34 th FYE Conference February 8, 2015 Barbara Tobolowsky Jillian - - PowerPoint PPT Presentation

34th FYE Conference

February 8, 2015

Barbara Tobolowsky Jillian Kinzie James Groccia Wendy Troxel

Rationale

— Questions about learning — Monolithic view of institutions and students — Shift to online options — Faculty interests and limitations

Table of Contents

— Chapter 2. Research on Successful Learning

Practices – Jillian Kinzie

— Chapter 3. Historical Overview of Learning

Theories – James Groccia et al.

— Chapter 4. Critical Pedagogy and the Struggle for

Social Change – Nana Osei-Kofi

— Chapter 5. Embracing Contemplative Pedagogy in a

Culturally Diverse Classroom – Laura Rendon and Vijay Kanagala

Table of Contents

— Chapter 6. Strengths-Oriented Teaching: Pathways to

Engaged Learning – Laurie Schreiner

— Chapter 7. Interactive Group Learning – James Groccia

et al.

— Chapter 8. Engaging Students in Online Environments –

Amy Collier

— Chapter 9. Assessment of Classroom Teaching – Wendy

Troxel

— Chapter 10. Summary and Conclusion – Barbara

Tobolowsky

Research on Successful Learning Practices

Jillian Kinzie

IU School of Education, Center for Postsecondary Research 34th Annual FYE Conference February 8, 2015

in U.S. Higher Education

— Global Competitiveness in

Degree Attainment

— Reduce persistence & graduation rate

gaps

— Questionable evidence of student learning — Challenging fiscal environment — Increased employer demands and needs

in 21st century economy

One way to addressing pressures: use research-based approaches to improve conditions for student learning and success.

Fortunately, college educators are more interested in the learning processes of their students than ever before!

Overview of Chapter: Research

• n Learning Practices

— Overview of learning research

— Evidence-based practice frame — Neuroscience — Effective educational practice — Principles of good practice — Cumulative impact of principles

— Other good instructional

practices

— Environments that foster educational success — Call to action – using research-based approaches

Learning Highlights -1

— Neuroscience & cognitive science

advances

— Pay attention to what learners bring in

— “Culturally responsive” practice (Ladson-

Billings)

— Feedback — Metacognition — Practice

What does this research suggest for teaching?

Learning Highlights -2

— Effective educational practice =

what contributes to quality undergraduate learning

— ECS 3 qualities & 12

attributes for undergraduate education

— 7 principles for good

practice (Chickering &

Gamson)

Learning Highlights - 3

— Implement engaging

pedagogies

— Emulate practices of

“outstanding teachers” (Ken Bain)

Learning Highlights - 4

— Techniques and tools

— Effective group work — Active learning in large classes — Effective lecturing — Using technology

Learning Highlights - 5

— Student engagement (NSSE)

— 7 principles +institutional conditions + HIPs

— “Pedagogies of engagement” — Value of engagement for classroom instruction (Barkely)

& teaching underprepared students (Gabriel)

— Learning-centered environments

Practices and Student Success

The challenge is using what we know. Aligning resources, removing impediments, to optimize success for all students.

Using Research to Inform Teaching

— Creating learning activities & environments

in harmony with research on learning

— Try out new strategies (and assess to

determine if they make the intended difference)

• What might you do differently in your

teaching? What have you wanted to try and what does research suggest?

Historical Overview of Learning Theories

Chapter 3 Groccia, Nickson, Wang, & Hardin

Those seeking to understand learning have drawn from

— Research — Philosophy — Traditional Wisdom — Theory

Behaviorism

Watson Pavlov Thorndike Skinner

Behaviorism

— Dominant 1920s—1950s — Focus on behavior key to understand learning — Learning shaped by consequences

— Reinforcement — Punishment — Schedules

Behaviorism

— 3 Key Suggestions:

— Practice and engagement — Measureable outcomes — Chunking

Cognitivism

Piaget Bandura BoBo

Cognitivism

— Learning is internal mental process — Focus on how information acquired, organized,

encoded, rehearsed, stored, retrieved

— What students DO with information critical

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid! Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

Factors that Control the Learning Process · Attention

· Encoding Strategies · Recognition · Meaningfulness · Retrieval Strategies Input Environ- mental Stimuli Sensory Register (SR) Short-term Memory (STM) Long-term Memory (LTM) Output Responses Information-Processing Model of Learning

Cognitive Theory

— Jean Piaget

Cognitive Theory

— Jean Piaget

Cognitive Theory

— Jean Piaget

Cognitive Theory

— Jean Piaget

Cognitivism

— 3 Key Suggestions

— Active involvement — Emphasize structure and organization — Use of concept maps, mnemonic devices, advanced

• rganizers, creative conflict

Constructivism

Rousseau Dewey Montessori Bruner Kolb Vygotsky

Constructivism

— Learning occurs by assigning meaning to new

information based on one’s prior knowledge & experience

— Contextualized connections — Culture major influence — Student not teacher focus of

learning

Constructivism

— 3 Key Suggestions

— Reflection, problem solving, & critical thinking key — Discussion and group tasks — Authentic tasks and assessment

Humanism

Rogers Maslow

Humanism

— Focus on individual needs, potential, concerns,

and how students seek to control their lives

— Focus on emotions, values, self-perceptions — Student whole being striving toward self

development

Humanism

— 3 Key Suggestions

— Provide whole person (students) with choices — Use social learning methods (groups) — Create safe, engaged learning environment

Transformative

Freire Mezirow

Transformative

— Learners use prior knowledge to construe new or

revised meaning

— Disorientation leads to critical self-reflection,

action, and new learning

— Teacher as mentor

Transformative

— 3 Key Suggestions

— Use critical reflection — Challenge and support (scaffolding) — Experiential exercises, reflective journal writing,

content-based critical incidents

Andragogy

Knowles

Andragogy

— The art and science of helping adults learn — Learners

— Self-directed — Rich prior experiences that guide learning — Ready & eager to learn what is applicable — Internally rather than externally motivated

Andragogy

— 3 Key Suggestions

— Share and hear experiences — Interactions and engagement critical — Treat all students as adult learners

Conclusions

— Theory provides a framework for practice — Grounding practice on sound theory and research

is essential to create high-quality teaching and learning

— No “one size fits all” — Questions?

Interactive Group Learning (IGL)

Chapter 7 Groccia, Ismail, & Chaudhury

http://peeragogy.org/peer-learning-overview/

Define Interactive Group Learning

Interactive Group Learning (IGL) is

— A variety of approaches involving joint intellectual

effort by students in groups of two or more, or students & teachers together

— An effective approach for enhancing social skills

and producing deeper and significant learning

• utcomes for diverse learners

— A learner-centered approach focusing on student

exploration or application of course material, not just finding instructor’s right answer

Characteristics

IGL creates opportunities for learners to socially construct knowledge within an interactive community of learners (Oxford, 1997) where:

— learning is an active endeavor — learning depends on engaging students in challenging

tasks or questions

— learners are diverse — learning has affective and subjective dimensions, as it

is socially involving and emotionally demanding (Smith & MacGregor, 1992)

Characteristics

Other common features:

— Teacher as facilitator — Teaching & learning experiences shared

by teacher & student

— Focus on higher-order cognitive skills

(e.g., analysis, expressing reasoned opinions)

— Emphasis placed on students’ responsibility for own learning — Students engage in articulating ideas in small groups — Students develop social and teambuilding skills — Students’ cognitive, cultural, social, and experiential diversity used — Students’ academic success and information retention increased.

Matthews and colleagues (1995),

Designing Effective IGL

Factors that should be considered:

— Interpersonal and small-group skills — Pre-activity preparation — Promotive interaction — Positive participant interdependence — Peer assessment — Group and individual accountability — Group processing

Influencing Factors

Group Size

—

As group size increases, performance decreases (Wheelan, 2009). 5-7 members (Michaelsen, 2002a) Group Duration

—

Tomcho and Foels (2012) found groups that met for a brief time (i.e., 1-3 class sessions) demonstrated better learning than groups that met for longer periods.

—

Strategically formed permanent groups lasting a semester can be key for successful team-based learning (Michaelsen & Sweet, 2011) Task Complexity

—

Campbell (1988) identified five task types (i.e., decision, judgment, problem, fuzzy, and simple) that could affect the impact of group work

Effective IGL Approaches

Problem-Based Learning (PBL)

— Actively engages students in groups to solve

complex, challenging problems to obtain required competencies or objectives and develop lifelong problem-solving skills (Engel, 1991)

— Problem usually ill-structured and complex,

representing real-world situation with multiple solutions rather than single right answer easily be looked up

http://integratingtech301.pbworks.com/w/page/20021598/Problem%20Based %20Learning

Student’s Role in PBL

Analyze available information Apply prior knowledge & experience Seek additional knowledge needed to effectively solve problem Consider all possible solutions Make a decision Analyze factors related to this decision Evaluate that solution Defend solutions with evidence Suggest ways to continue evaluating new solution after implementation

Effective IGL Approaches

Case-Based Learning (CBL)

— Stories with an educational message — Narratives of real-life situations that set up a problem or

unresolved tension

— Helps engagement in class, improve problem-solving and

critical-thinking skills

— Both the students and instructor are responsible for reaching

basic learning points

— Instructor or the facilitator can offer guidance and suggestions.

Students are also allowed to prepare in advance before class and ask questions during the session time

— CBL, thus, provides more structure for the learner in an

efficient, goal-directed manner (Srinivasan et al., 2007)

Effective IGL Approaches

Team-Based Learning (TBL)

http://faculty.ucmo.edu/teambasedlearning/ifat.htm

Effective IGL Approaches

Jigsaw

http://www.kstoolkit.org/Jigsaw

Effective IGL Approaches

Think-Pair-Share

— Think-Write-Pair-Share — Alone-Together-Alone (ATA)

Conclusion

— IGL umbrella term for variety of approaches — Effectiveness supported by theory and research — Start simple/small and go from there

Assessment of Classroom Learning – Chapter 9

Wendy Troxel

Educational Administration & Foundations

Illinois State University

What is Good Teaching?

Think-Pair-Share (2 minutes)

Source: Groccia, J. (2014)

What is Good Teaching?

Think-Pair-Share (2 minutes)

Source: Groccia, J. (2014)

What is Good Teaching?

“Good teaching is that which enhances student learning.”

• Kathleen McKinney, Illinois St. Univ.

Two main questions as a teacher:

• 1. What do I want them to learn?
• 2. How will I know when EACH of them has

learned it?

• 3. Bonus question: ….. and to what extent?
• 4. Extra bonus question: ….. and what do I

do if they haven’t?

• 5. And……..???

Classroom Assessment Techniques

What’s the difference between formative and summative assessment?

.

Do I do all that I can do?

Why or why not?

— “Too much content to cover...” — “Too little time to grade…” — “They’re in college now…” — “I don’t know how…”

I don’t know HOW???

What’s it REALLY about?

Before you assess….

Separate and articulate:

— Overarching goals — Intended outcomes (action-oriented) — How you’ll help them learn — How you’ll know learning when you see it

(formative and summative)

— What you’ll do once you get the results

(EACH time)

Design backward

Deliver forward

Intended Learning Outcomes

• f the

Unit [or Activity] Intended Learning Outcomes

• f the

Academic

[or co- curric]

Program Intended Learning Outcomes

• f the

Course [or series of activities] Intended Learning Outcomes

• f the

Institution

Intended Learning Outcomes of the Lesson Source: Huba & Freed, 2000, p. 108

THEN decide what strategies make sense

• Indirect measures, like double entry journals

and reflections…

• Direct measures, like minute papers,

quizzes and presentations…

• Comprehensive measures, like portfolios,

performances and final exams…

• Grading tools, like rubrics (which is also a

teaching tool)…

Lots of help in lots of places

— Books like this one — Conferences like this one (and others

focused on SoTL and teaching)

— Your institution’s teaching center — YOUR expertise!

Questions?

— Contact information: — Barbara Tobolowsky tobolow@uta.edu — Jillian Kinzie jikinzie@indiana.edu — James Groccia groccje@auburn.edu — Wendy Troxel wgtroxel@ilstu.edu — Book available for purchase at

https://www.nrcpubs.com/p/123/paths-to-learning Thank you!!