View
0
Download
0
Category
Preview:
Citation preview
Hello!
Jennifer SmithDirector, Center for Teaching ExcellenceUniversity of Florida
Act 1
Scene 1 . . . . . . . . . . . . . . Student Needs
Scene 2. . . . Are Discussions Effective?
Scene 3. . . . . . . .Challenges Discussion
Scene 4. . . . . Keys to Useful Discussion
Scene 5. . . . . . . . . . . . . . . . . . . Protocols
Act 2
Scene 1 . . . . . . . . . . . . .Circle of Voices
Scene 2. . . . . . . . . . . . . . . . . . .Fishbowl
Scene 3. . . . . . . . . . . . . . . . . . . . . .Roles
DrAmAtis PersonAe
Student Teacher Narrator
1.What do our
students need/want?
Oral and written communication
(79.4%)
Critical thinking and problem
solving (79.9%)
Teamwork and collaboration
(85.1%)
Students Consider Themselves Proficient in:
(Bauer-Wolf, 2018)
Source: Job Outlook 2018 (N=201 employing organizations) and The Class of 2017 Student Survey Report (N=4,214 graduating seniors), National Association of Colleges and Employers (Bauer-Wolf, 2018)
41.60%
55.80%
77.00%79.40% 79.90%85.10%
ORAL & WRITTEN COMMUNICATIONS
CRITICAL THINKING & PROBLEM SOLVING
TEAMWORK & COLLABORATION
% of Employers that Rated Recent Grads Proficient
% of Students Who Considered Themselves Proficient
Gen Z Students Want:
▣ Mix of learning environments and activities▣ Hands-on experiential learning▣ Social learners▣ Marketable skills
(Selingo, 2018)
2.Are
Discussions Effective?
Undergraduate STEM
▣ Meta Analysis: 39 studies
▣ Fosters more favorable attitudes toward learning
▣ Improves persistence in STEM courses and programs
▣ Effective in promoting greater academic achievement
□ Learning improvement was consistently around .5
standard deviation(Springer, Stanne & Donovan, 1999)
Cooperative vs. Competitive
▣ Meta Analysis: 168 studies
▣ Knowledge acquisition
▣ Retention
▣ Accuracy
▣ Problem solving
▣ Higher-level reasoning(Johnson, Johnson, & Smith 2014)
Introductory Genetics Biology course
“Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.”
(Smith, et al., 2009)
3.Challenges
Let’s talk about them!
Provide tokens to each student to
track contributions
Some students talk too much
Some students talk too little
Use “round robin” types of discussion
Provide a quiz to promote
accountabilityAssign rotating roles
(Brookfield & Preskill, 2005)
Report out
▣ Identify a solution that is:
□ Interesting
□ Surprising
□ Useful
Does this mean the lecture is
dead?
Discussion Compliments Lecture
▣ Lecture models methodology▣ “Buzz Groups”▣ Collaborative notes▣ Clicker responses▣ Exit “tickets”
4.Keys to Useful
Discussion
1. Explain
▣ What will be the benefit to students?▣ What skills will students develop?
□ Why do students need these skills?▣ How will you help them?▣ Credit = value
(Brookfield & Preskill, 2005)
2. Ground Rules
▣ Identify the rules you think are needed▣ Groups generate and share lists of good/bad
practices□ Guide the class to consensus
▣ Work with groups to identify sanctions▣ Remind students of the rules
(Landis, 2008)
3. Scaffolding
▣ Listening practice▣ Model thought process ▣ Guide students to identify evidence▣ Provide time to think
4. Preparation Assignment
▣ Quiz▣ Online discussion▣ Case▣ Provide the prompt in advance (if possible)▣ Use “starter sauce”
What is “starter sauce?”
Card Sort Worksheet Roles
5.Sample
Protocols
Think-Pair-Share-Square
After covering a concept in lecture, ask students to:
▣ Summarize the concept
▣ Solve a problem
▣ Give a reaction
▣ Relate the concept to previous material
▣ Predict what will happen next, hypothesize
▣ Resolve a conceptual conflict
(Johnson, Johnson & Smith, 1998)
Listening Pairs
▣ Provide time to think▣ Each student shares a personal experience▣ Partners listen▣ Switch roles
(Brookfield & Preskill, 2016)
Quotes
▣ Draw a quote ▣ 1 – 2 minutes to consider the quote
□ Interpret, build upon, affirm or contradict▣ Round robin share comments▣ Open discussion▣ Optional: report out
(Brookfield & Preskill, 2016)
List Brainstorm
▣ Individuals write down as many items as they can think of in response to the prompt
▣ Groups work together to categorize ideas□ Identify useful elements□ Synthesize possible solution(s) to share out
▣ Each person writes a solution▣ Moderator shares solutions▣ Participants review solutions
and revise▣ 2 or more rounds
Delphi Problem-Solving(C
ollie
r, 19
81)
Questions?
Act 2:Protocols
Starter Sauce
▣ Provide a meaningful task▣ Promote individual accountability
□ Assignment□ Quiz□ Clicker□ Writing□ Activity
When you see: Replace with:
q d or tz mb pp ber vs
e, as in pet a, as in bat
a, as in bat e, as in pet
Circle of Voices
▣ 2 minutes for decoding activity
▣ Round 1:□ How did you feel?□ No interruptions
▣ Round 2: □ What can you do for students?
▣ Open discussion:□ Questions, disagreement, clarification
(Brookfield & Preskill, 2016)
Translation
In particular, we have long hypothesized that social
pedagogies are particularly effective at developing traits
of “adaptive expertise,” which include the ability of the
learner to use knowledge flexibly and fluently, to
evaluate, filter and distill knowledge for effect, to
translate knowledge to new situations, and to understand
the limits and assumptions of one’s knowledge.
(Bass & Elmendorf)
Fishbowl
(Barkley, et al., 2014)
Perspective Shift
▣ Roles□ Stakeholders□ Points of view□ Characters
▣ What would happen when x changes?▣ How many things can change?
Roles
▣ Fact checker▣ Explorer▣ Facilitator▣ Scribe or reporter▣ Innovator
▣ Cast students in roles▣ “Tweet” as your
character ▣ Reply to other “tweets”
(de
Car
olis
(201
6)
Antigone “Tweets”
Tiresias:
@Antigone, I tried to tell @Kreon but he is just too hard headed. #niceknowingyou
Antigone:
@Tiresias, My uncle will regret this! #notbackingdown#takingthistothetomb #nicetoknowyouaswell #farewellfornow
Chorus: @wiseelder
@Tiresias you told @Kreon this would happen, why pray now? #alittletoolate#hardheaded#listen2urelders.
Oral and written communication
Critical thinking and problem
solving
Teamwork and collaboration
Questions?
Thanks!jksmith@ufl.edu
Sources
▣ Barkley, E.F., Major, C.H., & Cross, . P. (2014). Collaborative learning techniques; a handbook for college faculty. San Francisco; Jossey-Bass.
▣ Bass, R., & Elmdendorf, H. (n.d.). “Designing for difficulty: social pedagogies as a framework for course design.” Retrieved from https://blogs.commons.georgetown.edu/bassr/social-pedagogies/
▣ Bauer-Wolf, J. (2018, February 23). Study: students believe they are prepared for the workplace; employers disagree. Retrieved January 29, 2020, from https://www.insidehighered.com/news/2018/02/23/study-students-believe-they-are-prepared-workplace-employers-disagree
▣ Brookfield, S., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. San Francisco, CA: Jossey-Bass.
▣ Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: tools and techniques for democratic classrooms (Second). Hoboken: Wiley.
▣ Collier, J. (1981). Retrieved from https://commons.wikimedia.org/wiki/File:John_Collier_-_Priestess_of_Delphi.jpg
▣ de Carolis, A. (2016). Italian translation by Ettore Romagnoli of some tragedies by Sophocles. Retrieved from https://commons.wikimedia.org/wiki/File:Sofocle-60.png
▣ Haines, D. B., & McKeachie, W. J. (1967). Cooperative versus competitive discussion methods in teaching introductory psychology. Journal of Educational Psychology, 58(6, Pt.1), 386–390. https://doi.org/10.1037/h0020046
▣ Howard, J. R., & Weimer, M. (2015). Discussion in the college classroom: getting your students engaged and participating in person and online. San Francisco: Jossey-Bass.
▣ Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: cooperation in the college classroom. Edina, MN: Interaction Book Company.
▣ Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.
▣ Kyle, C., & Buckens, K. (2019). The best small saucepan hero. photograph. Retrieved from https://www.epicurious.com/expert-advice/the-best-saucepans-for-cooking-literally-everything-article
▣ Landis, K. (Ed.). (2008). Start talking: a handbook for engaging in difficult dialogues in higher education. Anchorage, AK: University of Alaska Anchorage.
▣ McKeachie, W., & Svinicki, M. (2014). McKeachie's Teaching Tips: strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth.
▣ Selingo, J. J. (2018). The New Generation of Students: How colleges can recruit, teach, and serve Gen Z. (p. 26). Washington, D.C.: The Chronicle of Higher Education.
▣ Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., & Knight, J. K. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122–124.
▣ Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51.
Credits
▣ Presentation template by SlidesCarnival
▣ Images by TheNounProject
Recommended