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S TOP E NABLING S TUDENTS ! B REAK THE DEPENDENCY AND H ELP T HEM L EARN TO T HINK C RITICALLY Gavin House November 14, 2013 Teaching and Learning Strategies.

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Presentation on theme: "S TOP E NABLING S TUDENTS ! B REAK THE DEPENDENCY AND H ELP T HEM L EARN TO T HINK C RITICALLY Gavin House November 14, 2013 Teaching and Learning Strategies."— Presentation transcript:

1 S TOP E NABLING S TUDENTS ! B REAK THE DEPENDENCY AND H ELP T HEM L EARN TO T HINK C RITICALLY Gavin House November 14, 2013 Teaching and Learning Strategies Strand

2 P ICK - ME - UP

3 R E E NERGIZE Y OUR M IND ! Take a moment and identify a top five takeaway from the conference Share it with your neighbor(s)

4 R EFRESHER Teaching and Learning Strategies are methods to help students learn more successfully Enabling is making it easy Dependency is relying on someone else to take care of you

5 A LITTLE M ORE R EFRESHER Critical Thinking is clear, rational, open-minded, and informed by evidence Accountability is being responsible and answerable a Student is a person formally engaged in learning a Journey is progress from one stage to another (as in educational journey)

6 C RUX OF THE M ATTER Students higher-level cognitive skills are under-developed Solve Problems Analyze Arguments Synthesize Information from different sources Apply Learning to new and unfamiliar contexts

7 P LAUSIBLE R EASON Students have learned that someone, outside themselves, will tell them what to do when to do it and how to do it

8 O PINION P OLL Take a moment to think about your experiences with student autonomy To what extent is this true Please share your thoughts with us


10 M ETACOGNITION C ONNECTION Successful students connect with their learning Any fool can know. The point is to understand. Albert Einstein Less successful students disconnect from their learning

11 C LASSROOM A SSESSMENT … an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. Angelo & Cross, 1993

12 C LASSROOM A SSESSMENT C HARACTERISTICS Learner Centered Teacher-Directed Mutually Beneficial Formative Context Specific Ongoing Rooted in Good Teaching Practice Angelo & Cross, 1993

13 C LASSROOM A SSESSMENT Thomas A. Angelo and K. Patricia Cross developed their Classroom Assessment approach with seven basic assumptions in mind Angelo & Cross, 1993

14 F IRST OF S EVEN B ASIC A SSUMPTIONS The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching. Angelo & Cross, 1993

15 S ECOND B ASIC A SSUMPTION To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives. Angelo & Cross, 1993

16 T HIRD B ASIC A SSUMPTION To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. Angelo & Cross, 1993

17 F OURTH B ASIC A SSUMPTION The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching. Angelo & Cross, 1993

18 F IFTH B ASIC A SSUMPTION Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge. Angelo & Cross, 1993

19 S IXTH B ASIC A SSUMPTION Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines. Angelo & Cross, 1993

20 S EVENTH B ASIC A SSUMPTION By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction. Angelo & Cross, 1993


22 Simple tools for collecting data on student learning in order to improve it Feed-back devices Immediate and useful answers to very focused questions about student learning Supplement and complement formal evaluations of learning Angelo & Cross, 1993

23 THE CAT S OUT OF THE BAG Our activities earlier in this presentation were modified CATs Share The Wealth Susan Bowman (2010) and Opinion Polls Angelo and Cross (1993)

24 L ESSONS L EARNED FROM F ACULTY Faculty adapt CATs to provide appropriate feedback Academic Disciplines, Individual Goals, and Students Classroom Assessment feedback stimulates and guides faculty as they adjust their teaching to improve learning Angelo & Cross, 1993

25 E FFECT ON S TUDENTS Increases active involvement in learning Promotes Metacognitive development Increases cooperation and a sense of the classroom as a Learning Community Increases Student Satisfaction May improve course completion rates Angelo & Cross, 1993

26 M ANY T HANKS The following individuals and organizations supplied much of the support and content within this presentation Classroom Assessment Techniques Angelo and Cross Win Them Over Patricia Linehan How to Give It So They Get It Sharon Bowman Ellen Radel and Patricia Linehan Pine Technical College MN State Colleges and Universities

27 AND T HANK Y OU For attending and participating in this session I will teach you and you will learn not to need me. Gavin House

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