Transcript Stop Enabling Students! Break the dependency and Help Them

STOP ENABLING STUDENTS!
BREAK THE DEPENDENCY AND HELP
THEM LEARN TO THINK CRITICALLY
Gavin House
November 14, 2013
Teaching and Learning Strategies Strand
PICK-ME-UP
REENERGIZE YOUR MIND!
Take a moment and identify a top five takeaway
from the conference
Share it with your neighbor(s)
REFRESHER
Teaching and Learning Strategies are methods to
help students learn more successfully
Enabling is making it easy
Dependency is relying on someone else to take care
of you
A LITTLE MORE REFRESHER
Critical Thinking is clear, rational, open-minded,
and informed by evidence
Accountability is being responsible and answerable
a Student is a person formally engaged in learning
a Journey is progress from one stage to another (as
in educational journey)
CRUX OF THE MATTER
Student’s higher-level cognitive skills are
under-developed
Solve Problems
Analyze Arguments
Synthesize Information from different sources
Apply Learning to new and unfamiliar contexts
PLAUSIBLE REASON
Students have learned that someone,
outside themselves,
will tell them
what to do
when to do it
and how to do it
OPINION POLL
Take a moment to think about your experiences
with student autonomy
To what extent is this true
Please share your thoughts with us
METACOGNITION
METACOGNITION CONNECTION
Successful students connect with their
learning
“Any fool can know. The point is to
understand.”
― Albert Einstein
Less successful students disconnect from
their learning
CLASSROOM ASSESSMENT
“… an approach designed to help teachers find out
how well they are learning it.”
Angelo & Cross, 1993
what students are learning in the classroom and
CLASSROOM ASSESSMENT
CHARACTERISTICS
Learner Centered
Mutually Beneficial
Formative
Context Specific
Ongoing
Rooted in Good Teaching Practice
Angelo & Cross, 1993
Teacher-Directed
CLASSROOM ASSESSMENT
Angelo & Cross, 1993
Thomas A. Angelo and K. Patricia Cross developed
their Classroom Assessment approach with seven
basic assumptions in mind
FIRST OF SEVEN BASIC ASSUMPTIONS
“The quality of student learning is directly,
quality of teaching. Therefore, one of the
most promising ways to improve learning is
to improve teaching.”
Angelo & Cross, 1993
although not exclusively, related to the
SECOND BASIC ASSUMPTION
“To improve their effectiveness, teachers
explicit and then to get specific,
comprehensible feedback on the extent to
which they are achieving those goals and
objectives.”
Angelo & Cross, 1993
need first to make their goals and objectives
THIRD BASIC ASSUMPTION
“To improve their learning, students need to
early and often; they also need to learn how
to assess their own learning.”
Angelo & Cross, 1993
receive appropriate and focused feedback
FOURTH BASIC ASSUMPTION
“The type of assessment most likely to
conducted by faculty to answer questions
they themselves have formulated in response
to issues or problems in their own teaching.”
Angelo & Cross, 1993
improve teaching and learning is that
FIFTH BASIC ASSUMPTION
“Systematic inquiry and intellectual
motivation, growth, and renewal for college
teachers, and Classroom Assessment can
provide such challenge.”
Angelo & Cross, 1993
challenge are powerful sources of
SIXTH BASIC ASSUMPTION
“Classroom Assessment does not require
dedicated teachers from all disciplines.”
Angelo & Cross, 1993
specialized training; it can be carried out by
SEVENTH BASIC ASSUMPTION
“By collaborating with colleagues and
Assessment efforts, faculty (and students)
enhance learning and personal satisfaction.”
Angelo & Cross, 1993
actively involving students in Classroom
CLASSROOM ASSESSMENT TECHNIQUES
CLASSROOM ASSESSMENT TECHNIQUES
Feed-back devices
Immediate and useful answers to very focused
questions about student learning
Supplement and complement formal evaluations of
learning
Angelo & Cross, 1993
Simple tools for collecting data on student learning
in order to improve it
THE
CAT’S OUT OF THE BAG
Our activities earlier in this presentation were
modified CAT’s
“Share The Wealth” Susan Bowman (2010) and
“Opinion Polls” Angelo and Cross (1993)
LESSONS LEARNED FROM FACULTY
Faculty adapt CAT’s to provide appropriate
feedback
Classroom Assessment feedback stimulates and
guides faculty as they adjust their teaching to
improve learning
Angelo & Cross, 1993
Academic Disciplines, Individual Goals, and
Students
EFFECT ON STUDENTS
Increases active involvement in learning
Increases cooperation and a sense of the classroom
as a “Learning Community”
Increases Student Satisfaction
May improve course completion rates
Angelo & Cross, 1993
Promotes Metacognitive development
MANY THANKS
The following individuals and organizations supplied
much of the support and content within this
presentation
Classroom Assessment Techniques Angelo and Cross
Win Them Over Patricia Linehan
How to Give It So They Get It Sharon Bowman
Ellen Radel and Patricia Linehan
Pine Technical College
MN State Colleges and Universities
AND
THANK YOU
For attending and participating in this session
“I will teach you and you will learn not to need me.”
― Gavin House