Teaching that Sticks - Ilene's slide set
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Teaching that Sticks - Ilene's slide set
- 1. Teaching that Sticks! Principles & Practices for Creating Memorable Presentations and Courses Developed and Presented by Ilene Alexander Jane O’Brien Christina Petersen
- 3. MEMORABLE? Arts & Humanities Social Sciences Natural Sciences STEM Sciences
- 4. Beginnings OVERVIEW 1 • Overview • Course Design Meets SUCCESS • Concluding Thoughts • Break at 10.30ish • Lunch arrives at noon •
- 5. OVERVIEW 2 •Active Learning •Learn •Aligned Course Design •Unlearn •SUCCESS •Relearn • Cognitive Dissonance • Identify Gaps • Creativity
- 6. OUTCOMES Apply the principles of aligned • course design. Draw on sticky teaching to build • savvy teaching practices. Design course objectives, • assessments and activities to provoke learning. Reflect on diverse practices for • creating learning presentations.
- 7. Starting with a Story or three… Christina Jane Ilene
- 8. significant changes individuals, groups, organisations or society Photo Collage at CoffeeHag, Mankato, Minnesota
- 9. Learning Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Frank Coffield http://z.umn.edu/coffield
- 11. Creativity By [creativity] I mean the directional trend which is evident in all organic and human life - the urge to expand, extend, develop, mature - the tendency to express and activate all the capacities of the organism, or the self. Carl Rogers 1961
- 13. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks ALIGNED COURSE DESIGN Adapted from L. Dee Fink, and from John Biggs & Catherine Tang
- 14. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks
- 15. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks
- 16. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Learning & Assessment Teaching Feedback & Assessment Activities Components/Tasks
- 17. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Feedback & Learning & Teaching Assessment Activities Components/Tasks
- 18. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks
- 20. Environmental Context – Basic Questions •What do you (need, presume to) know about the students in our classes? •What do the students (need, presume to) know about your discipline, course topics? •What are the gaps, the most difficult concepts for students to master, especially at the start of your course? •What do you know about who, what, when, why, where and how students stumble when they encounter these concepts?
- 21. What will learners “to learn”? •List 3 specific (vivid, clear, discriminating/discerning, defining verbs) that capture this. •List 3 ways students could demonstrate their learning – informal or formal, in or out of class, solo or collaborative. What will students need “to unlearn”? • What misconception must students confront? • Note how / where they get stuck overall. What do you want to be the impact of this “relearning” on students… • While they are in the course? • Five years after the course?
- 22. Credible
- 23. Credible
Hinweis der Redaktion
- Today’s workshop slides and handouts are available at http://slideshare.net/uminnteachlearn. On Friday morning, we’ll add a resources sheet to follow up.
- Four images here that will be part of an activity focused on what makes things memorable. One image is VanGogh self-portrait with ear cut off and “Arts & Humanities” caption. Next is the cover of book entitled The Screams of Kitty Genovese with Social Science beneath. A third image is of bottled water being poured into a glass above the caption Natural Sciences. And, finally, a graphic depicting head and shoulders of Albert Einstein as his left hand points to forehead – tapping his head as if thinking would be the gesture; the caption below is STEM Sciences.
- See different approaches to presenting – I am, for example, embedding what would have been handouts for activities into the slides and making use of notes field to provide talking points & notes from my sources – into which you could type in your own notes. Because of this, I am using text more than I would ordinarily. As a photographer, I prefer white borders to set off colors, and as a long-time type setter, I know how difficult it is to transfer / convert black backgrounds.
- Mine is a story is of learning – of learning in other ways; I have a learning disability and a PhD,I love to learn and I am a dissenting learner, I grew up as an only child with 54 first cousins plus as many extended aunts, uncles, grandparent kin – and none of us learned in the same ways, and all of us began our lives in a US midwest working class family absolutely gobsmacked by books, theatre, music, comedy, carnivals as part of a commitment to learning as wide and long as our lives. . With them, I learned learning: what it is, how it operates for me, for diverse others, how it grows, changes and flourishes in a climate that expects learning and will take a bit longer than Christina’s and Jane’s initial stories as it is intended also to set up our Environmental Context and the Simple Scheme of Aligned Course Design Learning theories providing foundations for teaching and learning in higher education harken to Constructivism: the theory that students construct their own knowledge by incorporating new ideas into an existing framework, that individuals construct new understanding based on what they already know and believe. “Therefore, constructivist theory argues that we can expect students to retain serious misconceptions if instruction is not specifically designed to elicit and address the prior knowledge students bring to class.” A failure to address misconceptions is just one example of how active-learning instruction may fall short. Coffee Hag, Mankato – wall photo collage of miscellaneous musicians (Bruce Springsteen at the center) with the phrase NEVER HIDE cut from a magazine and pasted over the middle.
- Significant changes Frank Coffield – quote: http://z.umn.edu Who and how have you been a learner? Peers who stayed? Peers who were leavers? Family members who excel in their own fields of inteterst?
- Mine is also a story about Learning as Creativity: Dream Discover Deliver the urge to expand, extend, develop, grow Original Meaningful Yikes, I’ve dropped the photo attribution – it’s included in the writing Pecha Kucha on my own slideshare.net/alexa032 site; I’ll fix this ASAP.
- Creativity requires climate of learning – two theories about climates: Theory X presumes students cannot know the “big” concepts, which – frankly – often become impersonal in presentation, making little/no room for fascination for most learners Theory Y assumes in multiple/divergent ways students want to learn, to know, to understand at specific levels, making room for the idea that there is no such thing as an unmotivated student . Our task in Theory Y classroom takes creativity to heart. Sees the misconceptions and gaps in knowledge regarding threshold concepts as where we and students can dig into learning: Theory X assumes that workers cannot be trusted. [voters, students / Mrs Mundahl] Theory Y assumes that they can and that you get better results when you do. [Gram] How can you cultivate a Theory Y climate of learning – why would you want to create this learning and teaching environment? Benefit of the doubt – educational benefits outweigh the risk Support student learning – not beat their [assumed] deviousness High trust will provoke/produce high-value outcomes Offers “rules” for learning over those for behaving [integrity over plagiarism]
- What does “active learning” mean to you? When, where and why does it happen? What are the roles of teachers, learners, peers in active learning? Active Learning – “essentially occurs when an instructor stops lecturing and students work on a question or task designed to help them understand a concept. Active learning must have specific links to learning , to student learning, to how students will show learning, and to expectations for learning around which we build a course. Active Learning DOESN’T impact learning / when Active Learning DOES impact learning / when If, as Constructivist theory argues, students will hold to misconceptions, we can’t just ‘add in” active learning – that’s like using archival tape to hold a picture together: pieces are there, but the connection is tenuous If, as the praxis-oriented thinkers writing about aligned course design and sticky teaching and learning argue, learners will socially construct knowledge when they work with others – including you – to relearn by way of seeing connections between outcomes, activities, assessments, we need to plan for active learning as the stuff that holds a course together – more like the way velcro requires both sides of the tape for the hold to stick.
- They have one-page HO with this: This is the basic visual representation of the Aligned Course Design framework, which begins with mapping the teaching/learning Environment that provides a context for the course you’re developing or re-designing. The design cycle then moves into development of student Learning Outcomes to ground the course Curriculum. From this base, teachers move onto (1) developing SMART assessments (specific, measureable, attainable, relevant, and targeted), and (2) selecting teaching/learning presentations, classroom activities, out-of-class assignments, and supporting resources. A SIMPLE scheme
- Teaching is a matter of changing the learner’s perspective, the way the learner sees the world and on how learners represent knowledge (Prosser and Trigwell 1998). The acquisition of information in itself does not bring about [a change in the way we see the world], but the way we structure that information and think about it does. Thus, education is about conceptual change , not just the acquisition of information.
- An outcome statement is a statement of how we would recognize if or how well students have learned what is intended they should learn, not a prompt list of topics for a teacher to ‘cover’ in a curriculum. In outcomes-based teaching and learning, we are simply making that as explicit as we can – always allowing for unintended but desirable outcomes.
- [T]eaching should be done in such a way as to increase the likelihood of most students achieving those outcomes. Talking about the topic, as in traditional teaching, is probably not the best way of doing that. We need to engage the students in learning activities that directly link to achieving the intended outcomes.
- [W]e need to assess how well the outcomes have been achieved. Usually this means using an assessment task that requires the student to perform the intended outcome itself.
- [I]n constructive alignment we systematically align the teaching/learning activities, and the assessment tasks to the intended learning outcomes, according to the learning activities required in the outcomes. Good teaching is getting most students to use the level of cognitive processes needed to achieve the intended outcomes that the more academic students use spontaneously.
- Environmental Layers – what’s present, what’s in between, what made this mix that we don’t see – with photograph of hills outside Llangollen, mid-Wales; photo taken from atop Dinas Bran. Students’ gaps - between misconceptions and what they don’t yet know / know to value or to do in order to get to learning Your own gaps – curse of knowing at this stage of knowing, expert and what you don’t fully remember about coming to know, growing fascination and thrill of mystery that’s yours to own and explore Grad 8101 – they don’t really understand “learning” as a concept, practice, construct so aim to enact teaching with foundation of learning theory and frameworks cognitive / affective / psychomotor Eng 1201 – lit students don’t see the first six elements of fiction as central to being able to do the final – and / or think there are no rules, no schemes, schematics in lit analysis / Plot, Setting, Character, Conflict, Symbol, and Point of View are the main elements which fiction writers use to develop a story and its Theme. Non-lit students know how to problem solve in these ways – much more sequential but don’t think they’re capable of lit analysis cause they can’t jump into Theme Composition Students – want rules before questions, answers before conversation, solutions before conflicts, format before integrity So – to some writing:
- See second side of one-page HO At tables, * use segment of white board to generate list of verbs that “unpack” to learn, know, understand * use segment of white board to generate examples of assessment – formal and informal, major and minor, summative and formative
- * Define learning – as a personal construct, as a principle guiding course design, as a practice to convey to students from day one. Be sure students see learning – as a core component of student outcomes reflected in your syllabus, as a process they will be expected to practice/engage throughout a course, and as something they record daily: what I learned today, and that I learned today – simple notations of how learning happens each day is how students and their teachers will recognize learning at work. * Enact mindful course design – as reflected in the visualization and analogy above, as a practice of organizing learning and teaching for the era we’re in, which is one in which we cannot ever again aim or hope to “cover the content” in a world that moves at paces that will require students to be able to uncover, co-create, invent the content every day of their lives. Remember, most learning happens outside the classroom – flip the classroom, as my K-12 colleagues say: have students do the reading, hear the lecture, complete the homework, collaborate with a peer and/or send an integrative question to you ahead of class so that when they are with you the class session begin with doing work together, begins with work at a next level of difficulty that you can all engage and discuss. * Consider multicultural learning and teaching as everyone’s everyday work – we never really have been learners entirely on our own, never have only learned by covering the content, never have learned entirely in the same ways as our favorite collaborators or most esteemed mentors. Establish a climate for learning – in and out of the classroom: Uri Triessman with checking in on homework; Craig Nelson with informal learning as a daily capstone; Toni McNaron with remembering the importance of acting on day’s outcomes in first 10 minutes; my Grandmother in always asking at difficult moments – What are you going to do about that?