1. Teachable moments by design: Translating teaching into learningTD
Session 2
Tresha Dutton, Ph.D., Outcomes Assessment Coordinator
Anne Marie Karlberg, Ph.D., Director of Assessment and Institutional Research
Fall 2013

2. Teachable moments session 2 learning outcomes
After completing this session, faculty will be able to…
explain when they may select lecturing as a TLS
explain when they may select discussions as a TLS
implement the lecture TLS
implement the discussion TLS AM
Asking questions is the only way to learn (Indonesian Proverb)

3. Teachable moments session 2 learning outcomes
After completing this session, faculty will be able to…
explain when they may select lecturing as a TLS
explain when they may select discussions as a TLS
implement the lecture TLS
implement the discussion TLS AM
Asking questions is the only way to learn (Indonesian Proverb)

4. Active learning means the mind is actively engaged
No teaching strategy works for all learning outcomes or all students.
Ask yourself “what”, “why” and “how”…
What teaching and learning strategies (TLS) are available?
Why might I select one TLS over another?
How will I successfully implement the TLS I select?
Reward learning rather than behavior
Asking questions is the only way to learn (Indonesian Proverb)

5. Learner-centered lecturesTD

6. Activity #1 – Following directions
TD – as a table write on sheets of paper;
Lead the quick 1 minute origami folding lecture followed by 5 minute debrief in their groups as to why no one folded the penguin.
Have them debrief on flip charts and post around class.
Use these notes to refer back to as we go through the remaining 3 slides?
Asking questions is the only way to learn (Indonesian Proverb)

7. Learner-centered lectures: Uses
Provide an orientation to the day (highlighting key concepts and ideas).
Adapt sophisticated knowledge to students’ needs.
Present an organization to the material.
Update information in reading.
Summarize material over many sources.
Develop active listening. TD
Asking questions is the only way to learn (Indonesian Proverb)

8. Learner-centered lectures: Don’t…
repeat the students’ reading.
read your lecture.
speed up to “get everything in”.
go on too long without a break.
cover too many topics.
compete with distractions (e.g., conversations, texting, etc.).
TD – pair-share about experience and any don’ts on debriefing sheets
Asking questions is the only way to learn (Indonesian Proverb)

9. Learner-centered lectures: Do…
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Pair-share with do’s…
#5 Do minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships).
#8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships).
AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great.
Estimate time to plan presentation
Know material well (!)
Asking questions is the only way to learn (Indonesian Proverb)

10. Learner-centered lectures: Do…
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Pair-share with do’s…
#5 Do minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships).
#8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships).
AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great.
Estimate time to plan presentation
Know material well (!)
Asking questions is the only way to learn (Indonesian Proverb)

11. Learner-centered lectures: Do…
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Pair-share with do’s…
#5 Do minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships).
#8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships).
AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great.
Estimate time to plan presentation
Know material well (!)
Asking questions is the only way to learn (Indonesian Proverb)

12. Learner-centered lectures: Rigor
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Asking questions is the only way to learn (Indonesian Proverb)

13. Learner-centered lectures: Relevance
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Asking questions is the only way to learn (Indonesian Proverb)

14. Learner-centered lectures: Relationships
align with learning outcome.
prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information?
limit lectures to one big idea for the day.
set an organization framework for the day.
get students’ attention at the start.
create minute segments with designed breaks.
recap at end.
supplement with visual aids, pictures, relevant examples, memory devices.
scaffold information presented.
provide skeletal lecture notes to students.
Asking questions is the only way to learn (Indonesian Proverb)

15. Learner-centered lectures: Assessing learning
Assess students’ learning and intended learning outcome(s) by…
designed break activities
formative assessment (classroom assessment techniques – CATs)
review students’ notes
designed break activities (pair-share, share notes with key points)
formative assessment (CATs) at beginning, in middle, or end of class (paragraph summary, brief quiz, correct the error)
review students’ notes
Asking questions is the only way to learn (Indonesian Proverb)

16. Asking questions is the only way to learn (Indonesian Proverb)
Series assignments
Proposal 
Teaching and learning strategies (TLS) report
Classroom observation report
Mapping assignments to course outcomes report
Course outcomes plan and report
All are due electronically to Tresha on or before Fri. March 21st. TD
20 minutes – in pairs, fill in hard copies
Asking questions is the only way to learn (Indonesian Proverb)

17. Asking questions is the only way to learn (Indonesian Proverb)
Next session
Date: Fri. Oct. 25 at 1 pm in KUL 108
Teaching and learning strategy focus: group- based learning (Jason)
Guest speakers: diversity (Betsy, Johnny, & Beth)
Workshop homework: Reading and audio file TD
Asking questions is the only way to learn (Indonesian Proverb)

18. Varied generations and economic level learners
Carla Gelwicks, Director for Transitional Learning Programs, CAS 167,
Amy Riedel, Workforce Career Advisor, Special Projects Coordinator, and MA Adjunct Faculty; Kelly 008, TD
Asking questions is the only way to learn (Indonesian Proverb)