior knowledge, cognitive style, culture and personality to enhance the learning environment 3. Learning is accomplished by learners, not instructors 4. Paradigm shift is from the “sage on the stage” to the “guide on the side”. 34
  • 35. Where to start 1. Seminar series based on “Scientific Teaching”. Six sessions, once per month, starting on Sept 27. 2. Five self-paced modules on faculty development from OISE, to be available on Blackboard: planning; exploring; teaching; assessing; integrating. https://contedreg.oise.utoronto.ca/facdevelopment/ 3. STLHE Green Guides on: Teaching the Art of Inquiry; Feedback; Teaching for Critical Thinking; Creative Problem Solving; Leading effective discussions; Technology in Higher Education; Lecturing for better learning. 35
  • 36. Exercise 4: feedback fill in the form and pass to front 36