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Seven Levers for Higher & Deeper Learning Research-based Guidelines and Strategies A Keynote Session at the University of Guelph’s 27 th Annual Teaching.

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Presentation on theme: "Seven Levers for Higher & Deeper Learning Research-based Guidelines and Strategies A Keynote Session at the University of Guelph’s 27 th Annual Teaching."— Presentation transcript:

1 Seven Levers for Higher & Deeper Learning Research-based Guidelines and Strategies A Keynote Session at the University of Guelph’s 27 th Annual Teaching & Learning Innovation Conference 30 April 2014 Tom Angelo Assistant Provost and Director Center for the Advancement of Faculty Excellence Queens University of Charlotte, NC

2 Page 3 – Background Knowledge Probe Please answer each question regarding Canada, the Ukraine, and Syria. Guessing is encouraged! Tom Angelo 230 April 2014

3 A “Balcony” Question If you participated actively: Are you more interested in finding out the answers to these questions than you were a few minutes ago? Tom Angelo 30 April 20143

4 Students’ prior knowledge and beliefs are among the most powerful influences on their learning – positive or negative Consequently, assessing that prior knowledge can provide powerful leverage Tom Angelo 30 April 20144

5 5 Applications Card – p. 10 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS Tom Angelo 30 April 20145

6 6 Page 2 Six Dimensions of Higher Learning Outcomes % Then?% Now? ____Factual Learning _____ ____Conceptual Learning _____ ____Procedural Learning _____ ____Conditional Learning _____ ____Reflective Learning _____ ____Metacognitive Learning _____ 100% 100%

7 Page 2 Six Dimensions of Higher Learning Outcomes Metacognitive Reflective Conditional Procedural Conceptual Factual Tom Angelo 30 April 20147

8 Which of those six dimensions needs and deserves the most focus if we aim to foster: Critical thinking? Problem-solving? Professional practice?

9 Page 4 Collaborative Learning Technique Think-Pair-Share This is a “Low-Threshold Application” Low complexity – easy to use Low cost – in time and effort Low risk – to teachers or learners Relatively high ROI (Return on Investment) Potentially worth adapting? Tom Angelo 30 April 20149

10 Page 5 Plus-Minus-Question Mark Please mark each item on the list with a plus sign, minus sign, or question mark Use the plus ( + ) if you understand it Use the minus ( – ) if you do not understand it Use the question mark (?) if you’re unsure Tom Angelo 30 April

11 A “Balcony” Question If you followed directions: Did you read and think about the list on page 5 any differently than you would have if you had simply been asked to “read it”? Tom Angelo 30 April

12 Page 12 [Draw your own Teaching-Learning-Assessment Pyramid on page 12.] What percentage of your course/program’s curriculum can students Learn best only from the faculty? Learn best from more experienced UG and graduate students? Learn best from working in structured groups/teams? Learn best by teaching themselves? Tom Angelo 30 April

13 “It’s not what we do, but what students do that’s the important thing.” Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3 rd Edition. Berkshire: McGraw-Hill, p. 19. Tom Angelo 30 April

14 14 HOT HIPs! H igher O rder T hinking can be promoted effectively through H igh- I mpact P ractices Tom Angelo 30 April

15 HIPs – High-Impact Educational Practices First-Year Seminars and Experiences Learning Communities Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning/Community-Based Learning Internships/Co-ops Capstone Courses and Projects Writing-Intensive Courses Tom Angelo 30 April

16 16 What makes these HIPs so HOT? High expectations Explicit direct instruction Metacognitive scaffolding Effective feedback Deliberate practice Focused collaboration Tom Angelo 30 April

17 Page 6 – A Quick Diagnostic Quiz – Part I Please circle the best option in response to each question. Tom Angelo 30 April

18 18 Page 7 – A Quick Diagnostic Quiz – Part II Review your responses and self-assess your level of knowledge regarding each. Tom Angelo 30 April

19 Page 8 A Detailed Assessment/Grading Rubric Tom Angelo 30 April

20 “From the student’s point of view, the assessment is the curriculum.” Paul Ramsden Tom Angelo 30 April

21 Page 9 Course/Teaching Feedback Tom Angelo 30 April

22 22 Applications Card – p. 10 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS Tom Angelo 30 April

23 The Parking Lot Test As you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say? The next slide is one way to prepare for that “parking lot test.” Tom Angelo 30 April

24 What, Why and How Choose one of your possible applications from page 10. Prepare to answer the three questions below about that specific application: What is it? Why do you think it might be useful? How do you think you might use it? Tom Angelo 30 April

25 Please complete the session evaluation on page 13. Thanks for your attention and participation Tom Angelo 30 April


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