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Best Practices to Facilitate Scholarship and Learning in the Classroom
Lorinda L. Coan, RDH, MS
University of Southern Indiana
Evansville IN
Joyce C. Hudson, RDH, MS
Ivy Tech Community College
Anderson IN
Upon completion of this workshop, participants will be able to:
1. Develop effective course syllabi that clearly communicate course information and expectations to learners.
2. Develop state-of-the-art classroom presentations that engage learners, facilitate active learning and develop critical thinking skills.
3. Develop valid and reliable evaluation tools that include both formative and summative assessments.
4. Develop and utilize effective reflection tools that foster improvement.
Objectives
Syllabus
• A syllabus is a planning tool.
• It communicates with a larger, secondary audience • colleagues,
administrators, accreditation agencies,
• It is also a reference guide.
A course syllabus can be considered a contract with students.
The time and care an instructor spends on syllabus preparation will reap huge benefits.
Why a syllabus is important
• Serves as a roadmap • Aids in design and
development of the course
• Provides information about your course to your colleagues and department • Understanding the
placement of course content
• Reduce redundancy • Maintain content
calibration
Resource: IUPUI Center for Teaching and Learning: Tips for Creating a Syllabus Available at: http://ctl.iupui.edu/common/uploads/library/CTL/CTL36881.pdf
What to include in your syllabus
• Course Name, Course Number, Place, and Time
• Instructor and Teaching Assistants contact information, office hours and location
• Textbook and readings • Course Learning
Outcomes • Course Calendar
• Assessment Measures (exams, projects, quizzes, homework, etc.)
• Grading Criteria used for the course
• Academic Integrity • Course Policies and
other rules
Resource: Rensselaer Polytechnic Institute Available at: http://provost.rpi.edu/node/41
What is the main function of a syllabus?
A. Serve as a contract between the instructor and the student
B. Something to do to “shut up” administration
C. Required to keep me busy and off the streets
Correct!
SELECTING TEXTBOOKS And other resources
Textbooks are the primary tools used in a classroom, but represent only a fraction of total educational costs for most students
Publishers train and support thousands of faculty.
17
Supports dental students
The Role of Faculty
Dental Hygiene Faculty
Summary
1. Publishers are sensitive to the rising costs of college education
2. Faculties are gatekeepers for textbook decisions
3. Revenue from new textbook sales supports the development and production of educational materials and support services for instructors and students
http://www.health-books.org/dentistry/dental_hygiene.php
iPads and laptops accommodate ebooks
Textbook Information Mandated to be Available
to Students Sooner
•Higher Education Opportunity Act went into effect in July 2010
Why HEOA is important
• •Textbooks and Financial Aid: What’s the Connection?
• The campus’ ability to provide Federal financial aid to students is dependent upon a range of requirements, including the availability of textbook information.
• Raising awareness of this requirement can help faculty understand why they are being asked to submit their book requests so early
•Choosing Affordable Course Materials:
• Requirements in the HEOA are driven by making higher education more affordable for students.
• •Affordability and Student Success:
• Students are not buying all the course materials they need to succeed because they can’t afford them.
COPYRIGHT
You MUST obey the law!
TEACHING STRATEGIES
Active learning
http://www.youtube.com/watch?v=FjcDZLoq-rA
WH Auden
The EXPERT Level
Lectures: Legacy or Liability?
• 21st century society makes an abundance of information readily available to students
• Need faculty guides to differentiate between quantity and quality information
– Organization
– Explanations
– Contextualing relevant material
• Lom B. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures. The Journal of Undergraduate Neuroscience Education (JUNE), Fall 2012, 11(1):A64-A71 available at: http://www.funjournal.org/images/stories/downloads/2012_Volume_11_Issue_1/lom%20_%2011_1_a64_a71.pdf
•
Studies show traditional lectures rely on passive learning Active, student-centered learning strategies are more effective
Tanner KD (2009) Talking to learn: why biology students should be talking in classrooms and how to make it happen. CBE-Life Sci Ed 8:89-94.
Why do teachers still teach the way they were taught?
Available alternatives:
• Technology allowing for videoconferencing and networking
• Podcasting for review of relevant materials
• Gaming
• Interactive formative assessment techniques
• MANY OTHERS
Not all lectures are all bad
• Effective for – setting contexts,
– disseminating common material,
– synthesizing information from multiple sources,
– clarifying complex concepts,
– modeling professional practices
It’s cheaper having 1 faculty lecture to large class sizes
Lecture Hall Non-traditional Classroom
How To Vote via Texting
1. Standard texting rates only (worst case US $0.20) 2. We have no access to your phone number 3. Capitalization doesn’t matter, but spaces and spelling do
TIPS
How To Vote via PollEv.com
Capitalization doesn’t matter, but spaces and spelling do TIP
How To Vote via Twitter
1. Capitalization doesn’t matter, but spaces and spelling do 2. Since @poll is the first word, your followers will not receive this tweet TIPS
You will need your cell phone or tablet.
Standard text messaging rates apply!!!!!!!
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SOCRATIVE
t.socrative.com – teacher
m.socrative.com - students
Socrative
Active Learning
• A technique derived from the educational theory of constructivism
• Based on a philosophy of both behavioral and humanistic beliefs that states:
• learning is not a passive process
• Key theorists include:
• Jean Piaget
• John Dewey
• Jerome Bruner
Active Learning: The Role of Classroom Assessment Techniques (CATs)
• Help teachers obtain feedback on student learning:
• What
• How much
• How well
• Students will continue to learn-
• With or without
• And sometimes in spite of the teaching
• However, there is no such thing as effective teaching in the absence of learning
• Angelo & Cross 1993
CATs
• An approach designed to help teachers find out what students are learning in the classroom and how well they are learning it
CATs are used for Formative Assessment • Provides feedback to students
• in the process of learning
• Increases student’s understanding of progress
• Provides feedback to the instructor on the cognitive processes students use to answer questions
• Reinforces the classroom learning environment
-Klecker
• Reader’s Theatre is an effective method for encouraging participation • Especially for the
normally quiet student
• Promotes active listening by the non-readers.
• Preface the reading by giving specific instructions that require non-readers to: • take notes, • identify a stronger/weaker
arguments, • identify an inaccuracy,
• Helps students
understand why focusing, note taking, and/or careful listening are critical skills for success.
Sample Large Class Activity:
Reader Theater The Special Needs Patient
• For students with classroom internet access • Laptops • Phones • IPads
• Assignment: • In groups of 2-4- • Locate an internet source
where a patient is describing their perspective of symptoms associated with an assigned special need condition
• Once everyone has completed this assignment, encourage groups to share what they found • Play videos • read descriptions
• Assign a reader to read specific textbook sources to describe the condition
• Compare and contrast patient perspectives to textbook information
• Discuss how this condition may manifest in terms of oral health and in providing patient care
THINK-PAIR-SHARE Lyman (1981)
• Think time tells students contemplating a problem is important for everyone • Can’t wait for others
to “save the day”
• Allows internal processors time to get thoughts in order
• It allows all students to talk and participate
Think-Pair-Share: Process • The instructor poses a
question or prompt to the whole class
• Explicit instructions are given that all students are expected to think independently about their answer(s) in silence and to jot notes for themselves
• After a minute or so the students to pair up and students compare notes
• The instructor may guide the pairs to
• reach a consensus,
• pick the most convincing response,
• generate many responses, etc.
• Pairs then share their responses with the class
CATs
• Learner Centered
• Teacher Directed
• Mutually Beneficial
• Formative
• Content Specific
• Ongoing
• Example of “Best Practices”
To use assessment to improve instruction and student learning, teachers need to change their approaches in three ways:
1. Make assessment useful
2. Follow assessment with corrective instruction
3. Give second chances to demonstrate success
-Guskey
In order to use CATs most effectively, we should follow three steps:
1. Decide which CAT will provide the information we really need or desire
2. Implement the CAT
3. Respond to the feedback collected.
- Huba & Freed
Suggestions for Making It Work
• If a CAT doesn’t appeal to you, don’t use it
• Don’t make CATs into a self-inflicted chore or burden
• Don’t ask students to do any CATs you haven’t practiced
• Allow more time than you think you’ll need
• Make sure to “close the loop” by sharing what you learn from their feedback and how both of you can use that information to improve learning
The presentation mechanism
• PowerPoint vs. Prezi
• Does a non-linear approach to learning material assist or detract from learning?
• Can play an effective role as apart of a variety of teaching methods • Intermittent breaks
• Interactive activities
• Peer learning
• Sectioning lectures into portions
• Formative assessments (CATs)
• Student led activities
Conboy C, Fletcher S, Russell K, Wilson M. An evaluation of the Potential Use and Impact of Prezi, the Zooming Editor Software as a tool to facilitate learning in higher Education. Innovations in Practice Vol 7 (online) 2012 pp31-45. Available at: http://textweb.livjm.ac.uk/ECL/ECL_docs/InnovationsMarch12.pdf#page=32
“One piece of software [Prezi] and technology is never going to be a one fix solution… as some people’s experiences have been that the removal of technology all together (also) has a positive impact on boredom levels …”
• Young J. When computers leave classrooms, so does boredom.
Chronicle of Higher Education 2009. Vol 55 (42).
http://www.youtube.com/watch?v=C1-Eim9Cm38
EVALUATION
• 'Students can, with difficulty, escape from the effects of poor teaching, …..
•They cannot (by definition if they want to graduate) escape the effects of poor assessment'
• Boud, 1998 Assessment and learning – unlearning bad habits of assessment
Reflection: To Evaluate and Revise
• Assessment of learner achievement
• Use formative and authentic summative assessments to determine learner achievement of stated standards and objectives
• Evaluation of strategies, technology, and media
• Examine the entire instructional process and the impact of using technology and media
• If discrepancies between learning objectives and student outcomes are identified, revise the lesson plan to address the areas of concern
REFLECTION
Constructing Test Items Purposes of Testing • Communicate to students what material is important • Motivate students to study • Identify areas of deficiency in need of remediation or further learning • Determine final grades or make promotion decisions • Identify areas where the course/curriculum is weak
What should be tested? • Exam content should match
course objectives
• Important topics should be weighted more heavily than less important topics • The testing time devoted to each topic should reflect the relative importance of the topic • The sample of items should be representative of the instructional goals
General Principles of Test Construction
• Items must clearly measure the defined learning outcome – Goals and objectives
• Must measure representative sample of outcomes and content at the level that it was taught
• Type of item selected should be appropriate for the objective, content and level of learning desired
• Items should be designed to fit the use of the test
• Use a variety of assessment procedures or type of items
• Should build in mechanism to provide feedback
4 Step Process
• 1. Determine the purpose of the testing – What do you want the
students to do?
• 2. Review the instructional goals and objectives
• 3. Select type of test item to be used
• 4. Analyze for relevance, purpose and whether or not it measures what you were intending it to measure
Test Blueprint Making sure what you test is what you taught
Lorinda Coan, RDH, MS
University of Southern Indiana
School of Nursing and Health Professions
Dental Hygiene Program
Evansville IN 47712
812-465-1155
Joyce C. Hudson, RDH, MS
Ivy Tech Community College
Dental Hygiene Program
Anderson
765-643-7133 ext. 2371