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“5 HIGH IMPACT TEACHING PRACTICES”

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Presentation on theme: "“5 HIGH IMPACT TEACHING PRACTICES”"— Presentation transcript:

1 “5 HIGH IMPACT TEACHING PRACTICES”
Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences Miami-Dade College March 7, 2014

2 José Bowen, Teaching Naked (2012)
New Era in Higher Education Meaning for: Colleges and universities Meaning for: Individual faculty members

3 My Assumptions: ALL college teachers need to be…
Learning-Centered in their teaching On a career-long “Growth” Curve

4 Getting Better Over Time
Quality of Teaching (now) Everyone’s Potential A B Time

5 BOOKS WITH REALLY GOOD IDEAS ON T&L:

6 1991 – ACTIVE LEARNING 1991 – COOPERATIVE LEARNING 1992 – LEARNING STYLES 1993 – CLASSROOM ASSESSMENT TECHNIQUES 1995 – CRITICALLY REFLECTING ON YOUR OWN TEACHING 1995 – EVALUATING YOUR OWN TEACHING 1995 – EMOTIONAL INTELLIGENCE

7 1996 – TEACHING STUDENTS HOW TO ENGAGE IDEAS 1997 – TEACHING PORTFOLIO 1997 – DEEP LEARNING 1998 – EFFECTIVE GRADING RUBRICS 1998 – IN-DEPTH UNDERSTANDING OF ONESELF AS A PERSON/TEACHER

8 1998 – 1999 (cont.) 1998 – SERVICE LEARNING 1998 – STRUCTURED ASSIGNMENTS FOR SMALL GROUPS 1999 – PEER REVIEW OF TEACHING 1999 – LEARNING COMMUNITIES

9 2001 – 2003 PROBLEM-BASED LEARNING 2002 – HOW THE BRAIN WORKS 2002 – LEARNER-CENTERED TEACHING 2003 – A TAXONOMY OF SIGNIFICANT LEARNING 2003 – INTEGRATED COURSE DESIGN

10 2004 (cont.) 2004 – THEORIES OF LEARNING AND MOTIVATION 2004 – TEAM-BASED LEARNING 2004 – LEARNING PORTFOLIOS 2004 – INQUIRY-GUIDED LEARNING 2004 – FORMATIVE FEEDBACK 2004 – WHAT THE BEST COLLEGE TEACHERS DO

11 2005 – TEACHING INCLUSIVELY 2005 – LEADING DISCUSSIONS 2005 – FINDING JOY IN TEACHING 2006 – CONSTRUCTING COLLEGE COURSES 2006 – SKILLFUL TEACHING 2007 – TEACHING LARGE CLASSES 2008 – TEACHING CREATIVITY

12 2009 – 2013 2009 – EXAMPLES OF “INTEGRATED COURSE DESIGN” 2010 – STUDENT ENGAGEMENT TECHNIQUES 2010 – HOW LEARNING OCCURS: 7 PRINCIPLES 2012 – TEACHING FOR CRITICAL THINKING 2012 – USING TECHNOLOGY OUTSIDE OF CLASS 2013 – CREATING SELF-REGULATING LEARNERS 2013 – LEARNING BETTER BY UNDERSTANDING THE BRAIN

13 Getting Better Over Time
A Quality of Teaching When You Began Teaching B NOW Near Future

14 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

15 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning

16 Saundra McGuire, Louisiana State Univ.
Stephen Carroll, Santa Clara Univ.

17 Using Metacognition to Become an Expert Learner
Saundra McGuire and her colleagues at CAS (Center for Academic Success): Using Metacognition to Become an Expert Learner

18 Students’ Big Needs: Change their views about “Intelligence”
Change the way they study, i.e., the way they try to learn

19 Students’ Big Needs: Change their views about “Intelligence”

20 Counting Vowels in 45 seconds
How accurate are you? Count all of the vowels in the words on the next slide.

21 Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

22 How many items in the list do you remember?
2 or less 3 – 5 6 – 8 9 – 12 13 or more

23 Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up
Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour What are the words arranged according to?

24 NOW how many words or phrases do you remember?
2 or less 3 – 5 6 – 8 9 – 12 13 or more

25 What were two major differences between the 1st and 2nd attempts?

26 1. We knew what the task was
2. We knew how the information was organized

27 *Intense Study Sessions
The Study Cycle 4 Reflect 3 Review Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Preview 4 Reflect Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. Review Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. Intense Study Sessions* short study sessions per day Weekend Review – Read notes and material from the week to make connections Study Assess your Learning – Periodically perform reality checks Am I using study methods that are effective? Do I understand the material enough to teach it to others? Assess *Intense Study Sessions 1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session 2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack 4 Review (5 min) Go over what you just studied Center for Academic Success B-31 Coates Hall ▪ ▪www.cas.lsu.edu

28 The Story of Three LSU Students
Travis, junior psychology student 47, 52, 82, B in course Joshua, first year chemistry student* 68, 50, 50, 87, 87, 97, 90 (final) A in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course *2010 Summer Scholar

29 “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”
Stephen Carroll Santa Clara University “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”

30 “Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?

31 Dean’s List (Top 10% of each class)
Juniors: ~40% of his students make this list Seniors: ~45% Elected to honor societies: More than 3 times the rate of the general population. Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc. “The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”

32 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design

33 “Learning-Centered Course Design”

34 Taxonomy of Significant Learning

35 Understand and remember the key concepts, terms, relationship, etc.
In a course with significant learning, students will: Understand and remember the key concepts, terms, relationship, etc. Know how to use the content. Be able to relate this subject to other subjects. Understand the personal and social implications of knowing about this subject. Value this subject and further learning about it. Know how to keep on learning about this subject, after the course is over.

36 INTEGRATED COURSE DESIGN:
Key Components Learning Goals Feedback & Assessment Teaching & Learning Activities S i t u a t i o n a l F a c t o r s

37 Criteria of “GOOD” Course Design
Significant Learning Learning Goals Integrate Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

38 - - - - - -> - - - - - -> - - - -> Learning ACHIEVED
Learning IMAGINED > > > Learning ACHIEVED 4 1 Learning Goals Xxx xxx Week: Mon Wed Fri 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 2 Learning Goals Ass’m’t Activ. LearningActiv. Xxx 2. Xxx 3. Xxx 4. Xxx 5. Xxx 6. Xxx 3 3-Column Table Weekly Schedule

39 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning

40 “Team-Based Learning”
Larry Michaelsen

41 QUESTION: Many teachers are using small groups these days. WHY? ANSWER: Social Constructivism But: Not all ways of using small groups are equally good.

42 EXAM: Individual or Group
The Sequence of Learning Activities in Team-Based Learning Covering a 2-3 Week Block of Time Covering One Major Topic Within the Course Three Phases of Team Learning: Preparation Application (Practice with Feedback) Assessment Activities: R.A.P.: CULMINATING PROJECT EXAM: Individual or Group 1. Individual test (Continue 2. Team test Group Work Group Work pattern as long In-Class: 3. Appeals (Simple) (Complex) as desired) 4. Corrective Instruction Out-of-Class: Reading Homework Homework Review Approximate Level of Content Understanding at Each Phase: ) 90-100% 50% 60% 70% 80% ) 40%

43 Question: What do professors and students think about TBL? Video from Duke University:

44 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students

45 “Be a Leader With Your Students”
Ken Bain

46 FUNDAMENTAL TASKS OF TEACHING
Knowledge of the Subject Matter Interact with Students Designing Learning Experiences Managing the Course Beginning of the Course

47 LEADERSHIP: “Motivating and enabling others to do something important well.” Question: What can teachers do, to LEAD students? General Answer: Create the right kind of relationship with students – caring, respectful, collaborative

48 Creating the Right Relationship with Students: (Based on Bain)
Interact in a way that shows YOU CARE! Interact in a way that MOTIVATES students. Dynamic COMMUNICATION SKILLS TRUSTWORTHY – in Power:Trust issues

49 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

50 “Students Reflecting on Their Own Learning”
John Zubizarreta

51 “TAKING CHARGE OF ONE’S OWN LEARNING”
St1 St2 Teacher/Coach

52 ? Meta-Learner: St1 St2 Teacher/Coach

53 Teacher/Coach Meta-Learner: One Who Takes Charge of their… ?
Own Learning/ Development St1 St2 Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values

54 Learning Portfolios: KEY QUESTIONS
WHAT did you learn? HOW did you learn? What helped and didn’t help you learn? What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING? SIGNIFICANCE FOR YOU, of what you learned? Add value to your PERSONAL, SOCIAL, CIVIC, or PROFESSIONAL life in the future? Plan for FUTURE LEARNING: WHAT ELSE do you want or plan to learn? HOW will you learn that?

55 Culminating Projects: Learning Portfolio
Week 1: Culminating Projects: Learning Portfolio Week 15:

56 Week 3: Find Resources on Teaching & Learning
Week 5: Find 10 major topics on college-level teaching Week 7: Select the 4 topics most urgent for you Week 9: Select 1 topic – and learn about it NOW Week 13: For 3 remaining topics – Identify a learning strategy for each one Week 14: Topics & Learning strategies = PLAN for future professional development Week 15: Insert your Plan as Part 4 in your Learning Portfolio [= Culminating Project for course] Week 15:

57 The Integrative Function of
LEARNING PORTFOLIOS LEARNING PORTFOLIOS

58 Helping Students Take Charge of Their Own Learning
LEARNING PORTFOLIOS: Helping Students Take Charge of Their Own Learning Curriculum (formal coursework) Students Build a Learning Portfolio Student’s Time in College Co-Curriculum (student affairs) Regular Life Activities

59 “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

60 SUMMARY

61 “5 HIGH IMPACT TEACHING PRACTICES”:
Help students build a more dynamic view of learning and of themselves as learners Re-Orient Students’ Views at start of course Focus all course activities on significant learning goals Learning-Centered Course Design Create intense small-group dialogue around significant problems Team-Based Learning Build a trusting, respectful community of engaged learners Develop Leadership Skills Prompt your students to reflect on, assess, & plan their own learning Learning Portfolios, at end of course

62 S Teacher 1. Learning –Centered Design of Learning Experiences
3. Focused small-group dialogue 5. Students reflecting on their own learning Learn How to Learn Learning Portfolio Teacher 2. Re-Orienting Students’ Views of Learning 4. Leadership

63 BENEFITS TO… Society Our Institution Our Students Ourselves

64 Getting Better Over Time
Quality of Teaching When You Began Teaching NOW Near Future

65 THE END! ?? Higher Education:
Let’s make it all that it can be and needs to be!

66 OR, A NEW START?? Let’s Get Started!!
Teaching for the 21st Century . . . Let’s Get Started!!


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