brain, intuition, heart good teaching at the university level: research and practice sally m. reis...
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Brain, Intuition, Heart
Good Teaching At the University Level: Research and Practice
Sally M. ReisVice Provost for Academic Affairs
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Teaching with the Revised Bloom’s Taxonomy
How People Learn:
Brain, Mind, Experience and
School
John D. Bransford, Ann L. Brown, and Rodney R. Cocking,
Editors National Academies Press
Learning is:• Acquisition and integration
of new information
• Developing expertise
• Becoming a member of a community of practice
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Understanding by Design• What learning goals do
you have for your students?
• How can you assess whether students have
met these goals?
• Wiggins & Mctighe (2006), understanding by design
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Understanding by Design•What activities can you design that will
support your definition of learning and your assessments
of whether your students have
learned?
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7 principles for Good Practice in Undergraduate EducationBy Arthur W. Chickering and Zelda F. Gamson
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1st
Interaction with Students skills and
their Encourage as
much student-faculty
interaction as possible
bution to their
growth
Interaction and Student Contact
• Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.
• Faculty concern for students keeps students on track.
• Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their academic future
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Examples that work:• Discuss your own past experiences, values, and
attitudes.• Encourage students to come to your office hours • Get to know your students by name • Attend, support, and sponsor events led by student
groups.• Ask how students are doing.• Hold “out of class” review sessions.• Use email regularly to encourage and inform.• Encourage students to attend external lectures or
other events in your field.11
2nd
Demonstrate your passion and enthusiasm for your content
Experts--Dr. Manos Anagnoustou• Dr. Anagnostou is internationally
recognized for his research storm model prediction
• Research informs utilities and governments of resilience strategies
• Recipient of the Marie Curie Excellence Award for water and energy cycle
• 126 journal articles with over 2,000 citations and over $10M in research grants
Dr. Manos Anagnostou, Northeast Utilities Professor
of Environmental Engineering
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Encourage
student
cooperation and
Interaction
3rd
Examples that work:
• Ask students to share information about each other’s backgrounds and academic interests—create small groups within your class
• Encourage students to study together for classes or exams.• Create study groups (virtually or live) within your course.
http://studygroup.uconn.edu/• Ask students to give constructive feedback on each other’s
work and explain difficult ideas to each other.• Use small group discussions, collaborative projects in and out
of class, group presentations, and case study analysis.• Ask students to discuss key concepts with other students
whose backgrounds and viewpoints are different from their own.Acadia Institute for Teaching and
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4thUse Active, not Passive Learning
Students learning is improved when they study, have learning goals, and receive appropriate feedback..
Active, not passive, learning
Learning is not a spectator sport. Students do not learn much as much when they sit in classes and listen--spitting out answers. They learn when they talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They learn when they do projects and when they are more actively involved in constructing their own learning.
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Active learning helps students construct authentic knowledge
StudentInfo Know
A few examples:• Have students present their work to the class.• Give students concrete, real life situations to
analyze.• Ask students to summarize similarities and
differences among their results.• Model asking questions, listening behaviors, and
feedback.• Have students correct each other’s brief quizzes or
writings in class. • Use technology to encourage active learning.• Encourage use of internships, projects, service
learning and clinical opportunities.• Use class time to work on projects and active
learning approaches
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5thFeedback is essential
Students need feedback
• Give appropriate feedback on performance to IMPROVE• Help students assess existing knowledge and competence.• Give more frequent opportunities to show their knowledge and
receive suggestions for improvement. • Create opportunities for students to reflect about they have learned,
what they still need to know, and how to assess themselves.”\
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Appropriate and timely feedback is critical
Understand the cycle of learning
Material
Feedback
• Return quizzes and assessments as promptly as possible, preferably within a week—or collect quizzes and share correct responses in class
• In smaller classes, schedule brief meetings with the students to discuss their progress.
• Give frequent assessments and homework assignments to help students monitor their progress (even in large classes)
• Provide students written comments on the strengths and weakness of their tests/papers.
• Give students focused feedback on their work as early in the term as possible.
• Use some type of mid-term assessment or progress report.• Be clear in relating performance level/expectations
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6thExplain the Importance of Time and Practice
Barry Zimmerman (1989) defined self-regulated learning as regulation of three general aspects of academic learning.
First, self-regulation of behavior• active control of various resources students have available-
such as time, study environment-where they study• use of peers and faculty members to help
Second, self-regulation of motivation and affect • controlling and changing motivational beliefs such as self-
efficacy and goal orientation• controlling emotions and affect in ways that improve learning.
Third, self-regulation of cognition• controlling various cognitive strategies for learning such as
deep processing strategies for better learning.
Does “practice make perfect”?
Think about practice in the context of sports or music: Is it sufficient to tell students “just
play”?
To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
Specific ideas that help!• Communicate to students the amount of time they should spend
preparing for class.• Expect students to complete their assignments promptly.• Underscore the importance of regular work, steady application, self-
pacing, scheduling.• Meet with students who fall behind to discuss their study habits,
schedules.• Refer students to learning skills professionals on campus.• Use technology to make resources easily available to students (ppts
on line, taping lectures, etc)• Find appropriate content to reinforce course content (Ted Talks—
lectures from other professors)
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7thCommunicate your high expectations
Communicate high expectations
“Expect more and you will get it. High expectations are important for everyone—for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.”
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Celebrate success
You hit what you aim for (or at least come close)
• Make your expectations clear at the beginning of the course both in writing and orally. Tell students you expect them to work hard.
• Periodically discuss how well the class is doing during the course of the semester.
• Encourage students to write; require drafts of work. Give students opportunities to revise their work.
• Set up study guidelines or study groups on line or in person• Share the best examples of student work on a course
website. This often motivates students to higher levels of performance (sharing excellence breeds excellence).
• Be as enthusiastic and positive as possible in your interaction with students.
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8thUnderstand Diverse Backgrounds, Talents, and Learning Styles
Learning Differences in Students: Why and How (Reis)
*Aptitude and Ability *Achievement *Academic background—poor preparation and limited exposure *Culture—second language, interaction style differences*Affect (enthusiasm level and personality) *Knowledge of Study Skills
and Self Regulation*Effort (effort vs. ability issues)*Styles of learning style(visual, auditory, concrete, hands-on)*Interests
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Students’ prior knowledge can help or hinder learning-
9thVariety Matters-- Change the Ways You Teach
Good practice incorporates diverse teaching strategies and respects different ways of learning—
There are many roads to learning and many good types of teaching. People bring different talents and styles of learning to college and good teaching incorporates variety into our classs:
http://www.onlineuniversities.com/blog/2011/03/20-coolest-ted-talks-for-engineers/
http://oli.cmu.edu/teach-with-oli/review-our-free-open-courses/
http://oli.cmu.edu/courses/free-open/engineering-statics-course-details/
http://sciencecases.lib.buffalo.edu/cs/collection/
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http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=430&id=430
So, What is it that Engineers Do, Anyway? • In this case study, new engineering students are introduced to the discipline of engineering by illustrating the roles of various types of engineers in a large engineering project, the intelligent transportation system, that has the potential to impact many aspects of society. This case is designed to be used in a freshman introduction to engineering course, in which students are typically introduced to a variety of concepts across engineering disciplines.
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A few examples that work:• Use varied teaching activities to address the learning needs of your students—(my own divide a class into 3
strategy)
• Provide additional material or activities for students who lack essential background knowledge or skills—additional readings, videos, background info—(examples of watching films or brief clips)
• Use different teaching activities in class – videos, discussions, lecture, groups, guest speakers, brief reactions, quizzes, pair-work.
• https://www.nbclearn.com/portal/site/learn/campusperspectives/View+by+Topic/STEM+%26+Innovation
• https://www.ted.com/topics/engineering
• https://www.youtube.com/playlist?list=PL27E877E8206F196B&feature=plcp
• Employ varied and different assessment and assignment methods – written, oral, projects, etc. – so as to engage as many ways of learning as possible (e.g., visual, auditory).
• Give students a real-world problem to solve that has multiple solutions--give examples and questions to guide them
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