1. “5 HIGH IMPACT TEACHING PRACTICES”
Presentation by:
L. Dee Fink, Ph.D.
Educational Consultant in Higher Education
Author of: Creating Significant Learning Experiences
Miami-Dade College
March 7, 2014

2. José Bowen, Teaching Naked (2012)
New Era in Higher Education
Meaning for: Colleges and universities
Meaning for: Individual faculty members

3. My Assumptions: ALL college teachers need to be…
Learning-Centered in their teaching
On a career-long “Growth” Curve

4. Getting Better Over Time
Quality of Teaching
(now)
Everyone’s Potential A B
Time

5. BOOKS WITH REALLY GOOD IDEAS ON T&L:

6.
1991 – ACTIVE LEARNING
1991 – COOPERATIVE LEARNING
1992 – LEARNING STYLES
1993 – CLASSROOM ASSESSMENT TECHNIQUES
1995 – CRITICALLY REFLECTING ON YOUR OWN
TEACHING
1995 – EVALUATING YOUR OWN TEACHING
1995 – EMOTIONAL INTELLIGENCE

7.
1996 – TEACHING STUDENTS HOW TO
ENGAGE IDEAS
1997 – TEACHING PORTFOLIO
1997 – DEEP LEARNING
1998 – EFFECTIVE GRADING RUBRICS
1998 – IN-DEPTH UNDERSTANDING OF
ONESELF AS A PERSON/TEACHER

8. 1998 – 1999 (cont.)
1998 – SERVICE LEARNING
1998 – STRUCTURED ASSIGNMENTS FOR
SMALL GROUPS
1999 – PEER REVIEW OF TEACHING
1999 – LEARNING COMMUNITIES

9. 2001 – 2003
PROBLEM-BASED LEARNING
2002 – HOW THE BRAIN WORKS
2002 – LEARNER-CENTERED TEACHING
2003 – A TAXONOMY OF SIGNIFICANT
LEARNING
2003 – INTEGRATED COURSE DESIGN

10. 2004 (cont.)
2004 – THEORIES OF LEARNING AND
MOTIVATION
2004 – TEAM-BASED LEARNING
2004 – LEARNING PORTFOLIOS
2004 – INQUIRY-GUIDED LEARNING
2004 – FORMATIVE FEEDBACK
2004 – WHAT THE BEST COLLEGE TEACHERS DO

11.
2005 – TEACHING INCLUSIVELY
2005 – LEADING DISCUSSIONS
2005 – FINDING JOY IN TEACHING
2006 – CONSTRUCTING COLLEGE COURSES
2006 – SKILLFUL TEACHING
2007 – TEACHING LARGE CLASSES
2008 – TEACHING CREATIVITY

12. 2009 – 2013
2009 – EXAMPLES OF “INTEGRATED COURSE DESIGN”
2010 – STUDENT ENGAGEMENT TECHNIQUES
2010 – HOW LEARNING OCCURS: 7 PRINCIPLES
2012 – TEACHING FOR CRITICAL THINKING
2012 – USING TECHNOLOGY OUTSIDE OF CLASS
2013 – CREATING SELF-REGULATING LEARNERS
2013 – LEARNING BETTER BY UNDERSTANDING THE BRAIN

13. Getting Better Over TimeA
Quality of Teaching
When You
Began Teaching B
NOW
Near Future

14. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design
Team-Based Learning
Be a Leader with Your Students
Students Reflecting on Their Own Learning

15. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning

16. Saundra McGuire, Louisiana State Univ.
Stephen Carroll, Santa Clara Univ.

17. Using Metacognition to Become an Expert Learner
Saundra McGuire and her colleagues at CAS (Center for Academic Success):
Using Metacognition to Become an Expert Learner

18. Students’ Big Needs: Change their views about “Intelligence”
Change the way they study, i.e., the way they try to learn

19. Students’ Big Needs:
Change their views about “Intelligence”

20. Counting Vowels in 45 seconds
How accurate are you?
Count all of the vowels
in the words on the next slide.

21. Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour

22. How many items in the list do you remember?
2 or less
3 – 5
6 – 8
9 – 12
13 or more

23. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up
Octopus
Cat Lives
Bowling Pins
Football Team
Dozen Eggs
Unlucky Friday
Valentine’s Day
Quarter Hour
What are the words arranged according to?

24. NOW how many words or phrases do you remember?
2 or less
3 – 5
6 – 8
9 – 12
13 or more

25. What were two major differences between the 1st and 2nd attempts?

26. 1. We knew what the task was
2. We knew how the information was organized

27. *Intense Study Sessions
The Study Cycle
4 Reflect
3 Review
Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.
Preview
4 Reflect
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Attend
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Review
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* short study sessions per day
Weekend Review – Read notes and material from the week to make connections
Study
Assess your Learning – Periodically perform reality checks
Am I using study methods that are effective?
Do I understand the material enough to teach it to others?
Assess
*Intense Study Sessions 1
Set a Goal
(1-2 min)
Decide what you want to accomplish in your study session 2
Study with Focus
(30-50 min)
Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3
Reward Yourself
(10-15 min)
Take a break– call a friend, play a short game, get a snack 4
Review
(5 min)
Go over what you just studied
Center for Academic Success
B-31 Coates Hall ▪ ▪

28. The Story of Three LSU Students
Travis, junior psychology student
47, 52, 82, B in course
Joshua, first year chemistry student*
68, 50, 50, 87, 87, 97, 90 (final) A in course
Dana, first year physics student
80, 54, 91, 97, 90 (final) A in course
*2010 Summer Scholar

29. “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”
Stephen Carroll
Santa Clara University
“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING”

30. “Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?

31. Dean’s List (Top 10% of each class)
Juniors: ~40% of his students make this list
Seniors: ~45%
Elected to honor societies: More than 3 times the rate of the general population.
Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc.
“The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”

32. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design

33. “Learning-Centered Course Design”

34. Taxonomy of Significant Learning

35. Understand and remember the key concepts, terms, relationship, etc.
In a course with significant learning, students will:
Understand and remember the key concepts, terms, relationship, etc.
Know how to use the content.
Be able to relate this subject to other subjects.
Understand the personal and social implications of knowing about this subject.
Value this subject and further learning about it.
Know how to keep on learning about this subject, after the course is over.

36. INTEGRATED COURSE DESIGN:
Key Components
Learning Goals
Feedback & Assessment
Teaching &
Learning
Activities
S i t u a t i o n a l F a c t o r s

37. Criteria of “GOOD” Course Design
Significant
Learning
Learning Goals
Integrate
Teaching and
Learning
Activities
Feedback &
Assessment
Active
Learning
Educative
Assessment
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis

38. - - - - - -> - - - - - -> - - - -> Learning ACHIEVED
Learning IMAGINED
> > > Learning ACHIEVED 4 1
Learning Goals
Xxx
xxx
Week:
Mon
Wed
Fri 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 2
Learning Goals
Ass’m’t Activ.
LearningActiv.
Xxx
2. Xxx
3. Xxx
4. Xxx
5. Xxx
6. Xxx 3
3-Column Table
Weekly Schedule

39. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design
Team-Based Learning

40. “Team-Based Learning”
Larry Michaelsen

41. QUESTION:
Many teachers are using small groups these days. WHY?
ANSWER:
Social Constructivism
But: Not all ways of using small groups are equally good.

42. EXAM: Individual or Group
The Sequence of Learning Activities in Team-Based Learning •
Covering a 2-3 Week Block of Time
Covering One Major Topic Within the Course
Three Phases of Team Learning:
Preparation
Application (Practice with Feedback)
Assessment
Activities:
R.A.P.:
CULMINATING PROJECT
EXAM: Individual or Group
1. Individual test
(Continue
2. Team test
Group Work
Group Work
pattern as long
In-Class:
3. Appeals
(Simple)
(Complex)
as desired)
4. Corrective
Instruction
Out-of-Class:
Reading
Homework
Homework
Review
Approximate Level of Content Understanding at Each Phase: )
90-100%
50%
60%
70%
80% )
40%

43. Question:
What do professors and students think about TBL?
Video from Duke University:

44. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design
Team-Based Learning
Be a Leader with Your Students

45. “Be a Leader With Your Students”
Ken Bain

46. FUNDAMENTAL TASKS OF TEACHING
Knowledge of the Subject Matter
Interact with Students
Designing Learning Experiences
Managing the Course
Beginning of the Course

47. LEADERSHIP:
“Motivating and enabling others to do something important well.”
Question:
What can teachers do, to LEAD students?
General Answer:
Create the right kind of relationship with students – caring, respectful, collaborative

48. Creating the Right Relationship with Students: (Based on Bain)
Interact in a way that shows YOU CARE!
Interact in a way that MOTIVATES students.
Dynamic COMMUNICATION SKILLS
TRUSTWORTHY – in Power:Trust issues

49. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design
Team-Based Learning
Be a Leader with Your Students
Students Reflecting on Their Own Learning

50. “Students Reflecting on Their Own Learning”
John Zubizarreta

51. “TAKING CHARGE OF ONE’S OWN LEARNING”
St1
St2
Teacher/Coach

52. ?
Meta-Learner:
St1
St2
Teacher/Coach

53. Teacher/Coach Meta-Learner: One Who Takes Charge of their… ?
Own Learning/
Development
St1
St2
Teacher/Coach
Own Knowing/Beliefs
Own Thinking
Own Performance
Own Caring/Values

54. Learning Portfolios: KEY QUESTIONS
WHAT did you learn?
HOW did you learn?
What helped and didn’t help you learn?
What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING?
SIGNIFICANCE FOR YOU, of what you learned?
Add value to your PERSONAL, SOCIAL, CIVIC, or PROFESSIONAL life in the future?
Plan for FUTURE LEARNING:
WHAT ELSE do you want or plan to learn?
HOW will you learn that?

55. Culminating Projects: Learning Portfolio
Week 1:
Culminating Projects: Learning Portfolio
Week 15:

56. Week 3: Find Resources on Teaching & Learning
Week 5: Find 10 major topics on college-level teaching
Week 7: Select the 4 topics most urgent for you
Week 9: Select 1 topic – and learn about it NOW
Week 13: For 3 remaining topics – Identify a learning strategy for each one
Week 14: Topics & Learning strategies = PLAN for future professional development
Week 15: Insert your Plan as Part 4 in your Learning Portfolio [= Culminating Project for course]
Week 15:

57. The Integrative Function of
LEARNING PORTFOLIOS
LEARNING PORTFOLIOS

58. Helping Students Take Charge of Their Own Learning
LEARNING PORTFOLIOS:
Helping Students Take Charge of Their Own Learning
Curriculum (formal coursework)
Students Build a Learning Portfolio
Student’s Time in College
Co-Curriculum (student affairs)
Regular Life Activities

59. “5 HIGH IMPACT TEACHING PRACTICES”
Change Students’ View of Learning
Learning-Centered Course Design
Team-Based Learning
Be a Leader with Your Students
Students Reflecting on Their Own Learning

60. SUMMARY

61. “5 HIGH IMPACT TEACHING PRACTICES”:
Help students build a more dynamic view of learning and of themselves as learners
Re-Orient Students’ Views at start of course
Focus all course activities on significant learning goals
Learning-Centered Course Design
Create intense small-group dialogue around significant problems
Team-Based Learning
Build a trusting, respectful community of engaged learners
Develop Leadership Skills
Prompt your students to reflect on, assess, & plan their own learning
Learning Portfolios, at end of course

62. S Teacher 1. Learning –Centered Design of Learning Experiences
3. Focused small-group dialogue
5. Students reflecting on their own learning
Learn How to Learn
Learning Portfolio
Teacher
2. Re-Orienting Students’ Views of Learning
4. Leadership

63. BENEFITS TO…
Society
Our Institution
Our Students
Ourselves

64. Getting Better Over Time
Quality of Teaching
When You
Began Teaching
NOW
Near Future

65. THE END! ?? Higher Education:
Let’s make it all that it can be and needs to be!

66. OR, A NEW START?? Let’s Get Started!!
Teaching for the 21st Century . . .
Let’s Get Started!!