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Patterns of LearningWhat are the pieces that need to be put
together to promote student learning?In what ways do the pieces fit together
in different ways to enhance student learning?
Why is it important to continually refresh and renew the learning ‘picture’– who benefits?
How do the lenses through which we look affect the way we teach and the way students learn?
The pieces
StudentsFacultyLearning environmentCo- and extra-curricular activities
The student lensRelevance
What does it mean to me and my life?Application
How will I be able to use these ideas?Critical thinking
How can I evaluate these ideas and my learning?
Problem solvingHow does what I know help me work with this
new problem?
Student learningIntegration of learning
into the curriculumAcross coursesAcross programs
Integrated assessmentsPortfolios that collect artifacts from all courses within a program
Reflections statements that help integrate the past, present and future learning
A model that worksUndergraduate Education unifying theme
The model developmentThe Environment and Global Climate changeBrought in speakers
For students – small and large group interactions
For Faculty – book clubs and small group interactions
Extracurricular activitiesSponsored events – student development
initiatives
Other Student Engagement Strategies Students are retained within their discipline if
they see an application to what they are doing in class to a real life situation.
Integration of:Undergraduate researchExperiential learning – community based
Co-OPInternshipsService Learning
Interdisciplinary connections – corner- and cap-stone experiences
Leadership opportunities
Faculty LensWhat strategies do I need to use to help students learn?
How do I know that students have learned?
How do I close the loop of assessment to enhance my teaching?
Design instruction for an optimum level of concern (helpful anxiety).
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Level of Concern
Deg
ree o
f Le
arn
ing
Strategies that workOne minute paper/pass to class/muddiest point
Drawing for understandingUse of pictures
One minute paperAsk a question that is relevant, thought provoking, and/or requires synthesis and application
Easy to assign and assesscreates an opportunity to be considered as a person and establish a relationship
Drawing for understanding
Students are asked to create a drawing, diagram or chart to help explain an idea, relationship, or process
Students must then share their drawing and discuss it with a classmate
C6H12O6
O2
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H2O
The power of the picture
Show a picturea picture speaks a thousand words
initiates discussionimage stays in the student’s memory and creates a link to the information discussed and stored
How to gauge understanding
Choral responseincreases student participant
Pass the chalkincreases responsibilityeveryone gets involved
Assessment in classPrevious methods all assessment methods
Also try 3 x 5 cardsask questionsquick feedbackanonymouscatches problem early
The classroom lensHow is your class set up?
Face to faceMixed modeWeb based
Are you:Student centeredFaculty centeredLearning centered
Integrated Curriculum modalitiesClustered coursesTeam-taught coursesInvite colleagues(faculty and external speakers) into your classes to help students see relevance and application
Learning for all lensCommunities of engagement – bringing different people together into different environmentsTeaching circlesLearning communitiesPeer observations of classroom activities
Peer mentoring of facultyEffective evaluation by closing the loop
Real life benefits lensHigher student engagement – relevance and
applicationBetter student attendance - they want to be
thereHigher student & peer evaluations - Greater enjoyment of teaching – more fun to
facilitate and learnRenewed energy and enthusiasm – think
differentlyContribute positively to institutional culture –
always good
