Promoting Better Learning Through Simple, Practical Groupwork, Assessment and Feedback Strategies Workshop 3 of 3 for Graduate Students Who Teach & Guests of The University of North Carolina at Charlotte 3:00 – 5:00 PM – Wednesday 25 February 2015 Tom Angelo

First, please detach page 11 (It’s the session evaluation form)

Page 1 Values Which of your core educational, professional and/or personal values motivated you to participate in this session?

Page 1 Goal Ranking & Matching Exercise Your Learning Goals for this session? _________________________________________

Your Learning Goals for this session?

Starting with Success One overarching suggestion Help students make connections... With you With each other With the course content

Starting with Success Three Critical Initial Tasks Develop rapport with and among students Ensure a safe, fair and productive learning environment Promote intrinsic motivation for deep learning

My Draft Teaching Objectives for this Session By the end of this session, I will have: 1.Reviewed seven (7) research-based guidelines 2.Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses 3.Shared useful resources and/or references for follow up

My Revised Intended Learning Outcomes for this Session By the end of this session, I participants will have: 1.Reviewed seven (7) identified at least two (2) research-based guidelines to adapt and apply to their own work 2.Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses 2. Prepared to adapt and try out at least two or three (2-3) simple assessment strategies/techniques to engage faculty and students and improve learning on their campuses 3. Shared Identified at least two (2) useful resources and/or references for follow up

10 A “Balcony” Question If you participated actively: What differences do you note between the “teaching objectives” and the “intended learning outcomes”? (How consequential are those differences?)

11 A 2 nd “Balcony” Question If you participated actively: Can you imagine ways in which assessing values and/or goals might help you and your colleagues better achieve them?

Applications Card – p. 8 Interesting Possible IDEAS/TECHNIQUES APPLICATIONS

13 Page 2 – Top Half Seven Levers for Deeper Learning 1. Prior knowledge, beliefs & unlearning 2. Goals & expectations 3. Self-direction & self-management 4. Standards & criteria 5. Connections & applications 6. Effective collaboration 7. Focused effort & deliberate practice

14 Page 2 (bottom) 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 know the term’s meaning Use the minus ( – ) if you do not know it Use the question mark (?) if you’re unsure

15 A 3 rd “Balcony” Question If you participated actively: Are you more interested in the terms you don’t know than you were a few minutes ago?

Page 3 The Minute Paper and the Muddiest Point Two even simpler “metacognitive levers”

Metacognition involves... Self-Awareness Knowing that and when you are thinking Self-Monitoring Noticing the quality/intensity of your thinking Self-Regulation Directing/Correcting your thinking Reflection requires metacognition, but goes beyond it to affect/change in values, beliefs, actions and/or habits

A Reflection-in-Action Exercise Rate your own learning approach thus far in the session: 1. Disengaged (I don’t see the point, or I already know all this.) 2. Semi-attentive (Checking in and out, per my interests.) 3. Engaged recipient (I’m taking it all in, but quietly.) 4. Active Participant (I’m contributing & cooperating.) 5. Reflective Synthesizer (I’m making connections to prior knowledge/experience and imagining how I might use this in my future work.) Adapted from: Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press, p. 135.

Page 4 Collaborative Learning Technique (CoLT) Buzz Groups 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?

20 Page 5 Two Sample Concept Tests

21 The Physics 101 videoclip Which outcome do you predict? 1.Same 2.Flat 3.Dipped

Page 6 “Blooming” – A Simple Example

Remember Understand Apply Analyse Evaluate Create Bloom’s Taxonomy (revised) Anderson & Krathwohl, 2001

24 Page 6 Categorizing Questions by Bloom’s Taxonomy Levels (Blooming) By systematically varying the elements of the task, we can better assess and promote transfer and deep learning.

The Parrot Test

26 It’s time for the “F” word... FEEDBACK

“From the learning point of view, your feedback is your teaching.” Anonymous

Page 7 Feedback – Why & How

29 Page 8 Applications Card Ideas/TechniquesPossible Applications

30 Page 9 Making Groupwork Work A Design Checklist

31 Page 8 Applications Card Ideas/TechniquesPossible Applications

32 The Parking Lot Test A simple technique for getting more value from the session – and making follow up more likely to occur.

33 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?

34 Please complete the evaluation form on p. 11 Thanks!