small changes = large learning gains - pearson€¦ · their memory, they have to practice...

Tracie L. Miller-Nobles, CPABrenda Mattison, CMA

Innovations in Teaching SummitFebruary 17, 2017

Small Changes Large Learning Gains

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Introduction

• Small Teaching, James M. Lang (2016)• Foundation in learning science

• Brief (5-10 minute) classroom or online learning activities

• One-time interventions in a course• Small modifications in course design or

communications with students

• Require minimal preparation and grading

Knowledge

• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)

• Focus on• Retrieving• Predicting• Interleaving

Retrieving

• Retrieval effect – If you want students to retrieve knowledge from their memory, they have to practice retrieving knowledge from their memory (Lang, 2016)

• More times students practice, the more firmly it lodges in long-term memory• Force learners to recall learned information from their memory

• Roediger and Butler (2007) research on retrieval effect• Short answer test directly after lecture (47%)• Multiple choice test directly after lecture (36%)• Restudy some key fact at the end of lecture (36%)• Walked out the door with no additional activity (20%)

Retrieving

•“You don’t have to think too hard about how to give your students effective retrieval practice; you just have to do it” (Lang, 2016, p. 29).

Questions For Thought

• Group 1• Compare and contrast

realization of income with recognition of income. (DQ3)

• Brad purchased land for $45,000 this year. At year-end, Brad sold the land for $51,700 and paid a sales commission of $450. What effect does this transaction have on Brad’s gross income? (DQ21)

• Group 2• Describe in general how the cash method of

accounting differs from the accrual method of accounting. (DQ10)

• Janet is a cash-method calendar-year taxpayer. She received a check for services provided in the mail during the last week of December. However, rather than cash the heck, Janet decided to wait until January because she believes that her delay will cause the income to be realized and recognized next year. What would you tell her? Would it matter if she didn’t open the envelope? Would it matter if she refused to check her mail during the last week of December? Explain. (DQ11)

Reading Quiz• First 3–5 minutes of class or in MyAccountingLab before class• Based on content from pre-class assignment• Clicker system, MyAccountingLab, or paper• Use CRS PowerPoint slides

2. The taxable sales of Blue Inc. for the month of March are $100,000. The company collected an additional 5% sales tax. The journal entry to record the month’s cash sales would be:

a)

b)

c)

d)

Sales RevenueSales Tax Payable

CashSales RevenueSales Tax Payable

Cash

100,0005,000

105,00095,000

5,000100,000

CashSales Tax PayableSales Revenue

105,0005,000

100,000

CashSales Tax PayableSales Revenue

95,0005,000

95,000

Additional Suggestions• Most Important Concept of the Day

Knowledge

• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)

• Focus on• Retrieving• Predicting• Interleaving

Predicting

• When students make predictions about the content it increases their ability to understand that material and retrieve it later (Lang, 2016)

• Prepares the mind to seek connections in learning• Helps recognize gaps in knowledge

• Kornell, Jenson Hayes, and Bjork (2009) research on prediction• Predicting the answer to learning (even when the prediction is incorrect),

increased retention of learned materials

Predicting• “With prediction we move beyond the foundational act of

memorization into more complex cognitive territories” (Lang, 2016, p. 60).

Learning Catalytics

Dynamic Study Modules

Predicting• Important things to remember about predicting activities:

• Provide fast feedback• Encourage reflection

Knowledge

• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)

• Focus on• Retrieving• Predicting• Interleaving

Interleaving

• Massed learning vs. spaced learning• Massed learning – students focus on one skill until mastered (useful for short-

term learning)• Spaced learning – students space out their learning over time (useful for long-

term learning)

• Interleaving involves • Spacing out learning over time• Mixing learning with practice

Interleaving

• Rohrer and Taylor (2007) research• Immediately after: Massed learning success rate (89%) and Spaced learning

success rate (60%)• One week later: Massed learning success rate (20%) and Spaced learning

success rate (63%)

• It is important to use spaced learning so that students continuously return to the material they have already learned

NEW! Comprehensive ProblemsFinancial Accounting

Chapters 1-4 (6e,12e) Accounting cycle for service company

Chapters 5-6 (6e,12e) Accounting cycle for merchandise company

Chapters 7-9 (6e) / 8-10 (12e) Cash, receivables, and long-termassets transactions and analysis

Chapters 11-13 (6e) / 11,13-14 (12e) Payroll, other current liabilities, long-term liabilities, and stockholders’ equity transactions and analysis

Appendix B (6e) / Chapter 7 (12e) Special journals and subsidiary ledgers for merchandise company

Helps with long-term memory.

Helps eliminate

“silo” learning.

Comprehensive ProblemsManagerial Accounting

Chapters 16-20 (6e) / 18-21 (12e) Fundamental managerial accounting concepts:- Job order costing- Process costing- Cost management systems- Cost-volume-profit analysis

Chapters 22-24 (6e,12e) Planning and control decisions:- Master budget- Flexible budget- Variance analysis- Performance evaluation

Chapters 25-26 (6e,12e) Decision making:- Short-term business decisions- Capital budgeting

Helps make connections.

Provides opportunities for practice.

Cumulative exams

Cumulative homework

Spaced homework vs. Blocked homework

Class Date Chp. LO's POST-CLASS ASSIGNMENTS (Due before next class)

CompleteExercisesin MAL:

CompleteProblemsin MAL:

2 08/21/16 1 1-3 20, 21

3 08/23/16 4 41

4 08/26/16 5-6 43, 46

Students’ frustration

• Open each class session with posting a question related to previous content• Open or close class having students underline the three most important

principles from that day and then sharing with their neighbor (Weimer, 2015)

KnowledgeFocus on:

RetrievingPredictingInterleaving

Understanding

• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,

2016)• Focus on

• Connecting• Practicing• Self-Explaining

Connecting

• Novice learners tend to “absorb the knowledge from each lecture in a course without connecting the information to other lectures or recognizing themes that cut across the course” (Ambrose et al., 2010, p. 49)

• Morris et al. (1981) research• Learning occurs when the brain forms new networks or modifies existing ones• Students are able to place new information into an existing mental model

Framework forIn-Class Notes

ChapterOutlines• Available for

download in Instructor’s Resource Manual

WorkingPapers• Electronic

solutions• Start with

Solutions Manual in Word

• Select exercises for in-class use

• For student responses, change font to white

Concept Maps

NEW! Continuing Problem

End-of-Chapter Problem

NEW for Financial and Revised for Managerial

Helps with short-term

memory and recall.

Helps make connections.

Provides opportunities for practice.

Emphasizing Patterns

NEW! Tying It All TogetherChapter Opener In-Chapter Feature

End-of-Chapter

Case

Helps make real-world

connections.

Presents the bigger

picture.

Understanding

• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,

2016)• Focus on

• Connecting• Practicing• Self-Explaining

Practicing• “Whatever cognitive skills you are seeking to

instill in your students, and that you will be assessing for a grade, the students should have time to practice in class” (Lang, 2016, p. 117)

• The practice should closely as possible match the assessment. (Multiple choice = multiple choice, workout = workout, essay = essay)

Practicing

• Langer (2007) research• Mindful instruction group was rated as more competent and more creative

• And guided, mindful practice is better than non-guided practice. • Observe their practice• Provide feedback• Continue to monitor and make suggestions• Prevents students from mindlessly completing homework without thinking

about it.

Sequencing of Practice and Matching Assessment

• Pre-class assignment (MAL), in-class exercises (guided), post-class practice assignments (MAL), post-class graded assignments (MAL)

• In-class practice quiz, post-class graded quiz (MAL), DSM, in-class test

MyAccountingLab• Ask My Instructor

Providing Feedback Using MAL

Understanding

• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,

2016)• Focus on

• Connecting• Practicing• Self-Explaining

Self-Explaining

• “Learners benefit from explaining out loud (to themselves or others) what they are doing during the completion of a learning task.” (Lang, 2016, p. 138)

• Chi et al (1989) research• “Self explanations not only construct better problem-solving procedures, but

they also help students to understand the underlying principles more completely.” (p. 169)

Teach Yourself

Teach Your Neighbor

“Do You Have Questions?” Discussion Board

Teach Your Dog

Attention to Answering Students’ Questions

• Asking students “Why?”• Guided examples in class

UnderstandingFocus on:

ConnectingPracticingSelf-Explaining

• Brief (5-10 minute) classroom or online learning activities

• One-time interventions in a course• Small modifications in course design or

communications with students

• Require minimal preparation and grading

Reminders about Small Teaching

How will you be using your 10 minutes?Thank you!

Brenda Mattison, CMATri County Technical Collegemattison.brenda@gmail.com

Tracie Miller-Nobles, CPAAustin Community Collegetracie.nobles@gmail.com

References• Ambrose, S., Bridges, M., DiPietro, M., Lovette, M., & Norman, M. (2010). How learning works: 7 research

based principles for smart teaching. San Francisco, CA: Jossey-Bass.• Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students

study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.• Kornell, N., Jenson Hayes, M., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent

learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 989-998.• Lang, J. M. (2016). Small Teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-

Bass.• Langer, E. J. (1997). The power of mindful learning. Cambridge, MA: DaCapo.• Morris, P., Gruneberg, M., Sykes, R., & Merrick, A. (1981). Football knowledge and the acquisition of new

results. British Journal of Psychology, 72(4), 479-483.• Roediger III, H. L., & Butler, A. C. (2007). Testing improves long-term retention in a simulated classroom

setting. European Journal of Cognitive Psychology, 19, 514-527.• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional

Science, 35(6), 481-498.• Weimer, M. (2015, March 18). Using cumulative exams to help students revisit, review, and retain course

content. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/using-cumulative-exams-help-students-revisit-review-retain-course-content/

• Willingham, D. (2014). Why don’t students like school? A cognitive scientist answers questions about how the mid works and what it means for the classroom. San Francisco, CA: Jossey-Bass.