Upload
fai
View
47
Download
0
Tags:
Embed Size (px)
DESCRIPTION
“GETTING BETTER AS A TEACHER”. Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences. Brigham Young University - Idaho April 16, 2012. BYU-Idaho : - PowerPoint PPT Presentation
Citation preview
“GETTING BETTER AS A TEACHER”
Presentation by:L. Dee Fink, Ph.D.
Educational Consultant in Higher EducationAuthor of: Creating Significant Learning
Experiences
Brigham Young University - IdahoApril 16, 2012
Getting Better as a Teacher
BYU-Idaho:
“It is imperative for this institution to raise substantially the quality of every aspect of the experience our students have.”
-Statement made in October 2005 by:1. David Bednar, former
president2. Kim Clark, current president3. Larry Summers, visiting
speaker
Getting Better as a Teacher
Average Quality
of Teaching in 2005
2005 3-5 Years from Then
7-10 Years from Then
1
2
Promoting Better Teaching & Learning
4
TWO UNDERLYING PERSPECTIVES:
To meet this goal, BYU-I needs to…
1. Be Learning-Centered
Promoting Better Teaching & Learning
5
TWO UNDERLYING PERSPECTIVES:
To meet this goal, BYU-I needs to…
1. Be Learning-Centered
2. Work on Continuous
Improvement
The Joy and Responsibility of Teaching Well
Getting Better Over Time
A
Everyone’s Potential
Quality of
Teaching
(now) Time
C
B
The Joy and Responsibility of Teaching Well
Getting Better Over Time
A
Everyone’s Potential
Quality of
Teaching
(now) Time
C
The Joy and Responsibility of Teaching Well
Managing the
Course
FUNDAMENTAL TASKS OF TEACHING
Knowledge of the
Subject Matter
Interact with
Students
Designing Learning Experienc
es
Beginning of the Course
9
Knowledge ofsubject matter
Design learning experiences
Interactwith students
Coursemanagement
FOUR FUNDAMENTAL
TASKS of Teaching
GETTING BETTER
Over Time
Assess the effectiveness of one’s own
teaching
Acquire new ideas on teaching
Reflect on what else one needs
to learn
Try new ways of teaching
Impact on STUDENT LEARNING
• DURING the course• END of the course• AFTER the course
The Learning Cycle:
3 WAYS OF LEARNING
SHARE
COLLEAGUES
2
Ideas/Literature onCOLLEGE TEACHING
3
1
LEARN
USE
REFLECT
ASSESS
Promoting Better Teaching & Learning
EVERYONE GETTING BETTER:• What is needed, for this to
happen?• My Answer: Every needs to…
I. LEARN about and USE new ideas – every year, every year.
II. ASSESS and get FEEDBACK on their teaching – carefully, all the time .
The Learning Cycle:
3 WAYS OF LEARNING
SHARE
COLLEAGUES
Ideas/Literature onCOLLEGE TEACHING
LEARN
USE
REFLECT
ASSESS
Getting Better as a Teacher
I. NEW IDEAS to Be Aware of, Learn about, and Use
Getting Better as a Teacher
“5 TRANSFORMATIVE TEACHING PRACTICES”
1. Change Students’ View of Learning
2. Learning-Centered Course Design
3. Team-Based Learning4. Be a Leader with Your Students5. Students Reflecting on Their
Own Learning
Getting Better as a Teacher
“5 TRANSFORMATIVE TEACHING PRACTICES”
1. Change Students’ View of Learning
Getting Better as a Teacher
Saundra McGuire, Louisiana State Univ.
Stephen Carroll, Santa Clara Univ.
Use Metacognition to Become an Expert
Learner
Saundra McGuire:
MetacognitionThe ability to:
think about thinkingbe consciously aware of oneself as a problem solverto monitor and control one’s mental processingto be aware of the type of learning that you are doing
Counting Vowels in 45 seconds
How accurate are you?
Count all of the vowels in the words on the next slide.
Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
How many items in the list do you remember?
1 2 3 4 5
25%
41%
6%
16%13%
1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more
Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
What are the words arranged according to?
NOW how many words or phrases do you remember?
1 2 3 4 5
0% 0%
63%
16%22%
1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more
What were two major
differences
between the 1st and 2nd
attempts?
1. We knew what the task was
2. We knew how the information
was organized
4Reflec
t
4Reflect
3Review
The Study Cycle
1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session
2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.
3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack4 Review (5 min) Go over what you just studied
*Intense Study Sessions
Attend
Review
Study
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?
Preview
Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu
Assess
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make
connections
The Story of Three LSU Students
Travis, junior psychology student 47, 52, 82, 86 B in courseJoshua, first year chemistry student*
68, 50, 50, 87, 87, 97, 90 (final) A in courseDana, first year physics student 80, 54, 91, 97, 90 (final) A in course
*2010 Summer Scholar
Getting Better as a Teacher
Stephen CarrollSanta Clara University
http://www.youtube.com/user/LDeeFink
“PRIMING STUDENTS FOR SELF-DIRECTED
LEARNING”
Getting Better as a Teacher
“Priming for Self-Directed
Learning: DOES IT MAKE A
DIFFERENCE?
Getting Better as a Teacher
1. Dean’s List (Top 10% of each class)• Seniors: ~45% of his students
make this list• Juniors: ~40%
2. Elected to honor societies: More than 3 times the rate of the general population.
3. Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc.“The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”
Getting Better as a Teacher
“5 TRANSFORMATIVETEACHING PRACTICES”
1. Change Students’ View of Learning2. Learning-Centered Course
Design
Getting Better as a Teacher
“Learning-Centered Course Design”
Taxonomy of Significant Learning
Getting Better as a Teacher
In a course with significant learning, students will:
1. Understand and remember the key concepts, terms, relationship, etc.
2. Know how to use the content.3. Be able to relate this subject to other
subjects.4. Understand the personal and social
implications of knowing about this subject.5. Value this subject and further learning
about it.6. Know how to keep on learning about this
subject, after the course is over.
S i t u a t i o n a l F a c t o r s
INTEGRATED COURSE DESIGN:Key Components
Learning Goals
Feedback &
Assessment
Teaching &LearningActivities
3-COLUMN TABLE:
Learning Goals: Assessment Activities: Learning Activities:1.
2.
3.
4.
5.
6.
Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
IntegrateFeedback & Assessment
Teaching and
LearningActivities
Getting Better as a Teacher
1
2
Learning Goals1. Xxx2. Xxx3. Xxx4. Xxx5. Xxx6. xxx
Learning Goals
Ass’m’t Activ.
LearningActiv.
1. Xxx
2. Xxx
3. Xxx
4. Xxx
5. Xxx
6. Xxx
3
3-Column Table
Week: Mon Wed Fri
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Weekly Schedule
- - - - - -> - - - - - -> - - - -> Learning ACHIEVED
4
5
Learning IMAGINED
Getting Better as a Teacher
FINK’S “5 TRANSFORMATIVETEACHING PRACTICES”
1. Change Students’ View of Learning
2. Learning-Centered Course Design
3. Team-Based Learning
Getting Better as a Teacher
“Team-Based Learning”
Larry Michaelsen
Getting Better as a Teacher
HOW DO PEOPLE LEARN?
1. Transmit Knowledge?
Getting Better as a Teacher
Transmission
Of Knowledge
Getting Better as a Teacher
HOW DO PEOPLE LEARN?
1. Transmit Information
2. Constructivism
Getting Better as a Teacher
HOW DO PEOPLE LEARN?
1. Transmit Information
2. Constructivism
3. Social Constructivism
Getting Better as a Teacher
Qualityof
StudentLearning
TraditionalTeaching(lecture, textbook focused)
CasualUse
CooperativeLearning
Team-Based Learning
Different Ways of Using Small Groups
Getting Better as a Teacher
•Covering a 2-3 Week Block of Time•Covering One Major Topic Within the Course
Three Phases of Team Learning:
R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long
In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction
Out-of-Class: Reading Homework Homework Review
Approximate Level of Content Understanding at Each Phase:
Assessment
The Sequence of Learning Activities in Team-Based Learning
Preparation
Activities:
Application (Practice with Feedback)
40% 90-100%50% 60% 70% 80%) ) ) ) ))
CULMINATING PROJECT
EXAM: Individual or
Group
Assignment Wording:Desired Learning Outcome: “Students will be able to coherently weigh the factors that affect the desirability of specific sites as locations for particular kinds of business ventures.”1. “Identify the key factors that should be
considered when deciding where to locate a new business.”
2. “Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).”
3. “Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”
Getting Better as a Teacher
3 “DIALOGUE” BOXES OF TBL
DialogueWITHINA Group
DialogueAMONGGroups
HighQuality
LEARNINGx =>
Dialogue
WithOneself
x
Getting Better as a Teacher
Question:
What is the main reason that the “3 Boxes” sequence is such a powerful learning sequence?”
1. It has more student-talk than teacher-talk.
2. It generates dialogue from multiple perspectives, focused on a key issue or question.
3. Students are teaching each other, rather than being taught by the teacher.
4. The course becomes more enjoyable for students because they are more actively engaged.
Getting Better as a Teacher
FINK’S “5 TRANSFORMATIVETEACHING PRACTICES”
1. Change Students’ View of Learning
2. Learning-Centered Course Design
3. Team-Based Learning4. Be a Leader with Your Students
Getting Better as a Teacher
“Be a Leader With Your Students”
Ken Bain
Getting Better as a Teacher
Managing the
Course
FUNDAMENTAL TASKS OF TEACHING
Knowledge of the
Subject Matter
Interact with
Students
Designing Learning Experienc
es
Beginning of the Course
Getting Better as a Teacher
LEADERSHIP:
“Motivating and enabling others to do something important well.”
Question:
What can teachers do, to LEAD students?
Getting Better as a Teacher
FINK’S “5 TRANSFORMATIVETEACHING PRACTICES”
1. Change Students’ View of Learning
2. Learning-Centered Course Design
3. Team-Based Learning4. Be a Leader with Your Students5. Students Reflecting on Their
Own Learning
Getting Better as a Teacher
“Students Reflecting on Their Own Learning”
John Zubizarreta
St1 St2
Teacher/Coach
“TAKING CHARGE OF ONE’S OWN LEARNING”
St1 St2
Meta-Learner:?
Teacher/Coach
•
St1 St2
Own Learning/Development
Meta-Learner:?
Own Knowing/BeliefsOwn Thinking
Own Performance
Own Caring/Values
Teacher/Coach
• One Who Takes Charge of their…
One Who Takes Charge of their…
Own Learning/Development
Meta-Learner:?
Own Knowing/BeliefsOwn Thinking
Own Performance
Own Caring/Values
St1 St2
Teacher/Coach
• •
Getting Better as a Teacher
60
Learning Portfolios: KEY QUESTIONS1. WHAT did you learn?2. HOW did you learn?
• What helped and didn’t help you learn?
• What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING?
3. SIGNIFICANCE FOR YOU, of what you learned?
4. Plan for FUTURE LEARNING:• WHAT ELSE do you want or plan to
learn?• HOW will you learn that?
Getting Better as a Teacher
“5 TRANSFORMATIVE TEACHING PRACTICES”
1. Change Students’ View of Learning2. Learning-Centered Course Design3. Team-Based Learning4. Be a Leader with Your Students5. Students Reflecting on Their
Own Learning
Getting Better as a Teacher
5 Transformative Teaching Practices:“Will help you…
1. Increase the rate at which your students are able to learn;
2. Focus your learning and assessment activities on the achievement of significant learning goals;
3. Create small-group dialogue around reading assignments and significant application problems;
4. Motivate and enable students to learn, by using good leadership practices; and
5. Prompt your students to pull back from their learning and reflect, from time to time, on: “What am I learning, how am I learning that, etc.?”
Getting Better as a Teacher
THE BYU-Idaho LEARNING MODEL:(for Students)
1. Prepare• Acquire a new understanding of
“learning” and “themselves as learners”
2. Teach One Another• Team-Based Learning – Focused &
intense intra-group and inter-group dialogue
3. Ponder/Prove• Learning Portfolios – students reflect
on what they learned, how they learned, how they can document that learning, etc.
Getting Better as a Teacher
II. GETTING FEEDBACK FROM KNOWLEDGEABLE
“OTHERS”
The Learning Cycle:
3 WAYS OF LEARNING
SHARE
COLLEAGUES
2
Ideas/Literature onCOLLEGE TEACHING
3
1
LEARN
USE
REFLECT
ASSESS
Getting Better as a Teacher
Coaching/Getting Feedback:= “Seeing Ourselves through Someone Else’s Eyes”
Whose Eyes?1. Our Students: Focused
Feedback
Getting Better as a Teacher
Focused Feedback from STUDENTS:• List of Learning Goals: Rate
and comment on each one• List of Major Learning
Activities: Rate & Comment• List of Major Assessment
Activities: Rate & Comment
Getting Better as a Teacher
Coaching/Getting Feedback:= “Seeing Ourselves through Someone Else’s Eyes”
Whose Eyes?1. Our Students: Focused
Feedback2. Fellow Teachers: Classroom
observations + Course materials
3. Teaching Specialists: Same
Getting Better as a Teacher
How Can YOU Get Better?1.Learn about and use
new ideas on teaching & learning
2.Get powerful forms of feedback on your teaching
Getting Better as a Teacher
IV. How Do You Do All This?
IndividualEffort
Institutional Support
Getting Better as a Teacher
INSTITUTIONAL SUPPORT:A. Finding Time: Work Load IssuesB. Office of Support: Specialist who can
provide leadership and organize campus-wide activities in this effort
C. New Ways of Getting Feedback: ≈ New Ways of Evaluating Teaching
D. Teaching Portfolios: Institution-Wide use
E. Contribute to & Learn from – the Scholarship of Teaching & Learning (SoTL)
Getting Better as a Teacher
THE BYU-Idaho LEARNING MODEL:(for PROFESSORS)
1. Prepare• Invest 35-40 hours per year, in your
Professional Development as a teacher
2. Teach One Another• Give & receive feedback on each
other’s classroom teaching and course design
3. Ponder/Prove• Teaching Portfolios: Periodically re-
consider and re-document your answers to…
Getting Better as a Teacher
QUESTIONS: Answer Questions #2 & 3 on 1st page of handout:
2. What are the 2-3 major ideas you learned here today?
3. What do you plan to do, in the next 48 hours, to get better as a teacher?
Getting Better as a Teacher
Average Quality
of Teaching in 2012
2012 3-5 Years from Now
7-10 Years from Now
Getting Better as a Teacher
THE END!
Higher Education: Let’s make it all that it can be and needs to be!
??
Getting Better as a Teacher
OR, A NEW START??
Teaching for the 21st Century . . .
Let’s Get Started!!