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TRANSCRIPT
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AFACCT 2016 Conference at the College of Southern Maryland, La Plata, MD
Session 2.6: This is not your Father’s ClassroomPresenters: Elizabeth Benson ([email protected]) Rose Miller ([email protected]) from the College of Southern Maryland
Jan. 7, 2016 from 11:40am to 12:40pm
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This is Not Your Father’s Classroom!
Presenters: Elizabeth Benson & Rose Miller
AFACCT – January 7, 2016
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The attendee will be able to:
1. Apply the 3 Cs to their course content
2. Design specific activities to support the 3 Cs in their course
Learning Outcomes:
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Write down two teaching strategies you currently use.
Activity 1
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Before and immediately following World War II, the difference between the average wages of high school and college graduates was small and shrinking.
After 1950, the trend moved in the opposite direction and accelerated as the demand for highly skilled labor increased.
In 1975, BS earned 1.5x HS diploma only
By 1999, that ratio had risen to 1.8.
In 2012, BS earned 1.65x HS diploma only (down slightly due to the economic downturn)
The Economic Impact of Education
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According to a 2015 report sponsored Achieve, a national nonprofit education reform organization: Only 14 % of professors believe that their
students are prepared for college work,.
Just 29 % of employers in the same study reported that graduates were equipped to succeed in today’s workplace.
Both of those numbers have plummeted since 2004.
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Education in America – 1950s
In March of 1957, the Nation magazine ran a feature called "The Careful Young Men," with this subtitle: "Tomorrow's Leaders
Analyzed by Today's Teachers." Photo used with permission.
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1950s Faculty used:◦ the blackboard and the ditto machine ◦ Lessons were initially wholly instructor-directed
(e.g., lectures, reliance upon the textbook, dittoed “study guides,” occasional film or film strip).
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Late-1950s and early 1960s classroom technologies from the vantage point of 2016
appear archaic.
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Education in America -current
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Current Faculty use:◦ TECHNOLOGY
desktop computers, laptops, tablets mobile devices and apps in and out of
schools
◦ Problem and project based learning Problem: Follows prescribed steps
Specific solutions are expected Project: General guidelines
Students create the results Based on real-world scenarios
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3 Cs:
1. Critical thinking
2. Communication
3 Creativity
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Bloom’s Taxonomy and Critical Thinking
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Jerome Bruner’s 5 Es Instructional Model
and Critical Thinking 1. Engagement 2. Exploration 3. Explanation 4. Elaboration 5. Evaluation
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Communication Includes:
1. verbal 2. non-verbal 3. written 4. audio 5. visual 6. digital
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Creativity
This skill maybe the most important of the 3 Cs.
A creative employee is an exceptional employee!
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Learning Styles and Assessment Strategies
See Handout for an overview of the seven
learning styles
See Handout for the Assessment Strategies
when implementing the 3 Cs
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Design an activity or assignment to provide an opportunity for students to apply, analyze, or evaluate this current event topic using some part of your course.
Activity 2
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Future Professional Development
Should emphasis “how” to incorporate the 3 Cs in the curriculum and assessments
Emphasis should be placed on “how” technology is used to increase students’ learning utilizing the 3 Cs.
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The National Education Association says it best:
“To be competitive in the global market and to be engaged, productive citizens, students need to be critical thinkers, skilled communicators who are culturally competent, collaborative partners, and creative contributors.”
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Questions?