Depth and Breadth: Moving Students beyond Basic Coverage


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • 2 classes that used groups
  • During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy.Note that the top two levels are essentially exchanged from the Old to the New version.
  • Essay – backwards – describe the events leading to the French RevolutionEssay – forwards – Illustrate how the French Revolution can be seen as precursor to .
  • Depth and Breadth: Moving Students beyond Basic Coverage

    1. 1. DEPTH AND BREADTHMoving Students Beyond Basic Coverage<br />Christine Salmon, PhD<br />Rhonda D. Blackburn, PhD<br />The University of Texas at Dallas<br />
    2. 2. What we’ll do today<br />Introduce ourselves<br />Classroom observations<br />
    3. 3. Introductions<br />
    4. 4. Ask your neighbor<br />What is it you really want your students to “get” out of your class?<br />
    5. 5. Ask your neighbor<br />What is it you really want your students to “get” out of your class?<br />That they will remember in 5 years?<br />
    6. 6. Classroom Observations<br />12 classes<br />Chemistry, Physics (300+ students)<br />Government (150+)<br />Calculus, Math (50+)<br />Literature (25+)<br />Physics Education (10)<br />Criminology (25+)<br />
    7. 7. What we observed<br />Tell us what you think we saw.<br />
    8. 8. What we observed<br />Lecture-based (75+ class time)<br />Disengaged instructors<br />Reading lecture<br />Back to class<br />Disengaged students<br />Late<br />Facebooking, gaming, emailing, shopping, sleeping<br />
    9. 9. The Exceptions<br />Small class<br />Small group work<br />Energized instructors<br />
    10. 10. The “Real” Question<br />What kind of learning do you want to happen in your courses?<br />
    11. 11. The “Real” Question<br />What kind of learning do you want to happen in your courses?<br />Surface learning<br />Deep learning<br />
    12. 12. What do we say<br />SURFACE LEARNING<br />DEEP LEARNING<br />
    13. 13. Which Classroom Activities<br />Engage the instructor<br />Engage the students<br />
    14. 14. L. Dee Fink <br />Creating Significant Learning: <br />An Integrated Approach to Designing College Courses<br /><br />See especially the 37-page “Self-Directed Guide for Designing Courses for Significant Learning.”<br />
    15. 15. Bloom’s Taxonomy - Revised<br />
    16. 16. Assessment<br />Exam – chapters 1-5 – multiple choice, TF<br />Add an essay<br />Study questions, homework problems<br />Write a research paper<br />Write a “white paper”<br />Project – develop a budget for a fictional company<br />Project – develop a budget for a local charity<br />
    17. 17. Assessment<br />Forward-looking Assessment<br /><ul><li>Is realistic
    18. 18. Requires judgment and innovation
    19. 19. Asks student to do the subject
    20. 20. Replicates, simulates workplace, life contexts
    21. 21. Assesses student ability to use knowledge, skill effectively, efficiently to do complex task</li></li></ul><li>Holistic Active Learning<br />Experience<br />Doing, Observing<br />Actual, Simulated<br />Rich Learning Experiences<br />Information & Ideas<br />Primary & Secondary Sources<br />Accessing them in class, out of class, online<br />Reflective Dialogue<br />Minute Papers, Learning Portfolios, Journaling<br />About the Subject and/or Learning Process<br />
    22. 22. Example<br />Child Development Course<br />Clickers<br />In-class activities<br />Timeline<br />Journals<br />Interview<br />
    23. 23. Example<br />SCALE-UP model<br /><ul><li>Focus shifts from instructor to students
    24. 24. Students work collaboratively with each other
    25. 25. Students see selves as sources of knowledge
    26. 26. Student-centered
    27. 27. Active Learning
    28. 28. Environment
    29. 29. Active problem solvers, contributors
    30. 30. Curriculum focuses on problem-solving
    31. 31. Problems are contextual
    32. 32. No separate lecture/lab
    33. 33. Studio classrooms
    34. 34. Collaborative space
    35. 35. Public presentations</li></li></ul><li>SCALE-UP<br /><ul><li>Schedule, intro of class session, lesson
    36. 36. Reading assignment
    37. 37. Advance organizer
    38. 38. Individual / group quiz
    39. 39. Tangible / Ponderable
    40. 40. Lecture
    41. 41. Homework
    42. 42. Over reading / previous material
    43. 43. Online or paper or IF-AT forms
    44. 44. 10-15 minute activities
    45. 45. Share results
    46. 46. Why is important
    47. 47. Minimal
    48. 48. Gives the “big picture”
    49. 49. Individual / group
    50. 50. Accountability</li></li></ul><li>SCALE-UP<br /><ul><li>Hands-on activities – short experiments
    51. 51. Generally requires observation and data collection
    52. 52. Use predict-observe-explain method</li></ul>Tangibles<br />Ponderables<br />Labs<br />Projects, etc<br /><ul><li>Minds-on activities
    53. 53. Interesting questions to consider
    54. 54. Longer, more open-ended experiments
    55. 55. Problem-solving
    56. 56. Collaborative projects
    57. 57. Essays or investigations of topics, questions that arise</li></li></ul><li>Context Rich Problems<br /><ul><li>Challenging enough that a single student cannot do it alone
    58. 58. Requires collaboration
    59. 59. Challenging
    60. 60. Structured
    61. 61. Relevant
    62. 62. Thinking
    63. 63. Structured so that groups can make decisions about how to proceed
    64. 64. More than one way to do it
    65. 65. Relate to real life
    66. 66. Engages students
    67. 67. Cannot be solved with a “trick” or simple formula
    68. 68. Require critical thinking skills</li></li></ul><li>Example<br />Introductory Geology course<br />Oil has been discovered on land adjacent to the college campus. The president thinks there might be oil under college land as well. He wants to know the best place on campus to drill an oil well. Your class, being the most inexpensive way to determine this, has been asked to prepare a report. <br />
    69. 69. Geology<br />Working in teams, students measure strike and dip of rocks on campus using a Brunton compass.<br />They recordthese measurements in a table on a handout (with map of campus) and then construct the appropriate strike and dip symbol for each of the rocks on their campus map.<br />Each student is to interpret from the data, what type of geologic structure is represented by the campus rocks. From this interpretation, each student is to place a mark on their campus map where they judge the best place would be to drill a successful oil well.<br />Groups must then come to agreement on the best site and prepare a report with their data summarized and a recommendation. <br />
    70. 70. Geology<br />Specific activities <br />
    71. 71. Questions?<br />
    72. 72. Thank you<br />Christine<br />Rhonda<br />Handouts -<br />