Presentation on theme: "“GETTING BETTER AS A TEACHER”"— Presentation transcript:
1“GETTING BETTER AS A TEACHER” Presentation by:L. Dee Fink, Ph.D.Educational Consultant in Higher EducationAuthor of: Creating Significant Learning ExperiencesBrigham Young University - IdahoApril 16, 2012
2BYU-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:David Bednar, former presidentKim Clark, current presidentLarry Summers, visiting speaker
3Average Quality of Teaching in 2005 3-5 Years from Then7-10 Years from Then1Which meaning of “raise…substantially” did the new president mean, in 2005: A? Or B?
4TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to…Be Learning-Centered
5TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to…Be Learning-CenteredWork on Continuous Improvement
6Getting Better Over Time Quality of Teaching(now)Everyone’s PotentialABCTime
7Getting Better Over Time Quality of Teaching(now)Everyone’s PotentialACTime
8FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject MatterInteract with StudentsDesigning Learning ExperiencesManaging the CourseBeginning of the Course
9DURING the course END of the course AFTER the course Assess the effectiveness of one’s own teachingAcquire new ideas on teachingReflect on what else one needs to learnTry new ways of teachingGETTING BETTER Over TimeKnowledge ofsubject matterDesign learning experiencesInteractwith studentsCoursemanagementFOUR FUNDAMENTAL TASKS of TeachingDURING the courseEND of the courseAFTER the courseImpact on STUDENT LEARNING
103 WAYS OF LEARNING The Learning Cycle: 3 2 LEARN USE REFLECT ASSESS Ideas/Literature onCOLLEGE TEACHING3COLLEAGUES2LEARNUSEREFLECTASSESSSHARE1
11EVERYONE GETTING BETTER: What is needed, for this to happen?My Answer: Every needs to…LEARN about and USE new ideas – every year, every year.ASSESS and get FEEDBACK on their teaching – carefully, all the time .
123 WAYS OF LEARNING The Learning Cycle: LEARN USE REFLECT ASSESS SHARE Ideas/Literature onCOLLEGE TEACHINGCOLLEAGUESLEARNUSEREFLECTASSESSSHARE
14“5 TRANSFORMATIVE TEACHING PRACTICES”Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your StudentsStudents Reflecting on Their Own Learning
15“5 TRANSFORMATIVE TEACHING PRACTICES”Change Students’ View of Learning
16Saundra McGuire, Louisiana State Univ. Stephen Carroll, Santa Clara Univ.
17Use Metacognition to Become an Expert Learner Saundra McGuire:Use Metacognition to Become an Expert Learner
18Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solverto monitor and control one’s mental processingto be aware of the type of learning that you are doing
19Counting Vowels in 45 seconds How accurate are you?Count all of the vowelsin the words on the next slide.
21How many items in the list do you remember? 2 or less3 – 56 – 89 – 1213 or more
22Dollar 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?
23NOW how many words or phrases do you remember? 2 or less3 – 56 – 89 – 1213 or more
24What were two major differences between the 1st and 2nd attempts?
251. We knew what the task was 2. We knew how the information was organized
26*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
27The 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
28“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING” Stephen CarrollSanta Clara University“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”
29“Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?
30Dean’s List (Top 10% of each class) Seniors: ~45% of his students make this listJuniors: ~40%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.”
31“5 TRANSFORMATIVETEACHING PRACTICES”Change Students’ View of LearningLearning-Centered Course Design
34Understand 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.
35INTEGRATED 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
43HOW DO PEOPLE LEARN?Transmit InformationConstructivism
44HOW DO PEOPLE LEARN?Transmit InformationConstructivismSocial Constructivism
45Quality of Student Learning TraditionalTeaching(lecture, textbook focused)Team-BasedLearningCooperativeLearningCasualUseDifferent Ways of Using Small Groups
46EXAM: 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%
47Assignment 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.”“Identify the key factors that should be considered when deciding where to locate a new business.”“Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).”“Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”
483 “DIALOGUE” BOXES OF TBL WithOneselfDialogueWITHINA GroupDialogueAMONGGroupsHighQualityLEARNINGxx=>
49Question:What is the main reason that the “3 Boxes” sequence is such a powerful learning sequence?”It has more student-talk than teacher-talk.It generates dialogue from multiple perspectives, focused on a key issue or question.Students are teaching each other, rather than being taught by the teacher.The course becomes more enjoyable for students because they are more actively engaged.
50FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES”Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your Students
58Teacher/Coach Meta-Learner: One Who Takes Charge of their… ? Own Learning/DevelopmentSt1St2Teacher/CoachOwn Knowing/BeliefsOwn ThinkingOwn PerformanceOwn Caring/Values
59Teacher/Coach Meta-Learner: One Who Takes Charge of their… ? Own Learning/DevelopmentSt1St2Teacher/CoachOwn Knowing/BeliefsOwn ThinkingOwn PerformanceOwn Caring/Values
60Learning 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?Plan for FUTURE LEARNING:WHAT ELSE do you want or plan to learn?HOW will you learn that?
61“5 TRANSFORMATIVE TEACHING PRACTICES”Change Students’ View of LearningLearning-Centered Course DesignTeam-Based LearningBe a Leader with Your StudentsStudents Reflecting on Their Own Learning
625 Transformative Teaching Practices: “Will help you…Increase the rate at which your students are able to learn;Focus your learning and assessment activities on the achievement of significant learning goals;Create small-group dialogue around reading assignments and significant application problems;Motivate and enable students to learn, by using good leadership practices; andPrompt 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.?”
63THE BYU-Idaho LEARNING MODEL: (for Students)PrepareAcquire a new understanding of “learning” and “themselves as learners”Teach One AnotherTeam-Based Learning – Focused & intense intra-group and inter-group dialoguePonder/ProveLearning Portfolios – students reflect on what they learned, how they learned, how they can document that learning, etc.
69How Can YOU Get Better?Learn about and use new ideas on teaching & learningGet powerful forms of feedback on your teaching
70How Do You Do All This?IndividualEffortInstitutionalSupport
71INSTITUTIONAL SUPPORT: Finding Time: Work Load IssuesOffice of Support: Specialist who can provide leadership and organize campus- wide activities in this effortNew Ways of Getting Feedback: ≈ New Ways of Evaluating TeachingTeaching Portfolios: Institution-Wide useContribute to & Learn from – the Scholarship of Teaching & Learning (SoTL)
72THE BYU-Idaho LEARNING MODEL: (for PROFESSORS)PrepareInvest hours per year, in your Professional Development as a teacherTeach One AnotherGive & receive feedback on each other’s classroom teaching and course designPonder/ProveTeaching Portfolios: Periodically re-consider and re-document your answers to…
73QUESTIONS:Answer Questions #2 & 3 on 1st page of handout:What are the 2-3 major ideas you learned here today?What do you plan to do, in the next 48 hours, to get better as a teacher?
74Average Quality of Teaching in 2012 3-5 Years from Now7-10 Years from NowWhich meaning of “raise…substantially” did the new president mean, in 2005: A? Or B?
75THE END! ?? Higher Education: Let’s make it all that it can be and needs to be!
76OR, A NEW START?? Let’s Get Started!! Teaching for the 21st Century . . .Let’s Get Started!!