![Page 1: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/1.jpg)
Teaching that Sticks! A New Look at Teaching
ImpactA Seminar Developed & Conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen
![Page 2: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/2.jpg)
Simple
Unexpected Concrete
Emotion
Story Success
redibleC
![Page 3: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/3.jpg)
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.
![Page 4: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/4.jpg)
What do you want to learn – do, ask, accomplish, enact, realize, make happen – today?
![Page 5: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/5.jpg)
Simple
Unexpected Concrete
Emotion
Story Success
redibleC
![Page 6: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/6.jpg)
Simple
Schemer
Scheme of Work
Scheme
![Page 7: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/7.jpg)
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
![Page 8: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/8.jpg)
CurriculumIntended Learning
Outcomes
AssessmentFeedback & Assessment
Components/Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
InstructionLearning &Teaching
Activities
![Page 9: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/9.jpg)
• 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?
![Page 10: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/10.jpg)
First Week, Day, 10 Minutes
![Page 11: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/11.jpg)
![Page 12: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/12.jpg)
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/
![Page 13: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/13.jpg)
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.
![Page 14: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/14.jpg)
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
![Page 15: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/15.jpg)
Engendering Competence
CATshttp://www.youtube.com/watch?v=Pk7yqlTMvp8
Classroom
Assessment
Techniques
![Page 16: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/16.jpg)
![Page 17: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/17.jpg)
(That) I Learned in Class Today
(What) I Learned in Class Today is also good.
![Page 18: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/18.jpg)
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
![Page 19: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/19.jpg)
We need to be taught to study rather than to believe, to inquire rather than affirm. Septima Clark, Citizenship Schools - founder
![Page 20: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/20.jpg)
Simple
Unexpected Concrete
Emotional
Story Success
redible Feedback & Assessment TasksC
![Page 21: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/21.jpg)
Simple
Unexpected Concrete
Emotional
Story Success
redible Feedback & Assessment TasksC
![Page 22: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/22.jpg)
CurriculumIntended Learning
Outcomes
AssessmentFeedback &
Assessment Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
InstructionLearning &Teaching
Activities
![Page 23: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/23.jpg)
Outline
1. Credible tasks2. Brainstorm3. Credible assessment4. Test a rubric5. Credible feedback6. Divide a task into stages
![Page 24: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/24.jpg)
Three words and…
an ungrammatical morpheme
ish
Make it real
![Page 25: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/25.jpg)
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
![Page 26: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/26.jpg)
Example: American Literature
![Page 27: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/27.jpg)
Example: Soil & Water
![Page 28: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/28.jpg)
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
![Page 29: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/29.jpg)
Example: Ethics
Learning Outcome:
Initial task:
Credible task:
![Page 30: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/30.jpg)
Brainstorm
2
![Page 31: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/31.jpg)
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
![Page 32: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/32.jpg)
Credible Assessment
Specific and tied to outcomes
- ~ +CharacteristicCharacteristicCharacteristic
Need not
be
reductionist
!
![Page 33: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/33.jpg)
Credible Feedback
Frequent Instructor Peer Self
Action-oriented (forward looking)For more on
“how-to”
check
resource
section
![Page 34: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/34.jpg)
Stage the task
![Page 35: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/35.jpg)
Wrap up
![Page 36: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/36.jpg)
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
![Page 37: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/37.jpg)
![Page 38: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/38.jpg)
Simple
Unexpected Concrete
Emotion – make people care
Story Success
redibleC
![Page 39: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/39.jpg)
![Page 40: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/40.jpg)
“Transform the idea from something analytical, abstract or theoretical and make it hit (them) the gut”
Heath 2007
![Page 41: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/41.jpg)
Outline
1. Three motivational theories2. Gallery of emotion in the classroom3. Work – think4. Leveraging emotion in your course design5. Work - do
![Page 42: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/42.jpg)
CurriculumIntended Learning
Outcomes
InstructionLearning & Teaching
Activities
AssessmentFeedback & Assessment
Components/Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
![Page 43: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/43.jpg)
Theories of Motivation
1. Intrinsic Motivation Theory2. Expectancy-Value Theory3. Attribution Theory
![Page 44: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/44.jpg)
Ways to intrinsically motivate students:• arouse their curiosity• provide appropriate levels of challenge• offer choices that enhance their control
Intrinsic Motivation Theory
![Page 45: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/45.jpg)
Expectancy-Value Theory
It may be worth your time to explain the relevance of what you are teaching
![Page 46: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/46.jpg)
Attribution Theory Internal, controllable attributions -“I didn’t study enough”
Stable, uncontrollable attributions -“I will never be good at math!”
![Page 47: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/47.jpg)
Gallery tour of emotion in the classroom
![Page 48: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/48.jpg)
Lab Safety
![Page 49: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/49.jpg)
Engineering at a human level
![Page 50: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/50.jpg)
Drug-Receptor Interaction
![Page 51: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/51.jpg)
TASK- Think &Talk
What areas of your course are you already using emotion to motivate your students?
Share an example with your partner
![Page 52: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/52.jpg)
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
![Page 53: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/53.jpg)
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?”
![Page 54: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/54.jpg)
Summary
![Page 55: Teaching that Sticks! A New Look at Teaching Impact](https://reader035.vdocument.in/reader035/viewer/2022070303/54b465ba4a7959aa1e8b4574/html5/thumbnails/55.jpg)