Teaching for Learning: Evidence-Based Strategies Designed to Help Students

Learn

Michael S. Harris, Ed.D.Southern Methodist University

harrism@smu.edu / @HEProfessor

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I can’t…

• I can’t do math• I can’t write well• I can’t speak in front of people

• I can’t learn…• I can’t teach…

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Teaching requires

• Content knowledge• Designing learning experiences• Working with students

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Teaching for learning

• What do you want students to know:– By the end of the course– By graduation

• What do you want them to know 5 or 10 years from now?

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Lecture: Take a Guess

• Write down 2-3 concepts or ideas that you expect will come up in this session

• Guided note-taking (Austin, Lee, & Carr, 2004)• Focusing on essentials (Harp & Maslich, 2005)

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Designing for Learning

• What are you trying to accomplish?• How will you accomplish it?• How will you know when you are effective?

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Teaching strategies

• Lecture• Discussion• Peer Teaching• Games• Writing• Reading• Graphic organizers• Reflection

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Lecturing

Bligh (2000), Zakrajsek (2015) #TI4GS

Lecturing

Bligh (2000), Zakrajsek (2015) #TI4GS

Power of Active Learning

Hake (1998), Zakrajsek (2015) #TI4GS

Intentionally designing activities

1. Guiding principles2. Preparation3. Process

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Discussion: In the News

• Students bring in a news articles as a springboard for discussion

• Preparation (Dallimore, Hertenstein, & Platt, 2008)

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Academic Games: Monopoly

• Instructional Support (Clark, Tanner-Smith, Killingsword, & Bellamy, 2013)

• Built-in feedback (Issenberg, McGaghie, Petrusa, Gordon, & Scalese, 2005)

• Board games teach content and skills (Mummalaneni & Sivakumar, 2008; Zagal, Rick, & His, 2006)

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Peer Teaching: Each One, Teach One

• Students share one fact with each other

• Preparing to teach (Benware & Deci, 1984)• Individual accountability (Davidson, Major, &

Michaelsen, 2014)

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Reflection: 140-Character Memoir

• Students write short first-person memoir focusing on their learning

• Value of prompts (Kauffman, Ge, Xie, & Chen, 2008)• Self-regulation (Isaacson & Fujita, 2006)• Self-assessment (Lynch, McNamara, & Seery, 2012)

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Metacognitive approach

• Teach your students how to think• Explain why you’re doing what you’re doing• Value process along with content

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Intentionally designing activities

1. Guiding principles2. Preparation3. Process

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