Teaching that Sticks! A New Look at Teaching Impact

Teaching that Sticks! A New Look at Teaching Impact
A Seminar Developed & Conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen

Simple UnexpectedConcrete EmotionStorySuccess
C
redible

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.

What do you want to learn – do, ask, accomplish, enact, realize, make happen – today?

SimpleUnexpectedConcrete EmotionStorySuccess
C
redible

Simple
Scheme
Schemer
Scheme of Work

Curriculum
Reflection
Intended Learning Outcomes
Instruction
Creating
Learning and Teaching Activities
Assessment
Testing
Feedback & Assessment Components/Tasks
Environment
Gathering Data
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN

Curriculum
Instruction
Learning &Teaching Activities
Assessment
Environment

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?

First Week, Day, 10 Minutes

SMART Learning Outcomes
Specific
Measurable/observable
Attainable for target audience within scheduled time and specified conditions
Relevant and results-oriented
Targeted to the learner and to the desired level of learning
“Effective Use of Performance Objectives” http://hsc.unm.edu/som/ume/ted/

By the end of this session, students will…
8101 Class #1
Engage – 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 #1
Name his/her own understandings of “literature.”
Identify a pattern across the full class.
Compare the accumulated data to a sampling of definitions provided by the instructor.

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

Engendering Competence
CATs
http://www.youtube.com/watch?v=Pk7yqlTMvp8
Classroom
Assessment
Techniques

(That) I Learned in Class Today
(What) I Learned in Class Today is also good.

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

We need to be taught to study rather than to believe,
to inquire rather than affirm.
Septima Clark, Citizenship Schools - founder

Simple UnexpectedConcreteEmotional StorySuccess
C
redible Feedback & Assessment Tasks

Simple UnexpectedConcrete Emotional StorySuccess
C
redible Feedback & Assessment Tasks

Curriculum
Instruction
Learning &Teaching Activities
Assessment
Feedback & Assessment Tasks
Environment

Outline
Credible tasks
Brainstorm
Credible assessment
Test a rubric
Credible feedback
Divide a task into stages

Three words and…
an ungrammatical morpheme
ish
Make it real

Credible Assessment Tasks
Engaging and worthy problems
Questions of importance
Actual or similar to issues faced by adult
citizens and consumers or professionals in the field
Wiggins (1993)
In context
Authentic

Example: American Literature

Example: Soil & Water

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

Example: Ethics
Learning Outcome:
Initial task:
Credible task:

Brainstorm
2

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 as
steely as a
flint spark,
best doused
with straight
whiskey
or dark coffee.
Tom Boss

Credible Assessment
Specific and tied to outcomes
Need not be reductionist!

Credible Feedback
Frequent
Instructor
Peer
Self
Action-oriented (forward looking)
For more on “how-to” check resource section

Stage the task

Wrap up

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

Simple UnexpectedConcrete Emotion – make people careStorySuccess
C
redible

“Transform the idea from something analytical, abstract or theoretical and make it hit (them) the gut”
Heath 2007

Outline
Three motivational theories
Gallery of emotion in the classroom
Work – think
Leveraging emotion in your course design
Work - do

Curriculum
Instruction
Learning & Teaching Activities
Assessment
Environment

Theories of Motivation
Intrinsic Motivation Theory
Expectancy-Value Theory
Attribution Theory

Intrinsic Motivation Theory
Ways to intrinsically motivate students:
arouse their curiosity
provide appropriate levels of challenge
offer choices that enhance their control

Expectancy-Value Theory
It may be worth your time to explain the relevance of what you are teaching

Attribution Theory
Internal, controllable attributions -
“I didn’t study enough”
Stable, uncontrollable attributions -
“I will never be good at math!”

Gallery tour of emotion in the classroom

Lab Safety

Engineering at a human level

Drug-Receptor Interaction

TASK- Think &Talk
What areas of your course are you already using emotion to motivate your students?
Share an example with your partner

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.”
Find out what motivates your students
Use emotion early
Use emotion strategically
Heath 2007

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?”

Summary

Teaching that Sticks! A New Look at Teaching Impact

by Center for Teaching & Learning - University of Minnesota on Aug 25, 2011

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Teaching that Sticks! A New Look at Teaching Impact — Presentation Transcript