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CHECO Retreat - Changing landscape of teaching

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Presented to Colorado Higher Education Computing Organization

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CHECO Retreat - Changing landscape of teaching

  1. 1. THE CHANGING LANDSCAPE OF TEACHING…DR. JEFF LOATSDEPARTMENT OF PHYSICSMSU DENVERCHECO RETREAT, APRIL 2013
  2. 2. OUTLINEBlended Learning Initiative at MSU Denver• Goals & important featuresThree 21st century teaching techniques:• Just in Time Teaching• Classroom response systems• The Flipped Classroom
  3. 3. Which of these bests reflects the efforts at yourinstitution to help faculty adopt evidence-basedteaching techniques involving technology?A) Yes, with long-term personal supportB) Yes, via regular workshops & presentationsC) Yes, but rarely (occasional workshops)D) No, those that exist do not involve tech.E) No, there are virtually no efforts, involving technology or otherwise
  4. 4. BLENDED? HYBRID? MIXED-MODE?Start from research-based strategiesFor us, the difference is trading class time or not:• Blended courses incorporate evidence-based pedagogies that take advantage of technology without any reduction in face-to- face class time.• Hybrid courses move some learning activities to online formats and face-to-face class time is somewhat reduced. Incorporate evidence- based pedagogies throughout.
  5. 5. BLENDED LEARNING INITIATIVECommon:Target intro courses with large enrollments(instructors teaching First Year Success courses)Offer small incentive/acknowledgement (laptop)Perhaps uncommon:Invite potential participants (vs. them applying)Offer a small “menu” of teaching techniquesSustained support - 6-8 “meetings”1-on-1, small-group meetings, workshops.
  6. 6. WARMUP: ED. TECH FOCUSHow much of the educational technology effortsat your institution have been focused onreplicating the traditional classroom vs. creatingteaching and learning opportunities that simplywerent possible before?“There is much of use of software, computersand AV. 50% guess.”
  7. 7. WARMUP: ED. TECH FOCUS“We are currently exploring ways to bring morecontent online. I dont really have a percentagebut there seems to be a larger push after we justhired a Directory of eLearning.”
  8. 8. THREE BLENDED TECHNIQUESJust in Time TeachingClassroom response system (“clickers”)Flipped Teaching
  9. 9. FEEDBACK THAT WORKS“Improvement of performance is actually afunction of two perceptual processes. Theindividual’s perception of the standards ofperformance, and her/his perception of his/herown performance.” The Feedback Fallacy – Steve Falkenberg (via Linda Nilson)
  10. 10. Think about a typical class at your institution. Isthere a method for holding students accountablefor preparing for class?A) Stern threats and/or playful pleading.B) A paper method (quiz, journal, others?)C) A digital method (clickers, others?)D) Just in Time Teaching.E) Some other method.
  11. 11. JUST IN TIME TEACHINGOnline pre-class assignments Learner Teacher(“WarmUps”)First half:• Conceptual questions, answered in sentences• Graded on thoughtful effort
  12. 12. JUST IN TIME TEACHINGOnline pre-class assignments Learner Teacher(“WarmUps”)First half:• Conceptual questions, answered in sentences• Graded on thoughtful effortSecond half:• Responses are read “just in time”• Instructor modifies the plan accordingly• Aggregate and individual (anonymous) responses are displayed in class.
  13. 13. JUST IN TIME TEACHINGA different student role: Learner Teacher• Actively prepare for class (not just reading/watching)• Actively engage in class• Compare your progress & plan accordinglyA different instructor role:• Actively prepare for class with you (not just going over last year’s notes )• Modify class accordingly• Create interactive engagement opportunities
  14. 14. For an average class at your institution, estimatethe fraction of students who do their preparatorywork before class?A) 0% - 20%B) 20% - 40%C) 40% - 60%D) 60% - 80%E) 80% - 100%
  15. 15. STUDENT FEEDBACK315 students in 7 classes over 4 terms (roughly ±6%) Agreed orThe WarmUps have… Strongly Agreed…helped me to be more prepared 70%for class than I would otherwise be.…helped me to be more engaged in 80%class than I would otherwise be.…helped me to learn the material 64%better than I otherwise would…been worth the time they 57%required to complete
  16. 16. MORE JITT?Much more information to be had:• Theoretical basis for effectiveness• Empirical evidence for effectiveness• Writing good questions• Using metacognitive questions• Practical questions and pitfalls
  17. 17. Think about a typical class at your institution.What fraction of class time is spent on lecture-based delivery of content?A) 0% - 20%B) 20% - 40%C) 40% - 60%D) 60% - 80%E) 80% - 100%
  18. 18. 18FLIPPED TEACHING"the Flipped Classroom isnt a methodology. Itsan ideology.“ – Brian Bennet“Lecture at home, homework in class”Take the passive delivery portions of traditionalteaching and move them online.Online videos are often “screencasts”, or may besmall snippets of recorded lectures.Students held responsible, directly or indirectly
  19. 19. 19FLIPPED TEACHING VS. LECTURE CAPTUREMy take:Capturing an entire lecture has limited benefits.It somewhat extends a passive technique.The goals of the flipped classroom video conflictwith the results of capturing traditional lecture.
  20. 20. 20FLIPPED TEACHINGStudents held responsible for viewing:• Directly: JiTT, preparation quiz, notes check…• Indirectly: Prep. Material is not repeated, value of prep work is made apparent.Class time is dedicated to problem solving,discussions, applying skills, etc.
  21. 21. 21CLICKERS: VERY WELL STUDIEDQuick/easy attendance in large class sizes.Everyone participates and retains anonymityEncourages active learningImproved concentrationImproved learning and retentionImproved exam scoresEfficient use of class timeEngages students in metacognition.
  22. 22. WARMUP: FEEDBACK LOOPSIn a typical face-to-face college course, discussone example of a feedback loop that is presentand the time-scale of the feedback.“My work is not close enough to academics forme to comment appropriately.”
  23. 23. WARMUP: FEEDBACK LOOPS“As a student writes a research paper for a classthe student may or may not get feedback untilafter the paper is submitted.”“Student use of "office hours" for clarificationand extra help.”
  24. 24. 24A VARIETY OF GOOD QUESTION TYPESFactual recallPeer Instruction (a.k.a. vote-share-vote)Polling/surveyPoll-teach-pollThought questionsTeach-Test-Review or Teach-Test-Retest
  25. 25. Students have developed a robot dogand a robot cat, both of which canrun at 8 mph and walk at 4 mph.A the end of the term, there is a race!The robot cat must run for half of itsracing time, then walk.The robot dog must run for half therace distance, then walk.A) The cat wins B) The dog wins C) They tie
  26. 26. 26TECHNOLOGYHardware:iClicker, CPS, TurningPoint, PRS…SoftwarePoll Everywhere, Top Hat Monocle, Echo 360…
  27. 27. 27COMBINATIONS!The most effective blend may be a combination:• JiTT with Classroom response (my model)• Flipped teaching videos with JiTT questions• Flipped teaching Classroom response• All three!
  28. 28. FINAL COMMENTWhat to do?• Scholarly teaching• Evidence-based practices• Imitate!
  29. 29. YOUR SUMMARYFor yourself… or to share?What was the biggest shift in your thinking duringthis discussion?What is the biggest question you feel needs moreattention from the discussion?Visit slideshare.net/jeffloats to see these slides

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