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Seven Levers for Higher & Deeper LearningResearch-based Guidelines and Strategies
A Keynote Session at the
University of Guelph’s 27th Annual Teaching & Learning Innovation Conference
30 April 2014
Tom AngeloAssistant Provost and Director
Center for the Advancement of Faculty ExcellenceQueens University of Charlotte, NC
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Page 3 –
Background Knowledge Probe
Please answer each question regarding Canada, the Ukraine, and Syria.
Guessing is encouraged!
Tom Angelo [email protected]
230 April 2014
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A “Balcony” Question
If you participated actively:
Are you more interested in finding out the answers to these questions than you were a few minutes ago?
Tom Angelo [email protected]
30 April 2014 3
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Students’ prior knowledge and beliefs are among the most powerful influences on their learning – positive or negative Consequently, assessing that prior knowledge can provide powerful leverage
Tom Angelo [email protected]
30 April 2014 4
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Applications Card – p. 10
Interesting Possible
IDEAS/TECHNIQUES APPLICATIONS
Tom Angelo [email protected]
30 April 2014 5
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Page 2
Six Dimensions of Higher Learning Outcomes
% Then? % Now?____ Factual Learning _________ Conceptual Learning _________ Procedural Learning _________ Conditional Learning _________ Reflective Learning _________ Metacognitive Learning _____
100% 100%
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Page 2
Six Dimensions of Higher Learning Outcomes
Metacognitive
Reflective
Conditional
Procedural
Conceptual
Factual
Tom Angelo [email protected]
30 April 2014 7
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Which of those six dimensions needs and deserves the most
focus if we aim to foster:
Critical thinking? Problem-solving?
Professional practice?
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Page 4
Collaborative Learning Technique
Think-Pair-Share
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?
Tom Angelo [email protected]
30 April 2014 9
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Page 5
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 understand it
• Use the minus ( – ) if you do not understand it• Use the question mark (?) if you’re unsure
Tom Angelo [email protected]
30 April 2014 10
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A “Balcony” Question
If you followed directions:
Did you read and think about the list on page 5 any differently than you would have if you had simply been asked to “read it”?
Tom Angelo [email protected]
30 April 2014 11
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Page 12
[Draw your own Teaching-Learning-Assessment Pyramid on page 12.]
What percentage of your course/program’s curriculum can students . . .
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Learn best only from the faculty? -------------------------------- Learn best from more experienced UG and graduate students?------------------------------------Learn best from workingin structured groups/teams?----------------------------------------Learn best by teaching themselves?
Tom Angelo [email protected]
30 April 2014 12
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“It’s not what we do, but what students do that’s the important thing.”
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition.Berkshire: McGraw-Hill, p. 19.
Tom Angelo [email protected]
30 April 2014 13
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HOT HIPs!
Higher Order Thinking can be promoted effectively through
High-Impact Practices
Tom Angelo [email protected]
30 April 2014 14
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HIPs – High-Impact Educational Practices
• First-Year Seminars and Experiences• Learning Communities• Collaborative Assignments and Projects• Undergraduate Research• Diversity/Global Learning• Service Learning/Community-Based Learning• Internships/Co-ops• Capstone Courses and Projects• Writing-Intensive Courses
Tom Angelo [email protected]
30 April 2014 15
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What makes these HIPs so HOT?
• High expectations• Explicit direct instruction• Metacognitive scaffolding• Effective feedback• Deliberate practice• Focused collaboration
Tom Angelo [email protected]
30 April 2014 16
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Page 6 –
A Quick Diagnostic Quiz – Part I
Please circle the best option in response to each question.
Tom Angelo [email protected]
30 April 2014 17
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Page 7 –
A Quick Diagnostic Quiz – Part II
Review your responses and self-assess your level of knowledge regarding each.
Tom Angelo [email protected]
30 April 2014 18
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“From the student’s point of view, the assessment is the curriculum.”
Paul Ramsden
Tom Angelo [email protected]
30 April 2014 20
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Applications Card – p. 10
Interesting Possible
IDEAS/TECHNIQUES APPLICATIONS
Tom Angelo [email protected]
30 April 2014 22
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The Parking Lot Test
As you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say?
The next slide is one way to prepare for that “parking lot test.”
Tom Angelo [email protected]
30 April 2014 23
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What, Why and HowChoose one of your possible applications from page 10.
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?
Tom Angelo [email protected]
30 April 2014 24
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Please complete the session evaluation
on page 13.
Thanks for your attention and participation
Tom Angelo [email protected]
30 April 2014 25