Transcript Slide 1

Basics and Beyond
Day 1
August, 2014
Diane Salter, Vice Provost Teaching and Learning
Overview of Day 1
Overview of Day 2
What was your best learning experience?
What made it the best?
Where were you?
Who were you with?
What were you doing?
How did the experience
change you?
What are these people doing ?
Hello
Heart beats
Howper minute
Time involved
Are in the activity
you
Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.
Heart Rates in Uninterrupted Lectures
Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.
To foster a ‘deep’ approach to learning and achievement of LO’s Biggs
and Tang (2007) suggest a shift:
From
To
Coverage mode
Assignment/Task Centred Mode
What am I going to teach?
What do I want the students to learn?
I must cover …
They must do…
Teaching Tasks
Learning Tasks
Monologue
Dialogue
Teach content
assess for mastery
Engagement with content/class as
dialogue/assess for deep learning
The Old Britannia School House, Ontario
What type of
Learning Spaces …
Around a
table in
‘real’ space’?
In a ‘virtual
world’ ?
In a
lecture
classroom?
Discussion ?
Online or
face to
face ?
In class Blog
or Wiki ?
Individual or
Group… ?
“Learning is not a spectator sport. Students do not learn much just by
sitting in class listening to teachers, memorizing prepackaged assignments,
and spitting our answers.
They must talk about what they are learning, write about it, relate it to past experiences,
apply it to their daily lives. They must make what they learn part of themselves."
(Chickering and Gamson, 1987, p. 3)
Importance of Interactions
Content – the knowledge of the discipline
People
- Peers
- Instructor
- The World
Lecture Breaks Increase Students’ Attention
Bligh, 2000; McKeachy, 1999.
Lesson Planning for Active Learning
Create your ‘Active Learning’ Lesson Plan
Lunch Discussion
Your Questions
Reducing Content
‘Father Guido Sarducci ‘
The 5 Minute University – Saturday Night Live
What do most people remember five years after graduation?
https://www.youtube.com/watch?v=kO8x8eoU3L4
What is the most difficult step we can take to becoming great teachers?
Craig Nelson, Indiana University.
http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=327
To foster a ‘deep’ approach to learning and achievement of LO’s Biggs
and Tang (2007) suggest a shift:
From
To
Coverage mode
Assignment/Task Centred Mode
What am I going to teach?
What do I want the students to learn?
I must cover …
They must do…
Teaching Tasks
Learning Tasks
Monologue
Dialogue
Teach content
assess for mastery
Engagement with content/class as
dialogue/assess for deep learning
Discussion – How much content?
How do we ensure students are ‘exposed’ to appropriate course resources without
feeling the compulsion for the professor to ‘deliver’ content?
What is the problem with too much ‘information density’?
How do you (as a student) ‘learn’ best?
a.) Listening to a key note speaker?
b.) Reading material?
c.) Preparing to teach the material?
d.) Other?
Why do most teachers’ continue to deliver content?
Response to the Reading
The Student Experience
Melissa and Anthony
Both students had similar entrance scores, were taught from the same
syllabus, by the same university teachers.
They went to the same lectures and tutorials and completed the same
assignments in a core mathematics course.
Why were their experiences so different?
STUDENT APPROACHES TO LEARNING
Surface Approach
Intention to reproduce
- rote memorise information needed for assessment
- failure to distinguish principles from examples
- treat tasks as external impositions
- focus on discrete elements without integration
Ramsden, 2003
STUDENT APPROACHES TO LEARNING
Deep Approach
Intention to understand
- meaningfully memorize information for later use
- relate new ideas to previous knowledge
- relate concepts to everyday experiences
- relate evidence to conclusions
STUDENT APPROACHES TO LEARNING
Why is a ‘Deep’ approach important?
Surface Approach
Intention to reproduce
- rote memorise information needed for assessment
- failure to distinguish principles from examples
- treat tasks as external impositions
- focus on discrete elements without integration
Deep Approach
Intention to understand
- meaningfully memorize information for later use
- relate new ideas to previous knowledge
- relate concepts to everyday experiences
- relate evidence to conclusions
What type of teaching encourages a ‘surface’ approach to learning?
What type of teaching encourages a ‘deep’ approach to learning?
Factors Relating to Approaches
- Students’ Perceptions
If students think the
•
teaching is good
•
goals and standards are clear
•
students get help and advice on how to study
•
subject is well organised
then they are likely to be adopting deep approaches to study
If students think the
•
assessment is inappropriate
•
workload is inappropriate
then they are likely to be adopting surface approaches to their studies.
Ramsden, 2003
Ramsden, 1992
SURFACE approaches encouraged by:
• Assessment methods emphasising recall or the application of trivial; procedural
knowledge
• Assessment methods that create undue anxiety
• Excessive amount of material in the curriculum (Too much content)
• Poor or absent feedback on progress
• Lack of interest in and background knowledge of the subject
• Previous experiences that encourage such approaches
DEEP approaches encouraged by
• Teaching methods that foster active and long term engagement with the learning
tasks
• Stimulating and considerate teaching - demonstrating the lecturers personal
commitment to the subject matter - stresses its meaning and relevance to the
students
• Clearly stated academic expectations and learning outcomes
• Interest in and background knowledge of the subject matter
• Previous experiences that encourage such approaches
Overview of the student learning perspective
Figure 1: Model of Student Learning
CHARACTERISTICS
OF THE STUDENT
(e.g. prev ious
experiences, current
understanding)
Note: there is not a direct link from course/departmental
learning context to achievement of LO’s – rather must
consider students’ perception of the context and this
Influences their approach to learning
STUDENTS'
PERCEPTIONS
OF CONTEXT
(e.g. good teaching,
clear goals)
COURSE AND
DEPARTMENTAL
LEARNING
CONTEXT
(e.g. course design,
teaching methods,
assessment)
STUDENTS'
APPROACHES
TO LEARNING
(how they learn
e.g. surf ace/deep)
STUDENTS'
LEARNING
OUTCOMES
(what they learn
quantity /quality )
Prosser, M. and Trigwell, K. (2001). Understanding learning and teaching:
The experience in Higher Education. Philadelphia, USA.
The Society for Research into Higher Education & Open University Press.
Alignment
Outcomes-based Approach
Intended
outcomes
Content
Teaching
& Learning
Assessment
What do we
expect our
students to
be able to do
or demonstrate
as a result of
the learning?
What specific
knowledge,
skills, and
attitude do
they need to
learn to
achieve the
outcomes?
What are the
most appropriate
teaching and
learning method
for helping
students to
achieve the
outcomes?
What methods
of assessment
are most
suitable for
measuring
students’
attainment of
the outcomes?
Ensure alignment
What type of
Tasks …
(a few examples)
Generate the
questions/about
topic..
Online
Quiz …
Short answer
‘tests’
Preparation for
Assignments….
Discussion forum
Peer feedback
Class blogs
Or wikis…
Individual or
Group….
Your Plan