Promoting Better Learning

Through Simple, Practical Groupwork, Assessment and Feedback Strategies

Workshop 3 of 3 for Graduate Students Who Teach & Guests of The University of North Carolina at Charlotte

3:00 – 5:00 PM – Wednesday 25 February 2015

Tom Angelo

First, please

detach page 11

(It’s the session evaluation form)

Page 1

Values

Which of your core educational, professional and/or personal values motivated you to participate in this session?

Page 1

Goal Ranking & Matching Exercise

Your Learning Goals for this session?

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Your Learning Goals for this session?

Starting with Success

One overarching suggestion

Help students make connections . . .

With you

With each other

With the course content

Starting with SuccessThree Critical Initial Tasks

• Develop rapport with and among students

• Ensure a safe, fair and productive learning environment

• Promote intrinsic motivation for deep learning

My Draft Teaching Objectivesfor this Session

By the end of this session, I will have:1. Reviewed seven (7) research-based guidelines

2. Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses

3. Shared useful resources and/or references for follow up

My Revised Intended Learning Outcomesfor this Session

By the end of this session, I participants will have:1. Reviewed seven (7) identified at least two (2) research-based

guidelines to adapt and apply to their own work

2. Demonstrated several simple assessment strategies to engage faculty and students and improve learning on their campuses

2. Prepared to adapt and try out at least two or three (2-3) simple assessment strategies/techniques to engage faculty and students and improve learning on their campuses

3. Shared Identified at least two (2) useful resources and/or references for follow up

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A “Balcony” Question

If you participated actively:

What differences do you note between the “teaching objectives” and the“intended learning outcomes”?

(How consequential are those differences?)

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A 2nd “Balcony” Question

If you participated actively:

Can you imagine ways in which assessing values and/or goals might help you and your colleagues better achieve them?

Applications Card – p. 8

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

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Page 2 – Top Half

Seven Levers for Deeper Learning

1. Prior knowledge, beliefs & unlearning

2. Goals & expectations

3. Self-direction & self-management

4. Standards & criteria

5. Connections & applications

6. Effective collaboration

7. Focused effort & deliberate practice

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Page 2 (bottom)

Plus-Minus-Question Mark

Please mark each item on the list with a plus sign, minus sign, or question mark

• Use the plus ( + ) if you know the term’s meaning• Use the minus ( – ) if you do not know it• Use the question mark (?) if you’re unsure

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A 3rd “Balcony” Question

If you participated actively:

Are you more interested in the terms you don’t know than you were a few minutes ago?

Page 3

The Minute Paper and the Muddiest Point

Two even simpler “metacognitive levers”

Metacognition involves . . . • Self-Awareness

Knowing that and when you are thinking

• Self-Monitoring Noticing the quality/intensity of your thinking

• Self-RegulationDirecting/Correcting your thinking

Reflection requires metacognition, but goes beyond it to affect/change in values, beliefs, actions and/or habits

A Reflection-in-Action Exercise

Rate your own learning approach thus far in the session:

1. Disengaged (I don’t see the point, or I already know all this.)

2. Semi-attentive (Checking in and out, per my interests.)

3. Engaged recipient (I’m taking it all in, but quietly.)

4. Active Participant (I’m contributing & cooperating.)

5. Reflective Synthesizer (I’m making connections to prior knowledge/experience and imagining how I might use this in my future work.) Adapted from: Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press, p. 135.

Page 4

Collaborative Learning Technique (CoLT)

Buzz Groups

This is a “Low-Threshold Application”•Low complexity – easy to use•Low cost – in time and effort•Low risk – to teachers or learners•Relatively high ROI (Return on Investment)•Potentially worth adapting?

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Page 5

Two Sample Concept Tests

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The Physics 101 videoclip

Which outcome do you predict?

1. Same2. Flat3. Dipped

Page 6

“Blooming” – A Simple Example

Remember

Understand

Apply

Analyse

Evaluate

CreateBloom’s Taxonomy (revised)

Anderson & Krathwohl, 2001

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Page 6

Categorizing Questions by Bloom’s Taxonomy Levels (Blooming)

By systematically varying the elements of the task, we can better assess and promote transfer and deep learning.

The Parrot Test

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It’s time for the “F” word . . .

FEEDBACK

“From the learning point of view, your feedback is your teaching.”

Anonymous

Page 7

Feedback – Why & How

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Page 8

Applications Card

Ideas/Techniques Possible Applications

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Page 9

Making Groupwork WorkA Design Checklist

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Page 8

Applications Card

Ideas/Techniques Possible Applications

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The Parking Lot Test A simple technique for getting more value

from the session – and making follow up more likely to occur.

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What, Why and HowChoose one of your possible applications. Prepare to answer the three questions below about that specific application:

• What is it?

• Why do you think it might be useful?

• How do you think you might use it?

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Please complete theevaluation form on p. 11

Thanks!