Transcript Nursing

Smart Teaching: Strategies to
Inspire Smarter Learning
Rose Mince, Judith Boyle,
Greg Campbell, and Robin Minor
The Community College of Baltimore
County
1
Session Overview
•
•
•
•
•
•
•
Opening Activity
Introduction
Overview of the Literature
Sharing Proven Strategies
Specific Applications
Modeling of Best Practices
Questions, Answers, Discussion
2
Rose Mince, Ph.D.
Dean of Instruction for Curriculum
and Assessment
“The proper question is not, ‘How can people
motivate others’?, but rather, ‘How can people create
the conditions within which others will motivate
themselves’?
-Edward Deci” (Vader-McCormick, 2012, p. 43)
3
Teaching Learning Roundtable
•
•
•
•
•
Education and Professional Development
Grants and Awards
Research and Best Practices
New Faculty Learning Community
The Engaged Teacher: What Works with
Today’s Students by Nancy Vader-McCormick
4
How Learning Works: Seven ResearchBased Principles for Smart Teaching
• Prior knowledge can help or hinder learning.
• How students organize knowledge influences
how they learn and apply what they know.
• Students’ motivation determines, directs, and
sustains what they do to learn.
• To develop mastery, students must acquire
component skills, practice integrating them,
and know when to apply what they have
learned.
5
How Learning Works: Seven ResearchBased Principles for Smart Teaching
• Goal-directed practice coupled with targeted
feedback enhances the quality of students’
learning.
• Students’ current level of development interacts
with the social, emotional, and intellectual
climate of the course to impact learning.
• To become self-directed learners, students must
learn to monitor and adjust their approaches to
learning.
– Ambrose, et al. (2010)
6
Engaged
Learners
Engaged
Teachers
7
Student Engagement Technique:
Quotes from E. F. Barkley
• Think about your philosophy of teaching and
learning and select one quote that
“resonates” with your philosophy.
• Be prepared to very briefly share why you
selected that particular quote.
• Think with a pen…jot down how you can use
this technique with your students.
8
Judith Boyle, M.S., R.N.
Nursing Instructor
“Teachers possess the power to create
conditions that can help students learn a great
deal-or keep them from learning much at all.
-Parker Palmer” (Vader-McCormick, 2012, p.14)
9
The Challenge
• “Nurse educators share the view that
undergraduate students are often only really
willing to engage with topics if they can see
the implications and/or the application to
their practice and this is only achieved if nurse
educators deliver content in a meaningful and
engaging way.”
- (Crookes, Crookes, & Walsh, 2013)
10
The Problem
• Only two exams in a 5 week Pediatric Nursing
Concepts course worth 80% of final grade
• Growth and Development Concept
– Content boring and dry
– Critical concept in pediatric nursing
– Comprises 9% of questions on the RN licensure
exam
11
The Strategy
• Growth and Development Project
Course Assignment
– Students chose a partner, were assigned an age
group, and were tasked with decorating and filling
a shoe box with age and developmentally
appropriate activities for a hospitalized child
– Completed boxes were donated to charitable
organizations
12
The Results
• Improved exam scores
• Positive student evaluations
13
Pre-Project Exam Scores
Section # of
Possible Median
Students Points
Mean Highest Lowest
Score
Score
Fall
2012
42
60
51.43
50.85
56.00
45.00
Spring 26
2013_1
60
49.67
49.36
53.00
44.00
Spring 20
2013_2
61
50.90
50.75
56.00
45.00
14
Post-Project Exam Scores
Section # of
Possible Median Mean Highest Lowest
Students Points
Score
Score
Fall
29
2013_1
64
54.75
54.45
59.00
49.00
Fall
30
2013_2
65
56.88
56.90
62.00
52.00
Fall
34
2013_3
65
55.50
55.03
63.00
47.00
15
Student Evaluations
• Opinion Scale/Likert: The Growth and Development Project helped
me to better understand the growth and development and health
promotion theory portion of this class.
Strongly agree
8
Agree
39
Neither agree
nor disagree
20
Disagree
8
Strongly
disagree
1
• Student Comment: “ I like that we did the growth and development
project and that we donated them.”
16
In Conclusion
• The Growth and Development Project
provides nursing students with the
opportunity to creatively manipulate the
material in order to increase the breadth and
depth of their learning/retention of this
critical concept.
17
Greg Campbell, M.A.
English Instructor
“Teaching without learning is just talking.
-Thomas Angelo and Patricia Cross”
(Vader-McCormick, 2012, p. 132)
18
The Challenge
• How do we ensure that students are doing the
reading in an English class?
– Quizzes
– Waste of class time and grading time
• How do we ensure that students are engaging
with the text they are reading?
– How do we ensure that nobody is “just talking?”
19
The Problem
• This could be a problem in any (English)
classroom
• This is a bigger problem in required classes like
British Literature
• Even for English majors, the various styles,
subjects, and language intricacies are tough
20
The Strategy
• Get the students to engage with the text by
having them create “Questions for the Class”
• These questions need to be deep and complex
to show that the student has actually been
thinking about the text actively
• Asked anonymously via the instructor
21
The Strategy
• Ask ten questions per student per semester
– In a class of 20 students:
• 200 total questions
• 5-6 questions per class
• Collected online via Blackboard
– Journals (recommended)
– Wikis
– Blogs
22
Benefits of Anonymity
• The “shy students” can reveal just how good
they are with the subject matter
– Earn more points online; get better grades
• Shy students gain confidence and engage in
the class discussions
– Earn more points in class; get better grades
23
Benefits of Anonymity
• There is less worry of “looking stupid” in front
of the class
• Class unity and subtle competition as students
wonder “who asked that!”
24
Grades & (x̄ Questions Completed)
(These grades reflect the grade associated with the assignment)
Control Group
Fall 2012
Spring 2013
(2 Sections)
Fall 2014
“A”
12
7 (8.4)
14 (7.9)
“B”
9
4 (6.7)
11 (6.4)
“C”
2
6 (3)
2 (1.5)
“D”
0
0 (0)
2 (0)
“F”
1
2 (2)
3 (.3)
25
Grades & (x̄ Questions Completed)
(Adjusted so as not to reflect the grade associated with the assignment)
Control Group
Fall 2012
Spring 2013
(2 Sections)
Fall 2014
“A”
12
7 (8.4)
15 (7.5)
“B”
9
4 (6.7)
12 (5.5)
“C”
2
6 (3)
1 (0)
“D”
0
0 (0)
2 (1)
“F”
1
2 (2)
2 (0)
26
Sample Questions
• In "The Ladys Dressing Room" is he really
condemning women for having bodily functions
and for all the shit (no pun intended) they go
through to hide the fact that they do to conform
to the unrealistic expectations for women at this
time? At first I thought he was simply saying
"women are people too; they get dirty just like
everyone else" but lines 129-144 are so bitter and
unreasonably hateful that he sounds as though
he just got dumped.
27
Sample Questions
• Even though Herrick was originally a priest,
did his "living your life to the fullest" motto
get the wrong impression? Maybe he was
trying to break down the walls of strict,
religious attitudes?
• In The Rape of the Lock, does Pope seek to
satirize a society that would simultaneously
objectify women and condemn them for being
vain?
28
Sample Questions
• I noticed that Prufrock (at least in the version I
have) is almost structured with indented
paragraphs as in a novel. It is also fitting that
towards the end of the poem he starts to
mention aging and, in the very last line, death.
Do you think Eliot intentionally structured his
poem like this to show a passage of time (a
beginning, middle, end)? Or am I just reading
too far into the "structure" of a structureless
art form?
29
Conclusions
• To prepare a question, the student must be
prepared for class
• If those students are engaged in conversation,
it increases the likelihood that others will too
• If we give our students an alternative way to
prove their knowledge and engage in the
class, they will rise to the occasion
• We can do more than “just talking”
30
Robin Minor, PhD
Assistant Professor, Biology
“Research generally shows that the amount of retention
corresponds to the degree to which a student is
dynamically participating in the learning activity.
-Elizabeth Barkley” (Vader-McCormick, 2012, p. 98)
31
The Challenge
• Academic success is correlated with active
learning, yet students may not gravitate
naturally towards active learning methods of
study.
32
The Problem
• Anatomy & Physiology (A&P) is hard!
– Tons of vocabulary to learn, much of which is from
Latin or Greek
– Some students tell me A&P is the first class “I
actually have to study for!”
33
The Goal
• Create an assignment that
– Guides students through active reading of the
textbook
– Gets them prepared for lecture before class
– Provides an opportunity to practice with A&P
terms
34
The Assignment
• Complete the lecture slides:
35
The Assignment
• Complete 10 questions in BlackBoard:
36
The Assignment
• Complete 10 questions in BlackBoard:
37
Student Feedback
LS Assignments Survey
Are better to do AFTER the chapter is covered in lecture
minutes I have to complete the assignment on BlackBoard is
gr
ee
re
e
sa
g
5
5
5
5
5
5
6
6
6
6
6
6
isa
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sa
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ha
t
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A
or
ur
e
ha
t
No
tS
ew
So
m
To
o
questions on the LS Assignments is
Ju
st
LS Assignments (6 total) this semester will be
To
o
I THINK THE NUMBER OF…
Ri
Fe
w
Are useful overall
4
4
4
4
4
4
Di
Are better to do BEFORE the chapter is covered in lecture
3
3
3
3
3
3
So
m
Distract me from doing more useful kinds of studying
2
2
2
2
2
2
7
7
7
7
7
7
M
an
y
Encourage me to complete the lecture slides
1
1
1
1
1
1
gh
t
Encourage me to spend more time working on this class
Ag
re
e
I THINK THE LS ASSIGNMENTS…
St
ro
ng
l
yA
gr
ee
Ag
re
e
The LS (Lecture Slides) Assignments are the ones you complete in Blackboard that ask 10 questions directly from
the powerpoint slides.
1
1
1
2
2
2
3
3
3
Any comments you’d like to add:
38
Encourage me to spend more time working on this class
Encourage me to complete the lecture slides
Distract me from doing more useful kinds of studying
Are better to do BEFORE the chapter is covered in lecture
Are better to do AFTER the chapter is covered in lecture
Are useful overall
*
1.5
n=
24
n=
27
n=
isa
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ng
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m
sa
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gr
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isa
gr
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I THINK THE LS ASSIGNMENTS…
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gr
ee
ha
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gr
ee
Student Feedback
12
1
2
0
0
0
11
0
0
0
1
0
2
1
4
5
3
13
11
n=
20
11
*
2
2
1
1
2
n=
2
5
5
2
4
10
11
n=
30
8
0
0
1
0
0
1.4
*
5.3
2.1
4.9
1.3
*
*
*
39
LS Assignments (6 total) this semester will be
questions on the LS Assignments is
minutes I have to complete the assignment on BlackBoard is
1.7
n=
10
n=
3
n=
8
1.9
1.8
29
*
*
M
an
y
gh
t
Ri
*
To
o
To
o
I THINK THE NUMBER OF…
Ju
st
Fe
w
Student Feedback
0
36
0
30
1
40
Student Feedback
Additional comments:
 “Could have had 1 for each chapter.”
 “Very helpful. Thx ”
 “Change nothing”
 “I like that the extra points assignments make me feel like I am working towards
or building up for the exam. It gives me more exposure to the material and
builds my test-taking confidence. Thank you!”
 “Helps motivate me to do slides and study the material.”
 “Overall the study activities are very useful!! Thanks”
 “I like doing these, it makes me keep ahead.”
 “I like them—helps keep me on my toes. Helps me to stay a bit ahead”
41
Exam Scores Comparison
100
2012
90
2013
Exam Score (%)
80
70
60
50
40
30
20
10
0
40 43
39 40
37 40
36 40
Exam 1
Exam 2
Exam 3
Exam 4
42
In Conclusion
• Test scores not necessarily higher.
• However, student feedback was positive.
• Ultimately I have chosen to continue with this
assignment and I am expanding it into the
second semester of A&P as well.
43
Modeling of Best Practices
•  Think – Pair - Share
• How students organize knowledge influences
how they learn and apply what they know.
• To develop mastery, students must acquire
component skills, practice integrating them, and
know when to apply what they have learned.
• Goal-directed practice coupled with targeted
feedback enhances the quality of students’
learning.
44
Questions
& Answers
•
•
•
•
[email protected]
[email protected]
[email protected]
[email protected]
45
References
• Ambrose, S.A., Bridges, M.W., DiPietro, M.,
Lovett, M.C., & Norman, M.K. (2010). How
learning works: Seven research-based principles
for smart teaching. San Francisco: Jossey-Bass.
• Barkley, E.F. (2010). Student engagement
techniques: A handbook for college faculty. San
Francisco: Jossey-Bass.
• Bernards, J. & DeSmet, M. (2013). Math Study
Skills. Portland, OR: Self.
46
References, continued
• Crookes, K, Crookes, P.A., Walsh, K. (2013).
Meaningful and engaging teaching techniques for
student nurses: A literature review. Nurse
Education in Practice, 13(4), 239-243.
• Epp, S.M., McAulay, J.E., (2008). Teaching child
growth and development: The Christmas shoebox,
33(6), 277-280.
• Nolting, P., Ph.D. (2014). Winning at Math – Your
guide to learning mathematics through successful
study skills. Bradenton, FL: Academic Success
Press, Inc.
47
References, continued
• Vader-McCormick, N. (2012). The engaged
teacher: What works with today’s students.
Stillwater, OK: New Forums Press.
48