A workshop in the Inaugural Conference on Learning and Assessment Harnessing CATs and CoLTs Linking Classroom Assessment and Collaborative Learning Techniques A workshop in the Inaugural Conference on Learning and Assessment at Drexel University 3:30 to 4:30 PM – 10 September 2014 Tom Angelo Professor of Higher Education Assistant Provost and Founding Director Center for the Advancement of Faculty Excellence Queens University of Charlotte (NC) thomas.a.angelo@gmail.com

can be promoted effectively through High-Impact Practices HOT HIPs! Higher Order Thinking can be promoted effectively through High-Impact Practices 2 2

HIPs – High-Impact Educational Practices First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning/Community-based/Internships Capstone Courses and Projects

What makes these HIPs so HOT? High expectations Explicit direct instruction Metacognitive scaffolding Effective feedback Deliberate practice Focused collaboration 4

A very simple “metacognitive lever” RSQC2 A very simple “metacognitive lever” Recall Summarize Question Comment Connect

Assessment & Feedback for Learning: A Gap-Analysis Approach Find the Gaps Mind the Gaps Close the Gaps  

Think-Pair-Share This is a “Low-Threshold Application” Page 4 Collaborative Learning Technique #1 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? 7

Page 1 – middle Key Terms and Concepts [Assessing Students’ Prior Knowledge] Collaborative and Cooperative Learning Cooperative Competitiveness The ZPD Free Riders, Sandbaggers & P-A Martyrs Positive Interdependence Individual vs. Group Accountability Deliberate Practice 8

Page 1 – middle 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 5/21/2019 9 9

Page 1 - Bottom The Teaching-Learning Pyramid 10 10

Page 7 - Bottom The Teaching-Learning Pyramid 11 11

Page 1 - bottom The Teaching-Learning Pyramid Ss can learn Only from faculty %-age Ss can learn from more advanced Ss %-age Ss can learn cooperatively %-age Students can learn independently 12 12

Strategies and Guidelines for Effective Groupwork Pages 2 & 3 Strategies and Guidelines for Effective Groupwork

The Physics 101 videoclip Which outcome do you predict? Same Flat Dipped

Page 6 Groupwork Feedback Form

Page 7 Applications Card Ideas/Techniques Possible Applications

The Parking Lot Test 17 17

What, Why and How Choose one of your possible applications. 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? 18 18

Please complete the online session evaluation Thanks! 19 19