1. What Is This Intentional Learning Thing?
Laura Pipe, M.S.
Jennifer Stephens, Ph.D.
The University of North Carolina at Greensboro
University Teaching and Learning Commons
-Who We Area & Workshop Targets – 5 minutes
-What Is Intentional Learning – 5 minutes
-Dee Fink’s Taxonomy of Significant Learning – 10 minutes
-Suggestions for Practice – 10 minutes
-Choose One: Think, Pair, Share – 10 minutes
-What Is Culturally Responsive Pedagogy – 5 minutes
-Tara Yosso’s Cultural Wealth Model – 5 minutes
-Suggestions for Practice – 5 minutes
-Choose One: Think, (New) Pair, Share (in Pairs then to Whole Group) – 15 minutes
(Buffer: 5 minutes)

2. Who We Are Laura Pipe, M.S. Jennifer Stephens, Ph.D.
Coordinator of Faculty Development
Kinesiology Instructor
Jennifer Stephens, Ph.D.
Coordinator of Residential College Development
Social Foundations of Education Instructor
-Self Introductions

3. Workshop Targets
Provide some of the latest evidence-based scholarship on the concept of intentional learning for student learning.
Highlight key intersections between intentional, integrated, culturally responsive, and application-based learning.
Identify a course learning outcome and develop activities and assessments that apply intentional learning and discussed pedagogies.
-Laura – Workshop Overview – 5 minutes (total with introductions)

4. What Is Intentional Learning?
Intentional learning refers to cognitive processes that have learning as a goal rather than an incidental outcome
Bereiter & Scardamalia (1989)
To be engaged in intentional learning, the learner has to invest some effort in reflection and in controlling and maintaining learning strategies.
-Jennifer – 5 minutes (total for 2 slides)

5. What Is Intentional Learning?
Intentional learning is grounded in purpose and requires self-awareness (including metacognition) and self-regulation (including goal-setting and planning).
Features…
Self-Motivation – committed, persistent effort
Self-Direction – apply and manage cognitive efforts toward goals
Responsibility…for learning autonomously
Depends on…
Individual conception of knowledge
Connection of meaning to act or create
Individual perception of the task or situation

6. Dee Fink’s Taxonomy of Significant Learning
-Laura – 10 minutes

7. Suggestions for Practice
Address expectations and differences between those of the instructor and students
Model critical thinking/metacognition
Ask questions in class that are similar to what students might see on exams or assignments
Utilize pre-tests or articulate the concepts that students are expected to know from high school/previous classes
Jennifer – 10 minutes (total for 2 slides)

8. Suggestions for Practice
Evaluate and provide feedback on students’ notes at least once early
Connect activities/assignments to students’ interests
Identify the appropriate level of challenge (Vygotsky’s Zone of Proximal Development)
Offer student choice
Identify and articulate the role of grades

9. Choose One
Address expectations and differences between those of the instructor and students
Model critical thinking/metacognition
Ask questions in class that are similar to what students might see on exams or assignments
Utilize pre-tests or articulate the concepts that students are expected to know from high school/previous classes
Evaluate and provide feedback on students’ notes at least once early
Connect activities/assignments to students’ interests
Identify the appropriate level of challenge (Vygotsky’s Zone of Proximal Development)
Offer student choice
Identify and articulate the role of grades
-Laura – Participant Think, Pair, Share – 10 minutes

10. Culturally Responsive Pedagogy
-Jennifer – 5 minutes (total for 2 slides)

11. What Is Culturally Responsive Pedagogy?
Culturally responsive pedagogy is a student-centered approach to teaching that recognizes and intentionally includes students’ cultural references in all parts of the learning process (Ladson-Billings, 1994).
Features…
Strengths-Based Perspective
High Expectations
Learning within a Cultural Context
Student-Centered Instruction
Culturally-Mediated Instruction
Integrated, Interdisciplinary, and Meaningful Curriculum
Teacher as Facilitator

12. Tara Yosso’s Cultural Wealth Model
-Laura – 5 minutes
-Aspirational Capital: Hopes & dreams
-Familial Capital: Pre-college (home) human resources
-Social Capital: Peers & social contacts
-Navigational Capital: Skills & abilities to navigate social institutions
-Resistant Capital: Roots/legacy of engaging in social justice
-Linguistic Capital: Language & communication skillsstorytelling

13. Suggestions for Practice
Conditions for Culturally Responsive Teaching (Wldowoski & Ginsberg, 1995)…
Establish Inclusion – ground rules, learning communities, cooperative base groups
Develop Positive Attitude – culturally responsive teacher-student conferences, learning contracts, experiential activities
Enhance Meaning – projects, simulations, problem-posing model
Engender Competence – self-assessment, portfolios, narrative evaluations, credit/no credit systems, grading contracts
-Jennifer – 5 minutes
-Establish Inclusion:
-Norms:
-Human purpose & student experience
-Shared ownership
-Collaboration & cooperation
-Equitable treatment
-Develop Positive Attitude: Trust & Autonomy through Strengths-Focus:
-Relate activities to experience & previous knowledge
-Encourage student choice
-Enhance Meaning:
-Challenge through higher-order thinking & critical inquiry
-Address relevant, real-world issues in ACTION-ORIENTED manner
-Encourage discussion of relevant experience (incorporate dialect into discussion)
-Engender Competence:
-Connect assessment to frames of reference & values
-Include multiple ways to represent knowledge & skills
-Allow for attainment of outcomes at different points in time
-Encourage self-assessment

14. Choose One Establish inclusive ground rules.
Utilize collaborative/cooperative learning approaches, writing groups, and/or peer teaching.
Allow for multi-dimensional sharing.
Establish focus groups.
Reframe ideas and/or context.
Establish clear learning goals and problem-solving goals.
Use learning contracts and pedagogical flexibility.
Engage in experiential learning activities.
Implement problem-/project-based learning approaches, simulations, and/or case studies.
Utilize authentic assessments, portfolios, and/or self-assessments, with early and continuous feedback.
-Laura - Participant Think, (New) Pair, Share (in Pairs and with Whole Group) – 15 minutes

15. University Teaching and Learning Commons
Contact Us
Laura Pipe, M.S.
Jennifer Stephens, Ph.D.
University Teaching and Learning Commons
UNCG McIver Building
P.O. Box 26170
Greensboro, NC 27402
Buffer – 5 minutes