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“GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences.

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Presentation on theme: "“GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences."— Presentation transcript:

1 “GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences Brigham Young University - Idaho April 16, 2012

2 Getting Better as a Teacher BYU-Idaho: “It is imperative for this institution to raise substantially the quality of every aspect of the experience our students have.” -Statement made in October 2005 by: 1.David Bednar, former president 2.Kim Clark, current president 3.Larry Summers, visiting speaker

3 Getting Better as a Teacher Average Quality of Teaching in Years from Then 7-10 Years from Then 12

4 Promoting Better Teaching & Learning 4 TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… 1.Be Learning-Centered

5 Promoting Better Teaching & Learning 5 TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… 1.Be Learning-Centered 2.Work on Continuous Improvement

6 The Joy and Responsibility of Teaching Well Getting Better Over Time A Everyone’s Potential Quality of Teaching (now) Time C B

7 The Joy and Responsibility of Teaching Well Getting Better Over Time A Everyone’s Potential Quality of Teaching (now) Time C

8 The Joy and Responsibility of Teaching Well Managing the Course FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interact with Students Designing Learning Experiences Beginning of the Course

9 9 Knowledge of subject matter Design learning experiences Interact with students Course management FOUR FUNDAMENTAL TASKS of Teaching GETTING BETTER Over Time Assess the effectiveness of one’s own teaching Acquire new ideas on teaching Reflect on what else one needs to learn Try new ways of teaching Impact on STUDENT LEARNING DURING the course END of the course AFTER the course

10 The Learning Cycle: 3 WAYS OF LEARNING SHARE COLLEAGUES 2 Ideas/Literature on COLLEGE TEACHING 3 1 LEARN USE REFLECT ASSESS

11 Promoting Better Teaching & Learning EVERYONE GETTING BETTER: What is needed, for this to happen? My Answer: Every needs to… I.LEARN about and USE new ideas – every year, every year. II.ASSESS and get FEEDBACK on their teaching – carefully, all the time.

12 The Learning Cycle: 3 WAYS OF LEARNING SHARE COLLEAGUES Ideas/Literature on COLLEGE TEACHING LEARN USE REFLECT ASSESS

13 Getting Better as a Teacher I.NEW IDEAS to Be Aware of, Learn about, and Use

14 Getting Better as a Teacher “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design 3.Team-Based Learning 4.Be a Leader with Your Students 5.Students Reflecting on Their Own Learning

15 Getting Better as a Teacher “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning

16 Getting Better as a Teacher Saundra McGuire, Louisiana State Univ. Stephen Carroll, Santa Clara Univ.

17 Use Metacognition to Become an Expert Learner Saundra McGuire:

18 Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver to monitor and control one’s mental processing to be aware of the type of learning that you are doing

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

20 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

21 How many items in the list do you remember? 1.2 or less 2.3 – – – or more

22 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?

23 NOW how many words or phrases do you remember? 1.2 or less 2.3 – – – or more

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

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

26 4 Reflect 3 Review The Study Cycle 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 *Intense Study Sessions Attend Review Study Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. 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. Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. 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? Preview C enter for A cademic S uccess B-31 Coates Hall ▪ ▪www.cas.lsu.edu Assess 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

27 The Story of Three LSU Students Travis, junior psychology student 47, 52, 82, 86 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

28 Getting Better as a Teacher Stephen Carroll Santa Clara University “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”

29 Getting Better as a Teacher “Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?

30 Getting Better as a Teacher 1.Dean’s List (Top 10% of each class) Seniors: ~45% of his students make this list Juniors: ~40% 2.Elected to honor societies: More than 3 times the rate of the general population. 3.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.”

31 Getting Better as a Teacher “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design

32 Getting Better as a Teacher “Learning-Centered Course Design”

33 Taxonomy of Significant Learning

34 Getting Better as a Teacher In a course with significant learning, students will: 1.Understand and remember the key concepts, terms, relationship, etc. 2.Know how to use the content. 3.Be able to relate this subject to other subjects. 4.Understand the personal and social implications of knowing about this subject. 5.Value this subject and further learning about it. 6.Know how to keep on learning about this subject, after the course is over.

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

36 3-COLUMN TABLE: Learning Goals: Assessment Activities: Learning Activities:

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

38 Getting Better as a Teacher 1 2 Learning Goals 1.Xxx 2.Xxx 3.Xxx 4.Xxx 5.Xxx 6.xxx Learning Goals Ass’m’t Activ. Learning Activ. 1.Xxx 2. Xxx 3. Xxx 4. Xxx 5. Xxx 6. Xxx 3 3-Column Table Week:MonWedFri Weekly Schedule 4 5 Learning IMAGINED

39 Getting Better as a Teacher FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design 3.Team-Based Learning

40 Getting Better as a Teacher “Team-Based Learning” Larry Michaelsen

41 Getting Better as a Teacher HOW DO PEOPLE LEARN? 1.Transmit Knowledge?

42 Getting Better as a Teacher Transmission Of Knowledge

43 Getting Better as a Teacher HOW DO PEOPLE LEARN? 1.Transmit Information 2.Constructivism

44 Getting Better as a Teacher HOW DO PEOPLE LEARN? 1.Transmit Information 2.Constructivism 3.Social Constructivism

45 Getting Better as a Teacher Quality of Student Learning Traditional Teaching (lecture, textbook focused) Casual Use Cooperative Learning Team-Based Learning Different Ways of Using Small Groups

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

47 Assignment Wording: Desired Learning Outcome: “Students will be able to coherently weigh the factors that affect the desirability of specific sites as locations for particular kinds of business ventures.” 1.“Identify the key factors that should be considered when deciding where to locate a new business.” 2.“Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).” 3.“Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”

48 Getting Better as a Teacher 3 “DIALOGUE” BOXES OF TBL Dialogue WITHIN A Group Dialogue AMONG Groups High Quality LEARNING x => Dialogue With Oneself x

49 Getting Better as a Teacher Question : What is the main reason that the “3 Boxes” sequence is such a powerful learning sequence?” 1.It has more student-talk than teacher-talk. 2.It generates dialogue from multiple perspectives, focused on a key issue or question. 3.Students are teaching each other, rather than being taught by the teacher. 4.The course becomes more enjoyable for students because they are more actively engaged.

50 Getting Better as a Teacher FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design 3.Team-Based Learning 4.Be a Leader with Your Students

51 Getting Better as a Teacher “Be a Leader With Your Students” Ken Bain

52 Getting Better as a Teacher Managing the Course FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interact with Students Designing Learning Experiences Beginning of the Course

53 Getting Better as a Teacher LEADERSHIP: “Motivating and enabling others to do something important well.” Question: What can teachers do, to LEAD students?

54 Getting Better as a Teacher FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design 3.Team-Based Learning 4.Be a Leader with Your Students 5.Students Reflecting on Their Own Learning

55 Getting Better as a Teacher “Students Reflecting on Their Own Learning” John Zubizarreta

56 S t1 S t2 Teacher/Coach “TAKING CHARGE OF ONE’S OWN LEARNING”

57 S t1 S t2 Meta-Learner: ? Teacher/Coach

58 S t1 S t2 Own Learning/ Development Meta-Learner: ? Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values Teacher/Coach One Who Takes Charge of their…

59 Own Learning/ Development Meta-Learner: ? Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values S t1 S t2 Teacher/Coach

60 Getting Better as a Teacher 60 Learning Portfolios: KEY QUESTIONS 1.WHAT did you learn? 2.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? 3.SIGNIFICANCE FOR YOU, of what you learned? 4.Plan for FUTURE LEARNING: WHAT ELSE do you want or plan to learn? HOW will you learn that?

61 Getting Better as a Teacher “5 TRANSFORMATIVE TEACHING PRACTICES ” 1.Change Students’ View of Learning 2.Learning-Centered Course Design 3.Team-Based Learning 4.Be a Leader with Your Students 5.Students Reflecting on Their Own Learning

62 Getting Better as a Teacher 5 Transformative Teaching Practices: “Will help you… 1.Increase the rate at which your students are able to learn; 2.Focus your learning and assessment activities on the achievement of significant learning goals; 3.Create small-group dialogue around reading assignments and significant application problems; 4.Motivate and enable students to learn, by using good leadership practices; and 5.Prompt your students to pull back from their learning and reflect, from time to time, on: “What am I learning, how am I learning that, etc.?”

63 Getting Better as a Teacher THE BYU-Idaho LEARNING MODEL: (for Students) 1.Prepare Acquire a new understanding of “learning” and “themselves as learners” 2.Teach One Another Team-Based Learning – Focused & intense intra-group and inter-group dialogue 3.Ponder/Prove Learning Portfolios – students reflect on what they learned, how they learned, how they can document that learning, etc.

64 Getting Better as a Teacher II.GETTING FEEDBACK FROM KNOWLEDGEABLE “OTHERS”

65 The Learning Cycle: 3 WAYS OF LEARNING SHARE COLLEAGUES 2 Ideas/Literature on COLLEGE TEACHING 3 1 LEARN USE REFLECT ASSESS

66 Getting Better as a Teacher Coaching/Getting Feedback: = “Seeing Ourselves through Someone Else’s Eyes” Whose Eyes? 1.Our Students: Focused Feedback

67 Getting Better as a Teacher Focused Feedback from STUDENTS: List of Learning Goals: Rate and comment on each one List of Major Learning Activities: Rate & Comment List of Major Assessment Activities: Rate & Comment

68 Getting Better as a Teacher Coaching/Getting Feedback: = “Seeing Ourselves through Someone Else’s Eyes” Whose Eyes? 1.Our Students: Focused Feedback 2.Fellow Teachers: Classroom observations + Course materials 3.Teaching Specialists: Same

69 Getting Better as a Teacher How Can YOU Get Better? 1.Learn about and use new ideas on teaching & learning 2.Get powerful forms of feedback on your teaching

70 Getting Better as a Teacher IV. How Do You Do All This? Individual Effort Institutional Support

71 Getting Better as a Teacher INSTITUTIONAL SUPPORT: A.Finding Time: Work Load Issues B.Office of Support: Specialist who can provide leadership and organize campus- wide activities in this effort C.New Ways of Getting Feedback: ≈ New Ways of Evaluating Teaching D.Teaching Portfolios: Institution-Wide use E.Contribute to & Learn from – the Scholarship of Teaching & Learning (SoTL)

72 Getting Better as a Teacher THE BYU-Idaho LEARNING MODEL: (for PROFESSORS) 1.Prepare Invest hours per year, in your Professional Development as a teacher 2.Teach One Another Give & receive feedback on each other’s classroom teaching and course design 3.Ponder/Prove Teaching Portfolios: Periodically re- consider and re-document your answers to…

73 Getting Better as a Teacher QUESTIONS: Answer Questions #2 & 3 on 1 st page of handout: 2.What are the 2-3 major ideas you learned here today? 3.What do you plan to do, in the next 48 hours, to get better as a teacher?

74 Getting Better as a Teacher Average Quality of Teaching in Years from Now 7-10 Years from Now

75 Getting Better as a Teacher THE END! Higher Education: Let’s make it all that it can be and needs to be! ??

76 Getting Better as a Teacher OR, A NEW START?? Teaching for the 21 st Century... Let’s Get Started!!


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