claus brabrand aug 03, 2010universidade federal de pernambuco, recife, brazil how to make sure your...

Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil

How to make sure yourstudents learn

what you want them to

Claus Brabrand((( [email protected] )))

Associate Professor((( Programming, Logic, and Semantics )))

IT University of Copenhagen


VISITING Professor((( Software Productivity Group (SPG) )))

Univ. Fed. de Pernambuco


An Introduction to the Theory & Framework of Constructive Alignment


VISITING Professor((( Software Productivity Group (SPG) )))

Univ. Fed. de Pernambuco

[ 3 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil

"What is good teaching?"

Exercise:T


Outline (Aug 03, 2010)

1) Introduction Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy

3) In Practice Concrete recommendations Alignment implementation process


“Teaching for Quality Learning at University

- What the student does”

“Teaching for Quality Learning at University

- What the student does”

Constructive Alignment & SOLO Taxonomy:

Introduction to…

“Teaching Teaching & Understanding Understanding”

“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)

John Biggs’ popular and heavily cited book:

Note: 3rd Edition now available [J.Biggs & C.Tang, 2007]


"What are the film'smain messages

(in your opinion)"?

Neighbour Discussion:T


From Content to Competence

My old course descriptions (Concurrency 2004): Given in terms of a 'content description'.

Essentially:

This is a bad ideafor two reasons...!

Goal is…:

To understand: deadlock interference synchronization ...


Goal is…:


Problem 1 !

Problem with 'content' as goals ! analyze ...theorize ...

define deadlockdescribe solutions

name solutionsrecite conditons

Stud. C

Stud. A

Stud. B

analyze systemsexplain causes

Censor

Teacher

agreem

ent

analyze systemsexplain causes

tacit kno

wled

ge fro

m a

research-b

ased trad

ition

no

t kno

wn

by stu

den

t


Problem 2 !

Problem with 'understanding' as goals !

The answer is simple:

'concept of deadlock' ?!

Goal is…:


It cannot be measured !


Competence !

'Competence' as goals !

Have the student do something;and then observe (evaluate) the product and/or process

'SOLO' = Structure of the Observed Learning Outcome

Note': inherently operational (~ verbs)

Objective !

To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...

Note: 'understanding' is of course

pre-requisitional !

Competence := knowledge + capacity to act upon it


Neighbour Discussion

"How does thiscontent vs. competence relate to YOUR courses?"

T


SOLO (elaborated)Note: the list is non-exhaustive

SOLO 2”uni-structural”

SOLO 3“multi-structural”

SOLO 4“relational”

SOLO 5“extended abstract”

theorize generalize hypothesize predict judge reflect transfer theory

(to new domain) …

analyze compare contrast integrate relate explain causes apply theory

(to its domain) …

combine structure describe classify enumerate list do algorithm apply method …

define identify count name recite paraphrase follow (simple)

instructions …

Graphic Legend

problem / question / cue known related issue - given! hypothetical related issue - not given! student response

Q

R

QUANTITATIVE QUALITATIVE

R

R'Q

RQRQRQ


SOLO verbs

Mapped by: B. Dahl & C. Brabrand

(Natural science context!)

With help from: 3 Educational research

colleagues (medicine) J. Biggs & C. Tang


SOLO Advantages

Advantages of The SOLO Taxonomy: Linear hierarchical structure (good for progression) Aimed at evaluating student learning Converges on research (at SOLO 5)

Research:Production ofnew knowledge


Exercise

"Key competences in YOUR course?"

T

Concurrency:

analyze systemscompare models

Concurrency:

analyze systemscompare models


10' Break

Please put the Post-Its on the wall

"What is good teaching?" Key competences(in your course)


Concrete Recommendations

Intended Learning Outcomes [Genetics 101]

After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,

in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria).

describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation

variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously

2) List sub-goals as 'bullets': Clearer than text

1) Use 'standard formulation':

a) puts learning focus on the student

b) competence formulation: "to be able to"

3) Use 'Verb + Noun' formulation:

What the student is expected to

do with a given matter .V N

V

V

VV

V

V

V

V

N

N

N

N

4) Avoid 'understanding-goals':

"To understand X", "Be familiar with Y", "Have a notion of Z" !

N


Implementation Process

1) Think carefully about: overall goal of course (what students learn to do?)

2) Operationalize these goals and formulate them as SOLO intended learning outcomes

3) Choose carefully the form(s) of assessment (~ intended learning outcomes)

4) Choose carefully the form(s) of teaching (~ intended learning outcomes)

alignmentlearning incentive learning support

Think of teachingactivities as

”training for exam”


My Starting Point

Content description (Concurrency '04+'05):

What is the overall goal of the course...?(i.e., what are the students to learn to do?)


Overall Course Philosophy

Model-Based Design for Concurrency:


Intended Learning Outcomes

Model-based design

for Concurrency

.. .

SM

I

#1#2

#3

Intended Learning Outcomes(based on The SOLO Taxonomy):

Note:explicitlyincludedas a non-goal


2004 Multiple-Choice assessment: with a bunch of seemingly reasonable questions:

2006 Assessment (~ ILO's): Project (carefully assessing 'synthesis'):

construct, apply, relate, implement, ... Multiple-Choice test (carefully assessing 'analysis'):

analyze and compare

MC-test (pre- vs. post-alignment)

Bad

Alignment

Good

Alignment


Teaching/Learning Activitiesfunctional knowledge

(problem oriented)

declarative knowledge(discipline oriented)

teacher centric student centric

Lecture

Project work

Exercise class

Case teaching


Lecture (about Application) Teacher activity:

Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up

Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question

activeteacher

passivestudent

vs.

[ B

igg

s &

Tan

g 2

007

, p

.13

7 ]

vs.


Learn about vs. Learn to do Learning (about):

about application about cooking about programming about designing about analysis about construction about relating ...

Learning (to do): to apply to cook to program to design to analyse to construct to relate ...

studentlistening

studentdoing !!

vs.

(to something about something)


Student Activation

Averageretention rate

5%

10%

20%

30%

50%

75%

80%

Lecture

Reading

Audiovisual

Demonstration

Discussion group

Practice by doing

Teaching others

[ NTL Institute for Applied Behavioral Science, Bethel, Maine ]

passivestudent

activestudent

stud

ent

activ

atio

n

"The (in-famous) Learning Pyramid":

Doing:Learning to doDoing:Learning to do

Listening:Learning aboutListening:Learning about


Make explicit ILO's ( )

(…and tell this to students)

= ILO's = TeachingLearningActivities

Assessment

Constructive Alignment

vs.

ROBERT:extrinsically motivatedROBERT:extrinsically motivated

SUSAN:intrinsically motivatedSUSAN:intrinsically motivated

IntendedLearningOutcomes


Questions...

"What is good teaching?"

The Film

Cognitive processes

Association

new ~ old

The Book

John Biggs

"understanding"

content competence

Student activation

Susan & RobertTeacher models

levels 1 - 2 - 3

Course descriptions

Constructive AlignmentTop Competences

15% programming

CS v. NAT v. MAT

Students at University

My researchand teaching

'TLA'Teaching / Learning

Activities

Tips'n'Tricks

?

recitegeneralize

R

R'

Q

The SOLO Taxonomy


Now, please: "2-minute recap"

Please spend 2' on thinking about and writing down the most important points from the talk – now!:

After 1 dayAfter 1 week

After 3 weeksAfter 2 weeks

Immediately

T


Key References ”Teaching for Quality Learning at University”

John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.

”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982

”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006

"Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007


Obrigado !

((( http://www.daimi.au.dk/~brabrand/short-film/ )))

Film's homepage:


Tips'n'Tricks (activation)

Neighbour discussions:

Frequent breaks:

Post-It exercise: focus: zoom in anonymous (!) swap'able everyone will engage empathetic control shared knowledge pool

pu

lse

re

ad

er

me

asu

rem

en

ts:

more questions (students dare ask them)

better questions (students had a chance to discuss)

1-2 min timeout [Phil Race]

Form variation:

lecturing blended with in-class activation exercises


Tips'n'Tricks (cont'd)

"Less-is-more":

Use many examples:(build on student pre-knowledge)

Explicit structure:

analyze compare relate

common deadlock, uncommon deadlock, A-synchronization, B-synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks, ...

vs.

Emphasize depth over breadth (coverage)

NEWOLD

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2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

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2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

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2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

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2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process)

Student 'recap' at end:

after 1 dayafter 1 week

after 3 weeks

after 2 weeks

now


E.g. course: ”Databases” (at RUC/Roskilde):

Note: almost entirely non-operational(!)

i.e. measure how?!

obtain knowledge about the structure of database systems; be familiar with design of databases by use of special notations like E/R and analysis through normalization; get an overview of the most important database models and a detailed knowledge about the most important model - the relational model as well as the language SQL; get an overview of database indexing and query processing; obtain knowledge about application programming for DB systems.

Problematic Courses

Familiar with ?!


Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

e.g.- memorize- describe

UNALIGNED COURSE

e.g.- memorize- describe

"Dealing with the test"


Teacher’sintention

Student’sactivity

Exam’sassessment


ALIGNED COURSE






Student Motivation

Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams !


Constructivism

”Transmission is Dead…” : (lectures = ) Knowledge is… Actively Constructed !

active teacher &passive students

!

risk


SOLO Taxonomy

Hierarchy for Competences:

Deep learning (not surface) !

5: generalize, theorize, predict, …4: explain, analyze, compare, …3: describe, combine, classify, …2: recite, identify, calculate, …


Stud Learning Focus

Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning


Alignment

Make explicit ILO’s (Intended Learning Outcomes):

(…and tell this to students)

Exam = ILO’s = Teaching


Teaching/Learning Activities

[kilde: Torben K. Jensen]

problem-oriented

discipline-oriented

teacher-centric student-centric

Lecture

Project work

Exercise class

Case teaching


Acquisition of Competence

Acquisition of competence progresses according to the following stages of learning:

1) Unconscious incompetence 2) Conscious incompetence 3) Conscious competence 4) Unconscious competence

5) Capacity for moving consciously between stages 3) and 4): (which is required by a teacher)


On the Role of Examination

Alignment: A systemic theory (a teaching system w/ cause/effects) A theory of planning (over the course of a course) A theory of motivation (and incentive)

From the exam as a...:

...to:

"Necessary evil"

Motivational and learning-guidingpedagogical tool for the teacher(!)

applicationof alignment

"The exam does not come after, but before the course!"


Definition: “Good Teaching”

Definition:

Good news: We now know how to do this:

Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage!

”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”

-- “Teaching for Quality Learning at University”, John Biggs, 2003


The BLOOM Taxonomy (1956)

The BLOOM Taxonomy:

Knowledge

Comprehension

Application

Analysis EvaluationSynthesis

Qualitative

Quantitative

SO

LO 4

+5

SO

LO 2

+3

”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item”

-- (Biggs & Collis, 1982)”

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