61991 – ACTIVE LEARNING1991 – COOPERATIVE LEARNING1992 – LEARNING STYLES1993 – CLASSROOM ASSESSMENT TECHNIQUES1995 – CRITICALLY REFLECTING ON YOUR OWNTEACHING1995 – EVALUATING YOUR OWN TEACHING1995 – EMOTIONAL INTELLIGENCE
71996 – TEACHING STUDENTS HOW TOENGAGE IDEAS1997 – TEACHING PORTFOLIO1997 – DEEP LEARNING1998 – EFFECTIVE GRADING RUBRICS1998 – IN-DEPTH UNDERSTANDING OFONESELF AS A PERSON/TEACHER
81998 – 1999 (cont.)1998 – SERVICE LEARNING1998 – STRUCTURED ASSIGNMENTS FORSMALL GROUPS1999 – PEER REVIEW OF TEACHING1999 – LEARNING COMMUNITIES
92001 – 2003PROBLEM-BASED LEARNING2002 – HOW THE BRAIN WORKS2002 – LEARNER-CENTERED TEACHING2003 – A TAXONOMY OF SIGNIFICANTLEARNING2003 – INTEGRATED COURSE DESIGN
102004 (cont.)2004 – THEORIES OF LEARNING ANDMOTIVATION2004 – TEAM-BASED LEARNING2004 – LEARNING PORTFOLIOS2004 – INQUIRY-GUIDED LEARNING2004 – FORMATIVE FEEDBACK2004 – WHAT THE BEST COLLEGE TEACHERS DO
112005 – TEACHING INCLUSIVELY2005 – LEADING DISCUSSIONS2005 – FINDING JOY IN TEACHING2006 – CONSTRUCTING COLLEGE COURSES2006 – SKILLFUL TEACHING2007 – TEACHING LARGE CLASSES2008 – TEACHING CREATIVITY
122009 – 20132009 – EXAMPLES OF “INTEGRATED COURSE DESIGN”2010 – STUDENT ENGAGEMENT TECHNIQUES2010 – HOW LEARNING OCCURS: 7 PRINCIPLES2012 – TEACHING FOR CRITICAL THINKING2012 – USING TECHNOLOGY OUTSIDE OF CLASS2013 – CREATING SELF-REGULATING LEARNERS2013 – LEARNING BETTER BY UNDERSTANDING THE BRAIN
13Getting Better Over Time AQuality of TeachingWhen YouBegan TeachingBNOWNear Future
14“5 HIGH IMPACT TEACHING PRACTICES” Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your StudentsStudents Reflecting on Their Own Learning
15“5 HIGH IMPACT TEACHING PRACTICES” Change Students’ View of Learning
16Saundra McGuire, Louisiana State Univ. Stephen Carroll, Santa Clara Univ.
17Using Metacognition to Become an Expert Learner Saundra McGuire and her colleagues at CAS (Center for Academic Success):Using Metacognition to Become an Expert Learner
18Students’ Big Needs: Change their views about “Intelligence” Change the way they study, i.e., the way they try to learn
19Students’ Big Needs:Change their views about “Intelligence”
20Counting Vowels in 45 seconds How accurate are you?Count all of the vowelsin the words on the next slide.
22How many items in the list do you remember? 2 or less3 – 56 – 89 – 1213 or more
23Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up OctopusCat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter HourWhat are the words arranged according to?
24NOW how many words or phrases do you remember? 2 or less3 – 56 – 89 – 1213 or more
25What were two major differences between the 1st and 2nd attempts?
261. We knew what the task was 2. We knew how the information was organized
27*Intense Study Sessions The Study Cycle4 Reflect3 ReviewPreview 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.Preview4 ReflectAttend class – GO TO CLASS! Answer and ask questions and take meaningful notes.AttendReview after class – As soon after class as possible, read notes, fill in gaps and note any questions.ReviewStudy – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.Intense Study Sessions* short study sessions per dayWeekend Review – Read notes and material from the week to make connectionsStudyAssess your Learning – Periodically perform reality checksAm I using study methods that are effective?Do I understand the material enough to teach it to others?Assess*Intense Study Sessions1Set a Goal(1-2 min)Decide what you want to accomplish in your study session2Study with Focus(30-50 min)Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.3Reward Yourself(10-15 min)Take a break– call a friend, play a short game, get a snack4Review(5 min)Go over what you just studiedCenter for Academic SuccessB-31 Coates Hall ▪ ▪www.cas.lsu.edu
28The Story of Three LSU Students Travis, junior psychology student47, 52, 82, B in courseJoshua, first year chemistry student*68, 50, 50, 87, 87, 97, 90 (final) A in courseDana, first year physics student80, 54, 91, 97, 90 (final) A in course*2010 Summer Scholar
29“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING” Stephen CarrollSanta Clara University“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”
30“Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?
31Dean’s List (Top 10% of each class) Juniors: ~40% of his students make this listSeniors: ~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 LearningLearning-Centered Course Design
35Understand 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.
36INTEGRATED COURSE DESIGN: Key ComponentsLearning GoalsFeedback & AssessmentTeaching &LearningActivitiesS i t u a t i o n a l F a c t o r s
37Criteria of “GOOD” Course Design SignificantLearningLearning GoalsIntegrateTeaching andLearningActivitiesFeedback &AssessmentActiveLearningEducativeAssessmentS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis
41QUESTION:Many teachers are using small groups these days. WHY?ANSWER:Social ConstructivismBut: Not all ways of using small groups are equally good.
42EXAM: Individual or Group The Sequence of Learning Activities in Team-Based Learning•Covering a 2-3 Week Block of TimeCovering One Major Topic Within the CourseThree Phases of Team Learning:PreparationApplication (Practice with Feedback)AssessmentActivities:R.A.P.:CULMINATING PROJECTEXAM: Individual or Group1. Individual test(Continue2. Team testGroup WorkGroup Workpattern as longIn-Class:3. Appeals(Simple)(Complex)as desired)4. CorrectiveInstructionOut-of-Class:ReadingHomeworkHomeworkReviewApproximate Level of Content Understanding at Each Phase:)90-100%50%60%70%80%)40%
43Question:What do professors and students think about TBL?Video from Duke University:
44“5 HIGH IMPACT TEACHING PRACTICES” Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your Students
46FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject MatterInteract with StudentsDesigning Learning ExperiencesManaging the CourseBeginning of the Course
47LEADERSHIP:“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
48Creating 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 SKILLSTRUSTWORTHY – in Power:Trust issues
49“5 HIGH IMPACT TEACHING PRACTICES” Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your StudentsStudents Reflecting on Their Own Learning
50“Students Reflecting on Their Own Learning” John Zubizarreta
51“TAKING CHARGE OF ONE’S OWN LEARNING” St1St2Teacher/Coach
53Teacher/Coach Meta-Learner: One Who Takes Charge of their… ? Own Learning/DevelopmentSt1St2Teacher/CoachOwn Knowing/BeliefsOwn ThinkingOwn PerformanceOwn Caring/Values
54Learning 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?
56Week 3: Find Resources on Teaching & Learning Week 5: Find 10 major topics on college-level teachingWeek 7: Select the 4 topics most urgent for youWeek 9: Select 1 topic – and learn about it NOWWeek 13: For 3 remaining topics – Identify a learning strategy for each oneWeek 14: Topics & Learning strategies = PLAN for future professional developmentWeek 15: Insert your Plan as Part 4 in your Learning Portfolio [= Culminating Project for course]Week 15:
57The Integrative Function of LEARNING PORTFOLIOSLEARNING PORTFOLIOS
58Helping Students Take Charge of Their Own Learning LEARNING PORTFOLIOS:Helping Students Take Charge of Their Own LearningCurriculum (formal coursework)Students Build a Learning PortfolioStudent’s Time in CollegeCo-Curriculum (student affairs)Regular Life Activities
59“5 HIGH IMPACT TEACHING PRACTICES” Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your StudentsStudents Reflecting on Their Own Learning
61“5 HIGH IMPACT TEACHING PRACTICES”: Help students build a more dynamic view of learning and of themselves as learnersRe-Orient Students’ Views at start of courseFocus all course activities on significant learning goalsLearning-Centered Course DesignCreate intense small-group dialogue around significant problemsTeam-Based LearningBuild a trusting, respectful community of engaged learnersDevelop Leadership SkillsPrompt your students to reflect on, assess, & plan their own learningLearning Portfolios, at end of course
62S Teacher 1. Learning –Centered Design of Learning Experiences 3. Focused small-group dialogue5. Students reflecting on their own learningLearn How to LearnLearning PortfolioTeacher2. Re-Orienting Students’ Views of Learning4. Leadership