1. Engaging Learners in Small and Large Classes Dr. Vanneise Collins, Kun Huang Quality Enhancement Plan Faculty Workshop Center for Learning & Development October 2010

2. By the end of this workshop, you will be able to: Explain Bloom’s Taxonomy and Higher Order Thinking. Justify the importance of engaging students in active learning. Choose 1-2 instructional strategies to engage students in active learning in both large and small classes. Identify 1-2 strategies that cultivate higher thinking skills in both large and small classes. Objectives Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

3. QEP/HOT review Why do we engage learners? How do we engage learners? Plan for implementation Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

4. QEP/HOT review Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

5. Work in pairs to write down your answers to following: 1.Describe each level of Bloom’s Taxonomy 2.Illustrate each level with an example 3.Define Higher Order Thinking based Bloom’s Taxonomy 5min … … Be prepared to share with the whole group Activity –Bloom’s Taxonomy

6. QEP focus statement To improve students Higher Order Thinking (HOT) skills across the health sciences curricula through faculty development in curricular delivery methods and course redesign

7. QEP/HOT review Why do we engage learners? Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

8. Activity – What does this image communicate to you? In small groups … 5 minutes Be prepared to share your interpretation with the whole group Lila M. Smith Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

9. Activity Develop an illustration that shows your ideal teaching/learning environment. Individually, draw on a piece of paper 3 minutes …… Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

10. Lila M. Smith

11. Adult learners have a foundation of life experiences. Adult learners are relevancy-oriented & practical. What does research say? Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

15. Slides

16. Presentations

17. Slides Presentations

18. Slides Presentations

19. What does research say? Students from a pure lecture class Students who never took the class Content Retention Rickard, Rogers, Ellis & Beidleman (1988) 8% Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

20. Fish is fish, Leo Lionni

21. Children’s conceptions of the earth Vosniadou & Brewer (1992)

22. Children’s conceptions of the earth Vosniadou & Brewer (1992)

23. Discussion was more effective than lecture in ◦ Retention ◦ Knowledge transfer ◦ Problem solving ◦ Thinking ◦ Attitude change & motivation What does research say? McKeachie, Pintrich, Lin, Smith & Sharma (1986) Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

24. Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

25. Amnesia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

26. Slides Presentations

27. What does research say? Students from a pure lecture class Students who never took the class Content Retention Rickard, Rogers, Ellis & Beidleman (1988) 8% Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

28. Amnesia Fantasia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

29. Fish is fish, Leo Lionni

30. Children’s conceptions of the earth Vosniadou & Brewer (1992)

31. Amnesia Fantasia Inertia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

32. Dr. William Baker, Brigham Young University

33. Five-minute break Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

34. QEP/HOT review Why do we engage learners? How do we engage learners? Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

35. Continuously align and improve course components to maximize significant learning Significant Learning Outcomes Engaging Learning Activities Informative Learning Assessment Adapted from Fink, L.D. (2003). Creating Significant Learning Experiences, Jossey-Bass.

36. Passive Learning Receiving information & ideas Active Learning Experience Doing Observing Dialog Self Others Adapted from Fink, D. (2003). A Self-directed guide to designing courses for significant learning. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

37. Higher Order Thinking & Active Learning Rich Learning Experiences In-depth Reflective Dialogue Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

38. The transition TransmitterFacilitator Recipient Active Participant Teacher Students Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

39. Activity – How do you engage students? Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

40. Instructional strategies that support student Higher Order Thinking ApplyAnalyzeEvaluateCreate Case-based scenarios Problem-based learning Simulations Lecture Demonstration Use of Questions Scaffolding Concept mapping Case-based scenarios Cooperative learning groups Discussion Meta-cognition Problem-based learning Reflection Lecture Journal writing Scaffolding Case-based scenarios Cooperative learning groups Meta-cognition Problem-based learning Reflection Lecture Debates Journal writing Scaffolding Case-based scenarios Problem-based learning Reflection Lecture Scaffolding

41. Before class Pre-class quiz Submit questions During class Relate to real life experiences Multimedia presentations Engaging students in small & large classes Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

42. Discussion forum iClickers Team based learning Engaging students in large class Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

43. Four principles 1.Groups must be properly formed & managed. 2.Students must be made accountable for their individual & group work. 3.Group assignments must promote both learning and team development. 4.Students must have frequent and timely feedback. Four practical components 1.Permanent teams 2.Readiness assurance 3.Application activities 4.Peer evaluation Team-Based Learning Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

44. Bookends procedure Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

45. Activities for lecture break Compare notes Think – Pair – Share SEEI

46. STATE ELABORATE EXEMPLIFY ILLUSTRATE SEEI Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

47. Activities for lecture break Compare notes Think – Pair – Share SEEI Minute paper Concept test Student-generated question Mistake gotcha! Sketch and label a flow chart Pro-con grid Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

48. Plan ahead Answerable but complex Vary forms One question at a time Wait… Reflective listening Questioning Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

49. 1. I have lots of things to cover 2. Students do not participate 3. With active learning, classroom may be out of control 4. …… Concerns Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

50. QEP/HOT review Why do we engage learners? How do we engage learners? Plan for implementation Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

51. Inform students up front Connect activities with assessment Add variety Start from simple activities Model behaviors Planning for implementation Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

52. 20 minutes…… Individually, work on the implementation plan handout Be prepared to share in small group or with the whole group Implementation plan Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

53. By the end of this workshop, you will be able to: Explain Bloom’s Taxonomy and Higher Order Thinking. Justify the importance of engaging students in active learning. Choose 1-2 instructional strategies to engage students in active learning in both large and small classes. Identify 1-2 strategies that cultivate higher thinking skills in both large and small classes. Objectives Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010

54. Dr. Vanneise Collins Vanneise.Collins@unthsc.edu Vanneise.Collins@unthsc.edu Kun Huang Kun.Huang@unthsc.edu Kun.Huang@unthsc.edu Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010 Contacts