2011-2012 University Distinguished Teacher-Scholar Series Kelly Tappenden

Time-efficient Assignments and Peer Projects that Inspire Learning

Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning Administrative Provost Fellow December 9, 2011

Team-Based Learning (TBL)

Stephanie Ceman, PhD College of Medicine Cell and Developmental Biology Neuroscience Program Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

2011-2012 Distinguished Teacher-Scholar Discussion Board

• 121 hits • Peer instruction contexts: • In the classroom • Service learning in the community • GLSIS Community as Curriculum • mentoring in music education • Online, virtual groups: Piazza, Moodle Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

2011-2012 Distinguished Teacher-Scholar Discussion Board

• Peer instruction methods

• Simulations • Commercial transactions • Bloodwork analysis • Cases • Problem-solving (sometimes w/intro mini-lecture) • Biology • Political Science • Music • Engineering • Math Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Links to syllabi Assignment descriptions Email contacts

Peer instruction: Design Principles

A collaborative exercise is likely to succeed when the teacher has a satisfying answer for him/herself to each of these three questions, and when s/he tells students explicitly in advance how each of these three will benefit the students’ learning:

What is the …

Purpose Process Product

[3

p

’s for

Peer

learning]

Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Illinois Faculty Responses: Challenges and Successes Please identify any challenges or barriers to Illinois students' successful completion of assignments What are the key characteristics of assignments that you have found to be effective in your work with Illinois students?

Discomfort applying new knowledge Apply class concepts to new situations during class Lack of critical thinking skills In class (with peers) practice in higher order thinking Scattered focus Procrastination Structured, relevant assignments Staged assgts connected w/exams, projects Explicit rubrics, annotated examples Lack of models Ambiguous rubrics / success standards Inadequate time for prof’s quality feedback Peer feedback (structured) in/out of class Engagement (w/assgt, resources) for Programs on Teaching & Learning 12/9/11 Relevance to students’ experience, Oppty to make a new contribution

Research on Learning / Implications for Assignments Publication Implication Peter Elbow, Jaschik/Davidson Richard Light Anthony Gregorc, Kolb 3 Treisman, (Steele) Low stakes for greater creativity / risk Coaching model, peer instruction Varied format, equitable access, peer ins.

Offer/demand peer study groups Nakamura/Winkelmes 4 Benjamin Bloom 6 Colomb, Bass 7, 8, 9 Perry , etc. 10, Winkelmes Felder 11-15 Doyle Flexible format 5 Sequence skill development Feedback on Content vs. Format, try again Provide examples with criteria applied Target feedback to phase; Don’t overwhelm Specify content goals; skills goals; criteria to enable self-monitoring

Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Most effective modes of transparency for highest future learning benefits

• • • • explicitly connecting data about

how people learn

with course activities at difficult transition points (p < .001)

assignments' learning goals

and design rationale are identified and discussed before students begin each assignment (p < .001)

in-class debriefing discussions

and assignments (p < .010) about graded tests

grading practices and criteria

defined and discussed, with opportunities for students to apply them (p < .029) One-way ANOVA followed by Games-Howell multiple comparisons test Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Ongoing Transparency Research

Variables: • Discipline • Course level • Previous educational experience • Self-declared ethnicity • Self-declared major • Which “modes” benefit which learning goals www.teachingandlearning.illinois.edu

“Research” Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Sample Assignments

• • •

What implications from research are incorporated?

What additional good ideas do you see?

What change(s) might you recommend?

Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

• •

Peer Learning Exercise

Purpose: Experience small group, low stakes, +/- to replicate Process: what needs further explanation?

Product: 1) list of skill in sequence 2) feasible plan for course assignments

6 minutes Groups of 3 from different disciplines / departments – One person describes “A” final project – Partners ID and break down skills – List skills in sequence Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Acknowledgments

Scott Ahlgren LAS John Abelson Eng Lawrence Angrave Eng Carol Augspurger Anne Barger Rohit Bharghava LAS Vet Med Eng Jake Bowers LAS Chip Bruce GSLIS Stephanie Ceman Med Karen Flynn LAS Kate Kuper FAA Rick Laugeson LAS Michael Loui Eng Areli Marina FAA Beth Morgan LAS Tracy Parish Pub.Engagmt

Shameem Rakha GSLIS Amy Santos Ed Nina Tarr Law Kelly Tappenden ACES Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

Course Assignments

1 st : Prof-resp 1. Basic tools, data mastery 2d: peer-resp in class?

3d: Prof-resp Peer-coached revision 4 th : Prof-resp 2. Application, analysis 3. Evaluation 4. Invent, create original contribution Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11