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Developing Intellectual Skills:

What You Can Do To Help Your Students Help Themselves

Friday, April 19, 2013

Review of Workshop Goals

•Describe teaching‐related research findings•Translate these findings into everyday language and examples that you can easily apply in your teaching•Foster ongoing conversation about key learning questions and tasks that confront most faculty and their students•Support and strengthen a teaching-themed community of practice at SPHIS

Svinicki’s Concept Map (Fig. 3.1)

Ground Rules…

• We are sharing ideas, strategies, and insights as teachers and learners, and session facilitators don’t have all of the answers.

• Listen and seek to understand before speaking.• Ask clarifying and probing questions.• Assume that others speak from a place of good

intentions.• Be willing to challenge one another's thinking and ideas.• Encourage and support one another.• Be sensitive about both “the time and “your air time.”• Stay on task AND on topic.

Writing Feedback Example

Visit this blog post for more tips about “Angst-Free End-of-Semester Writing Evaluation”: http://theteachingpractice.wordpress.com/

Key Concepts of Chapters 4

How do we acquire the capacity to perform skills?

– Learning by observing (attention, retention, production, motivation)– “Thinking processes need to be made observable by having the

model think aloud” (p. 66)– Explanations need to differ depending on learner prior knowledge

(Fig. 4.1)– Conundrum: Should our students practice skills in parts then combine

them? Or, does practicing in parts lead to lesser understanding than practicing the entire skill intact and in context?

– Modeling is important for helping students develop values and attitudes (Table 4.3)

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Key Concepts of Chapter 6

• Illusion of comprehension: Confusing familiarity with knowing, believing knowing something equals recognizing it

• Strategies and tactics for learning content – Elaboration: Paraphrasing, putting concepts into one’s own

words– Encoding: Limited underlining of key ideas– Teaching disciplinary “schema” (a set of heuristics or

expectations for thinking about information)• Strategies and tactics for learning procedures– Chaining: Creating links between steps (mnemonic tactics)– Cognitive rehearsal• Metacognition: “thinking about thinking,” managing one’s

cognitive resources• Creating self-regulated learners (GAMES Fig. 6.1)

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The DWTS ExampleHow do we acquire the capacity to perform skills?

1. Engage in an authentic task

2. Enlist a “real model”

3. Simplify the steps

4. (Narration) Talk through the process

5. Model the steps

6. Slow down and be deliberate

7. (Retention) Count along, recite the steps, use a verbal mnemonic (for 8. (Production) Follow the model, recite the steps

9. (Scaffolding) Receive coaching and encouragement

10. Become more self-reliant, increase self-directed behavior

11. Practice and timely feedback

12. **Gain confidence, deepen motivation**

13. Explore in new venues

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Cognitive Apprenticeship Model

• Authentic task

• Narrated model

• Scaffolded and coached practice

• Articulation of process steps by learners

• Reflection on the process

• Exploration in new venues

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An SPHIS Example

How can you teach students to develop a research proposal?

Goal:

-Practice interpreting the model

-Begin applying ideas presented to our work

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Your Turn!

1. Identify an example of how the cognitive apprenticeship model could be used in your teaching

2. Complete the table individually

3. Share your thinking with your colleagues at your table

4. Identify one example at your table to share with the group

5. Complete the flip chart

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Discussion and Debrief

• Does this model make sense? What questions or concerns do you have about the model?

• What is an example that would be applicable to a class you teach? Big picture? Smaller pieces in a fine-tuned project?

• Suggestions for other ways to apply this framework and the ideas of the book in a meaningful way to our work?

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Next Session Reminder

Friday, May 31, 12:15-1:45 p.m.

“What works? How can we motivate our students to learn?”

Reading: Chapters 6 (continuing) and 7

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