gregory light brazil science, technology, humanities, engineering and mathematics (sthem) consortium...
TRANSCRIPT
Gregory Light
Brazil Science, Technology, Humanities, Engineering and Mathematics (STHEM) Consortium
1ST WORKSHOP: LORENA, BRAZIL, MAY 26 30, 2014‐
Changing Teaching, Transforming Learning
Session I: Design Principles & Learning Outcomes
"What I cannot create, I do not understand."
— Richard FeynmanNobel Prize winning Physicist
Learning Outcomes
Participants will develop:
• Analyze & evaluate their courses in terms of key conceptual frameworks of teaching and learning
• Apply principles of design for learning in their teaching
• Generate a repertoire of strategies and practices for: – constructing learning outcomes – designing active learning methods and – assessing student learning
• Design/redesign of a course or part of a course
Overview
Session I: Design Principles & Learning Outcomes
• Global & National Challenges (Interactive Presentation)
• Teaching for Learning: a Framework (Interactive Presentation)
• Constructing Learning Outcomes (Activity)
Session II: Assessing Learning
• Assessing Student Learning (Discussion)• Dimensions of Assessment (Interactive
Presentation/Activity)• Aligning Assessment (Activity)
Overview
Session I: Design Principles & Learning Outcomes
• Global & National Challenges (Interactive Presentation)
• Teaching for Learning: a Framework (Interactive Presentation)
• Constructing Learning Outcomes (Activity)
Session II: Assessing Learning
• Assessing Student Learning (Discussion)• Dimensions of Assessment (Interactive
Presentation/Activity)• Aligning Assessment (Activity)
IntroductionsIntroduce yourselves
to each other at tables (name,
discipline)
ICE- BREAKERShare Worst
Teaching & Learning Moment
(as a student)
Share
Identify
Construct
Changing Teaching
In the Global & National Context
Why Change Teaching?
Why Transform Learning? At Tables
Share
Why transform learning?
E=MC2
Television
Books
Radio
Magazines
Journals
InternetFacebookMySpace
Wikipedia
Blogs
Mobile Apps
Augmented
Reality
Explosion of Information
You Tube
Journals
Simulations
Why transform learning? (2)
Remembering Information
Finding Relevant Information
Analyzing, Evaluating, Critiquing & Creating Information
Employing Information
The Changing Nature of Education
Why transform learning? (3)
Employment•Only 4% of employers surveyed believed 2-year college graduates entered the workforce with excellent critical-thinking skills;
•only 27% rated 4-year grads as excellent.
The Conference Board, Partnership for 21st Century Skills (2006)
Northwestern Business Review, 11/2/2011
Why transform learning? (4)
Teaching for Learning: a Research-Based
Conceptual
Framework
Reflective
Practice or
Best Practice?
Aligning Teachingwith Learning
Learning in Academic EnvironmentsExpert – Professional-Research-Scholarship – Student
FacultyApproaches to
Teaching
Student
Approaches to
Learning
Course Design:Teaching & Learning Framework
Light G., Cox, R. & Calkins S.(2009)
ThresholdConcepts
Aligning Teachingand Learning
Learning in Academic EnvironmentsExpert – Professional-Research-Scholarship – Student
FacultyApproaches to
Teaching
Light G., Cox, R. & Calkins S.(2009)
Student
Approaches to
Learning
ThresholdConcepts
Research:Research/Scholarship, Professional
The advancement of learning and knowledgeof students and peersat cutting edge (Student)
The advancement of learning and knowledgeof faculty and peersat cutting edge (Institution/Nation/World)
Teaching:Undergraduate
Faculty Practice
Goal/Aim
(Light G. 2008, Light G., Cox R. & Calkins S. 2009)
Learning in Academic Environments
Academic Context • Rivalry of Learning• Power (and Ethics) in Learning
Teaching • Teacher as Master Learner in the
DisciplineLearning Environment • Deep (‘cutting edge’) learning• Problem-focused• Peer connected• Mentoring rich• Community situated• Research (“inquiry”) directed
Design Implications For Teaching
Light, Cox & Calkins 2009; Light & Micari (2013)
QuestionIn what ways is
your own learning – how you learn – reflected in your
course?
Do your students have a chance to see how a master learner learns –
not just what they know but how they know it?
At TablesShare
Aligning Teachingand Learning
Learning in Academic EnvironmentsExpert – Professional-Research-Scholarship – Student
FacultyApproaches to
Teaching
Light G., Cox, R. & Calkins S. (2009)
Student
Approaches to
Learning
ThresholdConcepts
“Threshold” concepts
• Transformative• Integrative
• Troublesome• Irreversible
Meyer, J.H.F., Land, R. and Davies, P. (2006)
Examples of Threshold Concepts
Nature/Nurture in human behavior
Author as omniscient and
neutral Narrator
The Nature of Teaching
Geologic or Deep Time
Surface area to volume ratio in nanoscience
Share an example of a Threshold (or
major) Concept in one of your courses?
At TablesShare
Aligning Teachingand Learning
Learning in Academic EnvironmentsExpert – Professional-Research-Scholarship – Student
Light G., Cox, R. & Calkins S. (2009)
ThresholdConcepts
FacultyApproaches to
Teaching
StudentApproach
es to Learning
Faculty Approaches to Teaching
(Light G., Cox R. & Calkins S. 2009; Prosser M. & Trigwell K 1999)
Transmission Acquisition Constructive
Focus Content-teacher
Content-student
Content-learning
Teaching intention
•T o transfer or transmit the course content
• To get it out (& hopefully in) to students
• To Get course content out & ‘in’ to students• To Help students acquire content of course (tools, knowledge, skills)
• To Share course content with students• To get students to reconstruct knowledge for themselves
Implicit assumptio
n
• Teaching as monologue• One dimensional, limited
• Teaching as instruction (or explanation• One-way, linear
• Teaching as dialogue• 2-way conceptual exchange & change
Relationship to
learning
• Teaching is separate from learning
• Teaching causes learning
• Teaching is by-product of learning
Improving Teaching:How faculty understand
it
• Develop teaching strategies which students perceive as working
• Improve quality/quantity of content • Improve structure/organization of content
• Acquire/increase experience of teaching• Expand practical teaching strategies/tips
Model Focus of Improvement
Transmission:
ImprovingTeaching
Constructive:
Improving
Learning
Acquisition(Transitional)
• Develop ways to improve students learning outcomes• Transform personal understanding of the nature of teaching to engaging students in deep learning
(Calkins & Light, 2008)
Student Approaches to Learning
Surface Strategic Deep
Intention Cope with course requirements
Achieve high grades
Understand for oneself
Process •Memorizing facts•Studying with little reflection
•Treating course as unrelated bits of knowledge
•Feeling undue pressure/worry
•Putting consistent effort into studying
•Managing time•Gearing work to perceived teacher preference
•Relating ideas to previous knowledge
•Looking for patterns/underlying principles
•Employing critical & creative thinking
•Becoming actively engaged
Surface StrategicSurface
Cope with course requirements
Achieve high grades
•Memorizing facts•Studying with little reflection
•Treating course as unrelated bits of knowledge
•Feeling undue pressure/worry
•Putting consistent effort into studying
•Managing time•Gearing work to perceived teacher preference
“Cutting Edge” Learning
Entwistle, N. (2005)
A Increasing ones Knowledge B Memorising REPRODUCING C Applying Facts & Procedures
D Understanding E Seeing something in a Different Way TRANSFORMING F Changing as a Person
Student Conceptions of Learning
(Marton, F. (1993)
What are the greatest
barriers/challenges
to pursuing
teaching approaches which
promote deep learning in your
course?
At TablesShare
Aligning Teaching
and Learning (Course Design)
Learning in Academic EnvironmentsExpert – Professional-Research-Scholarship – Student
FacultyApproaches to
Teaching
Light G., Cox, R. & Calkins S. (2009)
Student
Approaches to
Learning
ThresholdConcepts
Aligning Teaching Around LearningThe Four Basic Teaching Questions
1. What learning outcomes do you want your students to achieve, (intellectual, social, practical, and personal) as a result of taking your course?2. How will your course help your
students achieve these learning outcomes?3. How will you know if the students on
your course have achieved these learning outcomes?4. How will you know if and how your
teaching has contributed to your students’ learning outcomes?
Constructive AlignmentCourse objectives, teaching and assessments aligned
Around the construction of deep meanings
Reproductive AlignmentCourse objectives, teaching and assessments aligned
Around the reproduction of surface knowledge
Learning Outcomes
Learning Activities
Assessmentof
Learning
(Light G., Cox R. & Calkins S. 2009)
Evaluation for Learning
Break?
(Light, G. & Micari, M (2013) Making Scientists: Six Principles for Effective College Teaching, Harvard University Press)
“Some Assembly Required”
- Chronicle of Higher Education: April 2013
Six Learning Principles in Course Design
SIX LEARNING PRINCIPLES
1 Deep learning: – Construct activities that enhance students
abilities to analyze, critique, evaluate, create knowledge
2 Problem-focused– Engage students with real world problems
that are relevant, challenge misconceptions and promote dialogue
3 Peer led-Collaborative– Create groups common goals, collaboration
(over individual competition), inclusion, diverse perspectives
SIX LEARNING PRINCIPLES (cont.)
4 Mentoring– Develop activities for peer feed-back, student
leadership roles, facilitation skills, team-working
5 Learning community– Promote wider student interactions and
collaborations with faculty-graduate students-community of practitioners
6 Research– Provide real research opportunities for
students to develop research skills, share your research, bring real research examples into the classroom,
200-level chemical & biological engineering course
Meant to provide an introduction to analysis of chemical process systems.
Traditionally, had focused on the quantitative solution of logic problems.
In class: he addressed the issues of what constitutes extraordinary conditions in chemical engineering and how safe factories are designed (depth of understanding), and reputable information sources.
Professor reviewed responses, found variation in level of thoroughness/depth of understanding and use of sources.
Case study: Peer-led student groups told an incident has occurred at a chemical factory. They need to research and respond to the fire marshal who is asking for input about possible chemicals and hazards on site and to speculate what accident could have occurred.
Learning Outcome: Students will critique assumptions about
factory safety
Learning Principles: Example in Engineering
What are you already doing or could be
doing that incorporates some of
these learning principles in your
classroom? At TablesShare
Constructing
Learning Outcomes
Types of Learning Outcomes(Competencies, Transferable Skills)
intellectual Practical Social Personal
Critical thinking
Problem solving
Research skills
Creative thinking
Synthesize Ideas
Evaluate ideas
Research Skills
Presenting
Clinical skills
Professional skills
Vocational Skills
Team-
working
Collaboration
Leadership
Networking
Communicati
on
Persuade/ influence
Self-
discipline
Self-
motivation
Self-
confidence
Flexibility/ adaptability
Critical Thinking?
Evaluate Arguments and Conclusions
Reasoning
Evaluate IdeasAnd Plans
Evaluate One’s OwnUnderstanding
Problem Solving
Communication
Creativity
Evaluate IdeasAnd Plans
Problem Solving
Communication
Creativity
Evaluate One’s OwnUnderstanding
Formal/InformalInformation technologiesInfluence
Expanded Contemporary EmphasisClassical Emphasis
Research Skills
Life-Long Learning Skills
Team WorkLeadershipSelf-skillsNetworking
Stein, B. & Haynes, A. (2011)
Course Related
Learning Outcomes
Learning Goals vs Learning Outcomes
Course Goals are general statements of educational intent of a course (incl. threshold concepts?).
Students will understand historical interpretation and analysis of primary and secondary sources (History)
Students will develop the capacity to think creatively and independently about new design problems and make a realistic estimate of their own potential for solving them. (engineering)
Learning Outcomes are specific statements of the learning (what and how) teachers expect students to achieve in a course.”
Students will be able to analyze a primary source as a product of a particular historical context (history)
Students will be able to calculate changes in energy and enthalpy of a system caused by changes in temperature or pressure. (engineering)
Course Goals are general statements of educational intent (incl. threshold concepts?) of a course.
Students will understand historical interpretation and analysis of primary and secondary sources (History)
Students will develop the capacity to think creatively and independently about new design problems and make a realistic estimate of their own potential for solving them. (engineering)
Learning Outcomes are specific statements of the learning (what and how) teachers expect students to achieve in a course.”
Students will be able to analyze a primary source as a product of a particular historical context (history)
Students will be able to calculate changes in energy and enthalpy of a system caused by changes in temperature or pressure. (engineering)
Learning Goals vs Learning Outcomes
Why define Learning Goals
and Outcomes for your course?
At TablesShare
Why define learning outcomes?
• make clear to students what they can hope to gain from taking a particular course
• help teachers select appropriate teaching strategies to achieve the outcomes
• ensure that appropriate assessment strategies are employed
• help teachers develop a shared language with their colleagues about what a particular course/activity is designed to achieve
5 questions for identifying Key Learning Outcomes
1. What are the 3 or 4 most important concepts/skills I hope students will master during this course? Threshold concepts?
2. What do students in this course need to learn to prepare them for subsequent courses?
3. What would I like my students to be doing 5 years from now?
4. How can I foster my students’ commitment to lifelong learning?
5. How might my students use this course to accomplish something important in another setting?
Whetten, 2007
Bloom’s Revised Taxonomyof Cognitive Outcomes
Anderson & Krathwohl, 2001
1 Remember Lembrar
2 Understand Entender
3 Apply Aplicar
4 Analyze Analisar
5 Evaluate Avaliar
6 Create Criar
Surface
Deep
Taxonomía De Bloom1. Conhecimento Enumerar, definir, descrever, identificar,
reproduzir, denominar, listar, declarar, memorizar.
2. Compreensão Interpretar, resumir, inferir, reformular, classificar, ilustrar, distinguir, converter, estimar.
3. Aplicação Aplicar, alterar, programar, demonstrar, organizar, resolver, modificar, usar, escolher.
4. Analise Analisar, reduzir, classificar, comparar, contrastar, diagramar, diferenciar, selecionar, questionar, testar.
5. Síntese Categorizar, formular, generalizar, criar, sistematizar, revisar, desenvolver, estruturar, montar e projector.
6. Avaliação Avaliar, averiguar, concluir, criticar, julgar e selecionar, idear, justificar, apoiar, validar.
Ferazz & Belhot, 2010
Individual: • identify 1 or 2 key
(threshold) concepts from your course
• construct higher order learning outcomes related to them
Pairs/Tables: Share & discuss with a partner
Whole Group: Share with whole group
Activity
Share
Identify
Construct
ReferencesFerraz, Ana Paula & Belhot, Renato (2010) Taxonomia de Bloom: revisão teórica e
apresentação das adequações do instrumento para definição de objetivos instrucionais in Gest. Prod., São Carlos, v. 17, n. 2, p. 421-431, 2010.
Freire, Paulo (1990) from We Make the Road by Walking: Conversations on Education and Social Change by Myles Horton & Paulo Freire, Temple University Press.
Harvey, Lee et al. 1997, Graduates Work: Organisational Change and Student’s Attributes. Centre for research into Quality.
Light, G. (2008). The puzzle of teaching in higher education: Implications for the structure of academic practice. Ideas on Teaching (Volume 6, pp. 25-36). Centre for Development of Teaching and Learning, National University of Singapore, Singapore.
Light, G., Cox, R., Calkins, S. (2009). Learning and Teaching in Higher Education: The Reflective Professional. London: Sage Publications.
Marton, F., Beatty, E. & Dall’Alba, G. (1993) Conceptions of learning, International Journal of Educational Research, 19: 277-300.
Marton, F., Hounsell, D. & Entwistle, N. (2005). (Eds.). The Experience of Learning: Implications for Teaching and Studying in Higher Education. (2nd edition). Edinburgh: Scottish Academic Press.
Meyer, J.H.F., Land, R. & Davies, P. (2006) Implications of threshold concepts for course design and evaluation, in Meyer J.H.F., Land, R. (eds.), Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge, London and New York; Routledge.
Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. London: SRHE/Open University Press.
Stein, B. & Haynes, A. (2011) Engaging faculty in the assessment and improvement of student critical thinking using the CAT. Change (March-April 2011): 44-49.
Whetten, D. ( 2007). Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago. Journal of Management Education, 31, 339-357.
Obrigado!
Additional Material
Bloom’s Revised Taxonomy
Creating Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
Evaluating Judging based on criteria Experimenting, checking, hypothesizing, critiquing, justifying
Analyzing Breaking information into parts to explore relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying Using information in another familiar situationImplementing, carrying out, using, executing
Understanding Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying,
explaining
Remembering Recalling informationRecognising, listing, describing, retrieving, naming, finding
Anderson & Krathwohl, 2001
“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
O professor é, naturalmente, um artista, mas ser um artista, não significa que ele ou ela pode fazer o perfil, pode moldar os alunos. O que o educador faz do ensino é o possível para que os alunos se tornem eles mesmos.
Paulo Freire
“Students must have initiative; they should not be mere imitators.
They must learn to think and act for themselves–and be free.”
— Cesar ChavezAmerican labor leader and civil rights activist
“Education is an admirable thing, but it is well to remember from
time to time that nothing that is worth knowing can be taught.”
–Oscar WildeIrish writer and poet
“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” ― Paulo Freire, Pedagogy of the Oppressed