teaching that sticks! a new look at teaching impact
DESCRIPTION
Aligned Course Design meets the principles for Made to Stick in a 1/2 day seminar developed at the UMinn Center for Teaching & Learning. This seminar conducted byIlene D. AlexanderDavid LangleyJane O’BrienChristina PetersenTRANSCRIPT
Teaching that Sticks! A New Look at Teaching
ImpactA Seminar Developed & Conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen
Simple
Unexpected Concrete
Emotion
Story Success
redibleC
SEMINAR PARTICIPANTS WILL BEGIN TO: Apply principles of aligned course design.
Integrate principles of sticky teaching in own course contexts.
Design memorable course objectives, assessments, and activities to provoke deepened learning.
Assess how specific teaching & learning practices work or could work better in specific courses.
What do you want to learn – do, ask, accomplish, enact, realize, make happen – today?
Simple
Unexpected Concrete
Emotion
Story Success
redibleC
Simple
Schemer
Scheme of Work
Scheme
CurriculumReflectionIntended
Learning Outcomes
AssessmentTesting
Feedback & Assessment Components/Tasks
EnvironmentGathering Data
Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
InstructionCreating
Learning and Teaching Activities
CurriculumIntended Learning
Outcomes
AssessmentFeedback & Assessment
Components/Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
InstructionLearning &Teaching
Activities
• What do you (need, presume to) know about the students in our classes?
• What do the students (need, presume to) know about your discipline, course topics?
• What are the most difficult concepts for students to master, especially at the start of your course?
• What do you know about who, what, when, why, where and how students stumble when they encounter these concepts?
First Week, Day, 10 Minutes
SMART Learning Outcomes
SpecificMeasurable/observableAttainable for target audience within scheduled
time and specified conditionsRelevant and results-orientedTargeted to the learner and to the desired level
of learning
“Effective Use of Performance Objectives” http://hsc.unm.edu/som/ume/ted/
By the end of this session, students will…
8101 Class #1Engage – through active reading and multiple discussion opportunities – recent scholarship of learning and teaching research on learning as a foundational concept to be understood by teachers and students in higher education
1201 Class #1oName his/her own understandings of
“literature.”o Identify a pattern across the full class.oCompare the accumulated data to a sampling of
definitions provided by the instructor.
For students, assessment almost always defines the actual curriculum. Therefore, students will aim to learn what they think they will be tested on.
Backwash: when both what and how students learn is determined more by assessment methods than by curriculum.
With alignment of objectives,learning and assessment backwash motivates learning.
Biggs & Tang, 2007
Engendering Competence
CATshttp://www.youtube.com/watch?v=Pk7yqlTMvp8
Classroom
Assessment
Techniques
(That) I Learned in Class Today
(What) I Learned in Class Today is also good.
Teaching & LearningLearning & Teaching
Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society. Frank Coffield
We need to be taught to study rather than to believe, to inquire rather than affirm. Septima Clark, Citizenship Schools - founder
Simple
Unexpected Concrete
Emotional
Story Success
redible Feedback & Assessment TasksC
Simple
Unexpected Concrete
Emotional
Story Success
redible Feedback & Assessment TasksC
CurriculumIntended Learning
Outcomes
AssessmentFeedback &
Assessment Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
InstructionLearning &Teaching
Activities
Outline
1. Credible tasks2. Brainstorm3. Credible assessment4. Test a rubric5. Credible feedback6. Divide a task into stages
Three words and…
an ungrammatical morpheme
ish
Make it real
Credible Assessment Tasks
Engaging and worthy problems Questions of importanceActual or similar to issues faced by
adult
citizens and consumers or professionals in the field
Wiggins (1993)
In
context
Authenti
c
Example: American Literature
Example: Soil & Water
Example: Psychology
Straight A's in high school may mean better health later in life
Murder rates affect IQ tests scores: Study
Sincere smiling promotes longevity
OMG! Texting and IM-ing doesn't affect spelling
Example: Ethics
Learning Outcome:
Initial task:
Credible task:
Brainstorm
2
Test out a rubric – THE TRUTH
The truth is a chewy treat, like toffee only less sweet,and slightly nutty like birch bark,with a salty
aftertaste assteely as a flint spark,best doused with straight whiskeyor dark coffee.
Tom Boss
Credible Assessment
Specific and tied to outcomes
- ~ +CharacteristicCharacteristicCharacteristic
Need not
be
reductionist
!
Credible Feedback
Frequent Instructor Peer Self
Action-oriented (forward looking)For more on
“how-to”
check
resource
section
Stage the task
Wrap up
Resources
Websites re: real assignments http://sciencecases.lib.buffalo.edu/cs/ http://writing.mit.edu/wcc/resources/teachers/createwritingassignments#creating
Repository of rubrics http://course1.winona.edu/shatfield/air/rubrics.htm
Peer Feedback http://rer.sagepub.com/content/70/3/287.full.pdf http://www.academicaffairs.mnscu.edu/facultydevelopment/resources/pod/
Packet6/helpingstudentshelp.html
Test writing and scoring http://wayback.archive-it.org/1961/20100806070228/http://www.pass-it.org.uk/
resources/031112-goodpracticeguide-hw.pdf
Simple
Unexpected Concrete
Emotion – make people care
Story Success
redibleC
“Transform the idea from something analytical, abstract or theoretical and make it hit (them) the gut”
Heath 2007
Outline
1. Three motivational theories2. Gallery of emotion in the classroom3. Work – think4. Leveraging emotion in your course design5. Work - do
CurriculumIntended Learning
Outcomes
InstructionLearning & Teaching
Activities
AssessmentFeedback & Assessment
Components/Tasks
EnvironmentEnvironmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
INTEGRATED ALIGNED COURSE DESIGN
Theories of Motivation
1. Intrinsic Motivation Theory2. Expectancy-Value Theory3. Attribution Theory
Ways to intrinsically motivate students:• arouse their curiosity• provide appropriate levels of challenge• offer choices that enhance their control
Intrinsic Motivation Theory
Expectancy-Value Theory
It may be worth your time to explain the relevance of what you are teaching
Attribution Theory Internal, controllable attributions -“I didn’t study enough”
Stable, uncontrollable attributions -“I will never be good at math!”
Gallery tour of emotion in the classroom
Lab Safety
Engineering at a human level
Drug-Receptor Interaction
TASK- Think &Talk
What areas of your course are you already using emotion to motivate your students?
Share an example with your partner
Design principles
“The most basic way to make people care is to form an association between something they don’t yet care about and something they do care about.”
1. Find out what motivates your students2. Use emotion early3. Use emotion strategically
Heath 2007
TASK - Do
Recall the Credible Task that you identified in the previous session.
Design a classroom activity for your course that purposely incorporates emotion.
How are you going to “hit ‘em in the gut?”
Summary
