teaching that sticks seminar

Teaching that Sticks! A New Look at Teaching

ImpactA Seminar Developed & Conducted by

Ilene D. Alexander

David Langley

Jane O’Brien

Christina Petersen

Simple

Unexpected Concrete

Emotion

Story Success

redibleC

SEMINAR PARTICIPANTS WILL BEGIN TO: Apply principles of aligned course design.

Integrate principles of sticky teaching in own course contexts.

Design memorable course objectives, assessments, and activities to provoke deepened learning.

Assess how specific teaching & learning practices work or could work better in specific courses.

What do you want to learn – do, ask, accomplish, enact, realize, make happen – today?

Simple

Unexpected Concrete

Emotion

Story Success

redibleC

Simple

Schemer

Scheme of Work

Scheme

CurriculumReflectionIntended

Learning Outcomes

AssessmentTesting

Feedback & Assessment Components/Tasks

EnvironmentGathering Data

Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms

INTEGRATED ALIGNED COURSE DESIGN

InstructionCreating

Learning and Teaching Activities

CurriculumIntended Learning

Outcomes

AssessmentFeedback & Assessment

Components/Tasks

EnvironmentEnvironmental Factors:

Institutions, Disciplines, Cultures, Communities, Classrooms

INTEGRATED ALIGNED COURSE DESIGN

InstructionLearning &Teaching

Activities

• What do you (need, presume to) know about the students in our classes?

• What do the students (need, presume to) know about your discipline, course topics?

• What are the most difficult concepts for students to master, especially at the start of your course?

• What do you know about who, what, when, why, where and how students stumble when they encounter these concepts?

First Week, Day, 10 Minutes

SMART Learning Outcomes

SpecificMeasurable/observableAttainable for target audience within scheduled

time and specified conditionsRelevant and results-orientedTargeted to the learner and to the desired level

of learning

“Effective Use of Performance Objectives” http://hsc.unm.edu/som/ume/ted/

By the end of this session, students will…

8101 Class #1Engage – through active reading and multiple discussion opportunities – recent scholarship of learning and teaching research on learning as a foundational concept to be understood by teachers and students in higher education

1201 Class #1oName his/her own understandings of

“literature.”o Identify a pattern across the full class.oCompare the accumulated data to a sampling of

definitions provided by the instructor.

For students, assessment almost always defines the actual curriculum. Therefore, students will aim to learn what they think they will be tested on.

Backwash: when both what and how students learn is determined more by assessment methods than by curriculum.

With alignment of objectives,learning and assessment backwash motivates learning.

Biggs & Tang, 2007

Engendering Competence

CATshttp://www.youtube.com/watch?v=Pk7yqlTMvp8

Classroom

Assessment

Techniques

(That) I Learned in Class Today

(What) I Learned in Class Today is also good.

Teaching & LearningLearning & Teaching

Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Frank Coffield

We need to be taught to study rather than to believe, to inquire rather than affirm. Septima Clark, Citizenship Schools - founder

Simple

Unexpected Concrete

Emotional

Story Success

redible Feedback & Assessment TasksC

CurriculumIntended Learning

Outcomes

AssessmentFeedback &

Assessment Tasks

EnvironmentEnvironmental Factors:

Institutions, Disciplines, Cultures, Communities, Classrooms

INTEGRATED ALIGNED COURSE DESIGN

InstructionLearning &Teaching

Activities

Outline

1. Credible tasks2. Brainstorm3. Credible assessment4. Test a rubric5. Credible feedback6. Divide a task into stages

Three words and…

an ungrammatical morpheme

ish

Make it real

Credible Assessment Tasks

Engaging and worthy problems Questions of importanceActual or similar to issues faced by

adult

citizens and consumers or professionals in the field

Wiggins (1993)

In

context

Authenti

c

Example: American Literature

Example: Soil & Water

Example: Psychology

Straight A's in high school may mean better health later in life

Murder rates affect IQ tests scores: Study

Sincere smiling promotes longevity

OMG! Texting and IM-ing doesn't affect spelling

Example: Ethics

Learning Outcome:

Initial task:

Credible task:

Brainstorm

2

Test out a rubric – THE TRUTH

The truth is a chewy treat, like toffee only less sweet,and slightly nutty like birch bark,with a salty

aftertaste assteely as a flint spark,best doused with straight whiskeyor dark coffee.

Tom Boss

Credible Assessment

Specific and tied to outcomes

- ~ +CharacteristicCharacteristicCharacteristic

Need not

be

reductionist

!

Credible Feedback

Frequent Instructor Peer Self

Action-oriented (forward looking)For more on

“how-to”

check

resource

section

Stage the task

Wrap up

Resources

Websites re: real assignments http://sciencecases.lib.buffalo.edu/cs/ http://writing.mit.edu/wcc/resources/teachers/createwritingassignments#creating

Repository of rubrics http://course1.winona.edu/shatfield/air/rubrics.htm

Peer Feedback http://rer.sagepub.com/content/70/3/287.full.pdf http://www.academicaffairs.mnscu.edu/facultydevelopment/resources/pod/

Packet6/helpingstudentshelp.html

Test writing and scoring http://wayback.archive-it.org/1961/20100806070228/http://www.pass-it.org.uk/

resources/031112-goodpracticeguide-hw.pdf

Simple

Unexpected Concrete

Emotion – make people care

Story Success

redibleC

“Transform the idea from something analytical, abstract or theoretical and make it hit (them) the gut”

Heath 2007

Outline

1. Three motivational theories2. Gallery of emotion in the classroom3. Work – think4. Leveraging emotion in your course design5. Work - do

CurriculumIntended Learning

Outcomes

InstructionLearning & Teaching

Activities

AssessmentFeedback & Assessment

Components/Tasks

EnvironmentEnvironmental Factors:

Institutions, Disciplines, Cultures, Communities, Classrooms

INTEGRATED ALIGNED COURSE DESIGN

Theories of Motivation

1. Intrinsic Motivation Theory2. Expectancy-Value Theory3. Attribution Theory

Ways to intrinsically motivate students:• arouse their curiosity• provide appropriate levels of challenge• offer choices that enhance their control

Intrinsic Motivation Theory

Expectancy-Value Theory

It may be worth your time to explain the relevance of what you are teaching

Attribution Theory Internal, controllable attributions -“I didn’t study enough”

Stable, uncontrollable attributions -“I will never be good at math!”

Gallery tour of emotion in the classroom

Lab Safety

Engineering at a human level

Drug-Receptor Interaction

TASK- Think &Talk

What areas of your course are you already using emotion to motivate your students?

Share an example with your partner

Design principles

“The most basic way to make people care is to form an association between something they don’t yet care about and something they do care about.”

1. Find out what motivates your students2. Use emotion early3. Use emotion strategically

Heath 2007

TASK - Do

Recall the Credible Task that you identified in the previous session.

Design a classroom activity for your course that purposely incorporates emotion.

How are you going to “hit ‘em in the gut?”

Summary