Transcript Summer Teaching Institute - 1998

Energize Your Classroom:
Innovative Teaching Techniques
Dr. Scott D. Lipscomb
UTSA Division of Music
Summer Teaching Institute (May 1998)
sponsored by the
UTSA Teaching & Learning Center
Excerpting Shamelessly from …
• Larry Michaelson - “Designing Productive and Involving TeamLearning Tasks
• Dee Fink - “Developing and Assessing Learning Objectives”
• Marilla Svinicki - “Teaching Abstract Concepts to Diverse Learners”
• Susan Nummedal - “Using Classroom Assessment Techniques to
Improve Student Learning”
• Barbary L. McCombs & Patricia A Lauer - “Impact of LearnerCentered Instruction on Student Motivation and Academic
Performance” and “Defining and Assessing Learner-Centeredness in
Your Classroom”
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Bloom’s Taxonomy of Educational Objectives
… in the Cognitive Domain (1956)
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Specific Teaching Techniques
• Develop Clear Learning Objectives
– methods of assessment
• Motivate Students
– Incorporate Team-Learning Tasks to Engage
Students
• assignment to groups
– Readiness Assessment Tests (RATs)
• not everything must be covered in class
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Teacher Beliefs Survey
Where Do You Stand?
Statement of Objectives ...
Higher Levels of Learning
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Coming to KNOW …
How to THINK about …
How to DO … [something]
How to KEEP ON LEARNING about ...
Working with one’s SELF on …
Interacting with OTHERS …
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Diverse Learners:
Learning Abstract Concepts Involves …
• studying one or more prototypical examples
of a concept, getting a definition
– poor learners stop here … memorize the
prototype
• examining the features of multiple examples
(and non-examples)
– average learners stop here and use the
categories they see to classify new examples
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Good Learners:
• Generate hypothesis about the concept
• Test the hypothesis with new examples and
non-examples, getting feedback
• Reconsider (or re-examine) examples in
light of this feedback
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The Scientific Method
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Ask a question of the Real World
Review research literature
Design study
Collect Data
Analyze & Interpret Data
Propose or reassess model
Submit model to further tests
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Characteristics of Learners
That Affect Learning
• Content Issues
• Cognitive Issues
• Motivation Issues
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Characteristics of Learners:
Content Issues
• Prior knowledge and experience
• Structural knowledge
– concept map of how discipline is put together
• Language deficits
• Technical skills
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Characteristics of Learners:
Cognitive Issues
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Level of formal reasoning
Level of epistemology
Processing preferences
Learning strategies
Metacognitive awareness
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Characteristics of Learners:
Motivation Issues
• Goal orientation
– Mastery goals vs. Performance goals
• Level of task-specific motivation
• Self-efficacy for area
• Self-concept as student
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Understanding Motivation to Learn
• Learning & motivation to learn are natural human capacities in
social contexts that are supportive of the learner and in content
domains perceived as personally relevant and meaningful.
• What & how much is learned is a function of each learner’s
view of him or herself and the learning process, including selfconcepts of ability, personal goals, expectations, and
interpretations of task requirements.
• Insecurities and other forms of negative cognitive conditioning
interfere with or block the emergence of learners’ natural
motivation to learn.
– Handout - “How Schools Stifle Motivation”
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Motivational Outcomes Associated with
Learner-Centered Practices
• engage in independent learning activities
• seek out further information about topics of
interest
• want to learn more about a range of topics
and interests
• continue to refine skills in chosen area
• go beyond minimal assignments
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Motivational Outcomes Associated with
Learner-Centered Practices
• are willing to persist in the face of learning
challenges
• take responsibility for their own learning
• engage in learning for understanding vs.
grades
• are involved with learning and school
governance decisions
• achieve high academic & personal standards
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What is “Learner-Centered?”
• a research-based framework
• focused on well-defined content standards and defined learning
objectives
• focused on human needs related to motivation and learning
• a balance of teacher and student control
• a balance of learner and learning needs
• concerned with high levels of learning and motivation
• rigorous and challenging
• shared teacher and student responsibility for learning and
achievement
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Learner-Centered Instruction
• 14 Learner-Centered Psychological
Principles
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Cognitive & Metacognitive Factors
Motivational & Affective Factors
Developmental Factors
Individual Differences Factors
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Learner-Centered Psychological Principles:
Cognitive & Metacognitive Factors
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Nature of the Learning Process
Goals of the Learning Process
Construction of Knowledge
Strategic Thinking
Thinking about Thinking
Context of Learning
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Learner-Centered Psychological Principles:
Motivational & Affective Factors
• Motivational & Emotional Influences on
Learning
• Intrinsic Motivation to Learn
• Effects of Motivation on Effort
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Learner-Centered Psychological Principles:
Developmental Factors
• Developmental Influences on Learning
• Social Influences on Learning
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Learner-Centered Psychological Principles:
Individual Differences Factors
• Individual Differences in Learning
• Learning & Diversity
• Standards & Assessment
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Team-Learning
Assignment to Groups
Activity 1: What Characteristics
Make Concepts Difficult?
• List several concepts from your own area that you have
found are difficult for students
• List several general concepts—not from any particular
field—that are difficult to understand (e.g., truth, beauty,
etc.)
• Working with several colleagues, compile a list of your
general concepts. Then examine them for what they have
in common that caused you to add them to the list. Are
there characteristics that difficult concepts have in
common?
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Traditional Teaching
vs. Team Learning
Team Learning & the Development
of Higher-Level Cognitive Skills
Complex Concepts
and Applications
Effect of Small Group Discussion
on Sources of Information for Learning
Peer Tutoring
Individual Study
Instructor
Basic
Concepts
Traditional
Lecture
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Team
Learning
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Readiness Assessment Tests
An Example
Assessment:
The “RSQC2” Technique
• Recall: List the most interesting, useful, and/or significant points you
can recall from the previous session
• Summarize: Summarize the important points you can recall in one
meaningful, grammatically correct sentence
• Question: Raise any remaining questions you have about that session
• Comment: Write down a word or phrase describing how you felt about
that session while you were in it
• Connect: Connect what you learned in that session with what came
before, what comes next, or with your own experience, with
professional experience, or with information from another course ...
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Report from the Front Lines
Dr. Jim Balentine
Learner-Centered Instruction:
Stages of Change
• Phase I - Developing Awareness, Will to Change, and Ownership of
Need to Change
– showing change is possible, inspiring hope
• Phase II - Observing Models & Building Understanding of Personal
Domain Practices
– seeing models, discussing “what and how”
• Phase III - Adapting Strategies, Building Skills, and Developing
Personal Responsibility for Continuous Learning & Change
– tailoring strategies, coaching, trying out, revising
• Phase IV - Adopting & Sustaining Attitudes and Practices that
Contribute to Continuous Learning and Self Development
– on-going self-assessment, networking, support
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Effective Course Design:
Integrating These Teaching Techniques
• What do you want students to be able to do when
they have completed your course?
• What will students have to know to do #1?
• How can you identify the concepts students have
successfully mastered through individual study or
group activities?
• How can you tell if students will be able to use
their knowledge?
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