INFORMS 2008 Teaching Effectiveness Colloquium Jeff Nugent & Britt Watwood Center for Teaching Excellence Virginia Commonw...
How do you know what your students are thinking?
Should the research on learning inform the practice of teaching?
Before the start of a course or unit of study, I poll students for their understanding of key concepts I’ll be teaching. <...
Role of Prior Knowledge <ul><li>Learners use their current knowledge to construct new knowledge </li></ul><ul><li>Effectiv...
When I present and discuss key concepts I expect students to be able to take that information and apply it to novel situat...
Transfer of Learning <ul><li>Knowledge learned at the rote memory level rarely transfers </li></ul><ul><li>Practice applyi...
Teaching students to reflect on how they are learning is nearly as important as teaching the subject matter being learned....
Metacognition and Expert Performance <ul><li>Integration of metacognitive instruction enhances achievement </li></ul><ul><...
Assessment of major unit exams and the occasional quiz or paper is usually enough feedback to let students know how they a...
Design of Learning Environments <ul><li>Role of feedback is crucial in supporting learning </li></ul><ul><li>Frequent low-...
Effective teaching results from the combination of subject matter expertise, and knowledge of instructional techniques. <u...
Effective Teaching <ul><li>Thorough discipline knowledge is not correlated with effective instruction in the discipline </...
 
Reflecting on Key Findings <ul><li>Prior knowledge </li></ul><ul><li>Transfer of learning </li></ul><ul><li>Metacognition ...
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Hpl Questions(V2.0)

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  • Hpl Questions(V2.0)

    1. 1. INFORMS 2008 Teaching Effectiveness Colloquium Jeff Nugent & Britt Watwood Center for Teaching Excellence Virginia Commonwealth University
    2. 2. How do you know what your students are thinking?
    3. 3. Should the research on learning inform the practice of teaching?
    4. 4. Before the start of a course or unit of study, I poll students for their understanding of key concepts I’ll be teaching. <ul><li>Always </li></ul><ul><li>Sometimes </li></ul><ul><li>Rarely </li></ul>
    5. 5. Role of Prior Knowledge <ul><li>Learners use their current knowledge to construct new knowledge </li></ul><ul><li>Effective instruction begins with what learners bring to the setting </li></ul><ul><li>What is known and believed at the moment shapes the interpretation of new information </li></ul><ul><li>Prior knowledge can either support or hamper learning </li></ul>
    6. 6. When I present and discuss key concepts I expect students to be able to take that information and apply it to novel situations. <ul><li>Agree </li></ul><ul><li>Disagree </li></ul><ul><li>It depends </li></ul>
    7. 7. Transfer of Learning <ul><li>Knowledge learned at the rote memory level rarely transfers </li></ul><ul><li>Practice applying skills and knowledge in multiple contexts supports transfer </li></ul><ul><li>Learning is transferred when learners develop a sense of when something that’s been learned can be used </li></ul><ul><li>Self-evaluation and reflection on learning results in more successful and effective learners </li></ul>
    8. 8. Teaching students to reflect on how they are learning is nearly as important as teaching the subject matter being learned. <ul><li>Agree </li></ul><ul><li>Disagree </li></ul><ul><li>Not sure </li></ul>
    9. 9. Metacognition and Expert Performance <ul><li>Integration of metacognitive instruction enhances achievement </li></ul><ul><li>Reflective practice promotes independent learning </li></ul><ul><li>Experts carefully monitor their understanding while problem solving </li></ul><ul><li>Metacognitive practices develop adaptive expertise </li></ul>
    10. 10. Assessment of major unit exams and the occasional quiz or paper is usually enough feedback to let students know how they are learning in the course. <ul><li>Agree </li></ul><ul><li>Disagree </li></ul><ul><li>Not sure </li></ul>
    11. 11. Design of Learning Environments <ul><li>Role of feedback is crucial in supporting learning </li></ul><ul><li>Frequent low-stakes assessments support deeper learning </li></ul><ul><li>Learners greatly benefit from the opportunity to revise their thinking  improve understanding </li></ul>
    12. 12. Effective teaching results from the combination of subject matter expertise, and knowledge of instructional techniques. <ul><li>Agree </li></ul><ul><li>Disagree </li></ul><ul><li>Not sure </li></ul>
    13. 13. Effective Teaching <ul><li>Thorough discipline knowledge is not correlated with effective instruction in the discipline </li></ul><ul><li>Effective teachers need “pedagogical content knowledge” (PCK) </li></ul><ul><li>PCK is knowledge about how to teach in specific disciplines </li></ul>
    14. 15. Reflecting on Key Findings <ul><li>Prior knowledge </li></ul><ul><li>Transfer of learning </li></ul><ul><li>Metacognition and expert performance </li></ul><ul><li>Feedback and design of learning environments </li></ul>Which of these has greatest relevance for your teaching? What are some ways you could begin to integrate this into your own practice?

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