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Teaching Strategies and
Assessment in a Learning College


 Tidewater Community College
 Workshop, October 25-26, 2007
 Rose Mince and Bonnie Startt
Who are We?

  How does this impact teaching and
  learning in the classroom?
Who are our Students?

  Different Generations in the
  Classroom
The New Generation of College
Students
  Generations   defined by shared core
   values
  Consists of approximately a 20 year
   span
  Reacts to the generations before them
  Those born on the “cusp” may have
   characteristics of multiple generations
The Veterans/The Silent Generation
Defining Events…
  1930s
    Great  Depression
    Election of FDR

  1940s
    PearlHarbor
    D-Day
    Death of FDR
    VE Day and VJ Day
    Hiroshima -- Nagasaki
Core Values…

  Dedication       Patience
  Hard work        Delayed  reward
  Conformity       Duty before
  Law and order     pleasure
  Respect for      Adherence to

   authority         rules
                    Honor
Compared to other generations…

  Economically    successful but invented “midlife
   crisis” due to lost adolescence
  Raised in large, extended families
  Apprenticeship businesses and farming
  Average 10 year old spent 4-6 hours daily with
   significant adult role model
  Perception of world as “safe”
  Did not attack institutions of previous
   generation – just tried to improve and refine
   them
Baby Boomers
Defining Events…
  1950s                   1960s
    Korean  War             Vietnam

    TV in every home        Kennedy   elected
    McCarthy HCUAA          Civil Rights
     hearings                 Movement
    Rock ‘n Roll            Kennedy / King

    Salk Polio vaccine       assassinations
     introduced              Moon landing

                             Woodstock
Core Values…

  Optimism               Personal   growth
  Team    orientation    Youth
  Personal               Work
   gratification          Involvement
  Health and
   wellness
Compared to other generations…

  TV   generation
  All time divorce rate for families
  Families moving – GI Bill and industrialization
  “Nuclear” family
  Children spend significant time with adult role
   model
  Mom stays home; Dad carpools
  Generation gap with their parents; chose not
   to raise their children with same “rigidity”.
Generation X/The Lost Generation
Defining Events…
  1970s
    Oil Embargo
    Nixon resigns
    First PCs
    Women’s Rights Movement

  1980s
    Challenger explosion
    Fall of Berlin Wall
    John Lennon shot
    Reagan elected
Core Values…
  Diversity               Fun
  Thinking    globally    Informality
  Balance                 Self-reliance
  Technoliteracy          Pragmatism
Compared to other generations
  Divorce   at all time high; single parents the
   norm; latch-key kids
  Small families; children at bottom of social
   priorities
  Average 10 year old spent 14 ½ minutes with
   a significant adult role model
  Perception of world as “unsafe”
  Children grew to be “me” oriented, pragmatic
   and self sufficient and determined that there
   must be a better way…
Millennials/ Generation Y/ Nexters/ Net
Generation/ Echo Boom
Core Values

  Civic minded
  Optimistic
  Long-term planners
  High achievers
  Self confident
  Social
  Diverse
Demographics…
  Nearly  as large, if not larger, than Baby
   Boomer generation
  Born to parents of both Baby Boomers
   and Generation X
  Highly educated parents with for, the first
   time in history, mothers with better
   education than fathers
  Most racially and ethnically diverse
   generation in American history
Differences in Values…

  Parenting
  Technology
  Gaming
  Customer  Service
  Self Esteem movement
  Communication
Parenting
  Safety  improvements – increasing mortality
   rates for teens since 1967 (bike helmets, seat
   belts, etc.)
  Baby boomer parents raised children
   differently than their “rigid” parents (raised
   them to question authority)
  Created a generation of “negotiators”
  Parents are becoming over involved –
   “helicopter” parents
  Children spend more time with parents, like
   them, and share their values
Technology
  Never  knew a world without computers
  Do not live in a 9-5 world
  Function in an international world
  Expect technology in the classroom
  50% of children under 6 are using computers;
   100% of teens use internet, 70% use IM
  A technology gap exists along SES lines
  Not a television generation but an interactive
   technologically savvy generation
Gaming…

  Involves complex decision making
  Players take in multiple sets of data and
   make decisions quickly
  Learning is through many trials and
   errors
  Students expect learning in class to be
   the same – multiple opportunities to
   make errors and rewrites
Customer Service…

  Expect  access 24/7
  Expect things to work as they are
   supposed to
  They want what they have paid for –
   have students paid for a grade or for
   learning?
  Everything comes with a toll-free number
   and a web address
Self Esteem Movement…

  9,068  books written about self esteem in
   late 80s and 90s
  Focus on self esteem was not able to
   eliminate adolescent angst, concern
   over purpose of existence, need to feel
   important and valued
Communication…

  Expect  to stay in communication 24/7
  Email is becoming outdated
  Cell phones are a lifestyle management
   tool and essential
  Cell phones are for safety as well as
   casual communication
Teaching Implications…
  Provide  clear objectives and details of
   expectations
  Allow students input into educational
   processes
  Allow for meaningful activities such as learning
   communities and service learning
  Be flexible, sensitive, and enthusiastic
  Don’t be surprised by how easily they are
   demoralized – they have high expectations
   and are high achievers
Last thoughts…

 A   gender gap is emerging…
  Highly programmed lives have resulted
   in multi-taskers
  Prediction is that they change careers
   multiple times in their lives
  They want value – not the hard work,
   stressed-out, fall asleep at the dinner
   table lives of their parents.
Did You Know?

  Understanding the diversity of our
  students and the changing world
5 Minute Break!
Think, Pair, Share

  Reflect on the information and ideas
   presented so far.
  List 3-5 specific implications for teaching
   your students in your classes.
  Share your ideas with a partner.
  Share 1 idea with the group.
Teaching Teaching and
Understanding Understanding
 What Students Are
 What Teachers Do
 What Students Do
Brain-Based
Learning
Activity: “What and How you
Learned”
What you said…
Natural Learning Process
Stages

  Stage 1: MOTIVATION: Responding to stimulus.
    Not knowing how to do it or how it works, just
   trying it.
  Stage 2: BEGINNING PRACTICE: Doing it
   (“practice, practice, practice”), learning from
   one’s own mistakes. Starting to get the feel for
   it.
  Stage 3: ADVANCED PRACTICE: Increase of
   skill and confidence through more practice,
   more trial & error, getting comfortable.
Natural Learning Process
Stages
 Stage 4: SKILLFULNESS: More practice,
   doing it one’s own way, deviating from the
   norm, taking risks, creativity, branching out.
 Stage 5: REFINEMENT: Automization or
   becoming second nature, creativity, learning
   new methods, strong satisfaction.
 Stage 6: MASTERY: Increased creativity,
   broader application, teaching it, continuing
   improvement, expert (or dropping the
   activity).
Physical Processes of Learning

  When we are learning a particular skill or concept:
   Learning occurs through the growing and
    constructing of physical structures in the brain
   Learning, thinking, and remembering are the brain’s
    natural physical, electrical and chemical processes.
   We construct physical structures in the brain every
    time we connect new information to previous
    knowledge.
   Neural networks need time to grow.


                  Our brains are “plastic”!
Tidewater oct 07
The Natural Learning Organ

  Has   a natural learning process
  Has an innate logic
  Is a natural problem-solver
  Is a natural pattern-seeker
  Is internally motivated
  Feels pleasure when learning
Principles and Implications

          Principles                      Implications
    Learning and growing            Teaching is like
     brain structures are the         gardening – we need to
     same thing                       help students grow.
    New brain structures            We learn by making and
     grow with practice – a lot       correcting mistakes and
     of practice.                     trying again.
    Brain structures grow           Students need authentic
     exclusively for what is          practice with the target
     practiced                        knowledge.
Principles and Implications
           Principles                   Implications
     Each person has              The first step is to make
      his/her own unique            a personal connection
      pattern of structures         between the students
      that grow off what they       and the new thing to
      already have.                 learn.
     Students need to             Expect students with
      construct basic               prior experience to have
      pathways first before         an advantage to move to
      they can develop the          higher levels sooner.
      pathways for higher
      order/creative neural
      structures.
Principles and Implications

          Principles                      Implications
    Brain structures grow           Keep activity levels high.
     when learners are               Provide a learning
     active.                          environment that is
    Emotions affect growth.          positive and supportive
    DNA can affect how               and believe in your
     quickly brain structures         students.
     grow for different things.      Recognize difference in
                                      aptitudes.
5 Rules of How the Brain Learns

 1. Dendrites, synapses, and neural networks
   grow off what is already there.
  Like twigs on a tree.
  Can’t grow off of nothing.
  Learning starts by making a connection to
   prior knowledge or experience.
  To learn something new we must start with
   something familiar.
5 Rules of How the Brain Learns

  2. Neural networks grow from what is
    actively, personally, and specifically
    experienced and practiced
   New networks are constructed for each new
    concept or skill.
   As people practice, they build better structures
    for that particular skill or knowledge.
   Practice means making mistakes, learning
    from them, correcting and starting over.
   Making mistakes is a natural part of learning.
5 Rules of How the Brain Learns

 3. Neural networks grow from
   stimulating experiences.
  The chemical electrical process needs to
   be stimulated.
  Stimulating experiences activate the
   brain.
5 Rules of How the Brain Learns

 4. Use it or lose it
  Neural networks will be lost if you don’t
   use them.
  Pruning occurs naturally if skills or ideas
   are not used or practiced.
5 Rules of How the Brain Learns
 5. Emotions affect learning.
  Emotions can have a major impact on learning
   and remembering. Negative emotions can
   help students forget or not connect new
   information.
  Self-doubt, fear and other negative emotions
   can keep you from learning and remembering.
  Confidence, interests and other positive
   emotions help the learning and remembering
   process.
“All human beings are
born as natural learners.”

Our brain has a natural, innate thinking and learning
   process.
It knows how to learn and remember and is thinking
   soon after birth.
Learning by the brain's natural learning process helps
   students become the motivated, eager, successful
   learners they are born to be.

          Dr. Rita Smilkstein
                 “We’re Born to Learn”
Other learning theories…

  Constructivism…
  Learning Styles…
  Universal Instructional Design…
Fuzzy Question

  Is there anything from today’s
   presentation so far that is unclear to
   you? If so, what is it? What type of
   follow-up would be helpful to you?
Assessing our Students…

  Tying it all together:
  Teaching/Learning/Assessment
Why Grades Don’t Make
   the Grade
    Don’t tell the whole story
    May not be based solely on student
     learning outcomes
    May be subjective

    Are not always valid and reliable
Basic Assumptions of
Assessment

  •   Quality of learning related to quality of teaching
  •   Teachers need feedback on extent to which
      their explicit goals and objectives are being met
  •   Students need feedback often and early
  •   Assessment should be faculty driven,
      collaborative, and systematic
  •   Allow teachers to become the researchers
                     Angelo & Cross (1993)
Classroom Assessment
Techniques
 Definition: An approach designed to help teachers
   determine what and how well students are learning
   in the classroom.
 Characteristics:
    •   Learner-centered
    •   Teacher-directed
    •   Mutually beneficial
    •   Formative
    •   Context specific
    •   Ongoing
    •   Rooted in Good Teaching Practice
Learning Outcomes Assessment
Goals and Objectives
  Document    improved and expanded
   student learning
  Create continuous improvement process
   for learning outcomes assessment
  Provide continuous curriculum
   improvement
Assessment Design

 5 Stages of LOA Projects
    1.Designing and Proposing a Project (RFP)
    2.Implementing the Design and Collecting
      and Analyzing the Data
    3.Redesigning the Course/Program to
      Improve Student Learning
    4.Implementing Revisions and Reassessing
    5.Communicating Final Analysis
Rubrics
Rubric: A definition

 “…a one- or two-page document that
   describes varying levels of quality from
   excellent to poor for a specific
   assignment”
                                     Heidi Goodrich Andrade
   Two main components:
      A detailed list of criteria
       Gradations of quality
Rubrics

  Holistic   vs. Analytic
    Holistic:  all criteria are factored in together
     to determine the final grade for that
     assignment (one overall or total score)
    Analytic: considers and evaluates each
     criterion separately (sub-scores)
Grading Rubrics: Advantages

  Assess  student work more quickly and
   more efficiently
  Provide a clear justification to student for
   the grade received
  Act as a teaching tool to support student
   learning
  Put more responsibility into the hands of
   the students
Grading Rubrics: Advantages

  Facilitate students’ progress in
   completing assignment
  Are easy to use and explain
  Support the development of students’
   skills and understanding
  Provide informative feedback and
   detailed evaluations
Matching Objectives to Assignments
and Rubrics
  Bloom’s   Taxonomy (
   www.coun.uvic.ca/learn/program/hndouts/blo
   )
  Knowledge-list, define, tell, describe,
   identify, show, label, collect, examine
  Comprehension-summarize, describe,
   interpret, contrast, predict, discuss
  Application-apply, demonstrate,
   calculate, experiment, classify, show
Matching Objectives to Assignments
and Rubrics (continued)
  Analysis-analyze,  separate, order,
   explain, connect, classify, compare
  Synthesis-combine, integrate, modify,
   plan, create, generalize, rewrite,
   compose, prepare
  Evaluation-assess, decide, rank, grade,
   test, measure, recommend, convince,
   select, explain, support, conclude,
   compare
Developing a Rubric
  Validate  the objective/s you want
   students to achieve (verb). Create the
   assignment.
  Develop the rubric:
   1) Identify the criteria
   2) Weigh the criteria
   3) Describe the levels of success
   4) Create and distribute the rubric/grid
Rubric Adjectives/Anchors
    6=evidence beyond the expectations (present, and,
     and)
    5=evidence is present; student has gone slightly
     beyond requirements (present, and)
    4=evidence is present without any extra supporting
     material (present)
    3=something lacking from the requirement (present,
     but)
    2=some evidence, but something important is lacking
     (present, but, but)
    1=very little evidence that skills have been achieved
Some Excellent Resources
  Scoring Rubrics in the Classroom by Arter and
   McTighe (2001)
  “Primary Trait Analysis: Anchoring
   Assessment in the Classroom” Benander,
   Denton, Page, and Skinner (2000). The
   Journal of General Education, 49, 280-302.
  “Oral Presentations in Math Classes” (grading
   using a rubric) in Innovation Abstracts, (2002),
   XXIV, 23
  www2.acs.ncsu.edu/UPA/assmt/resource.htm
Common Graded Assignments
 Common – similar format, varied content;
  applied in more than one class to allow
  comparison
 Graded -- required by the instructor so that
  students put effort into the assignment; faculty
  provide feedback to the student
 Assignment -- evaluation of the “routine”
  ongoing work of the students
Sample CGAs
  Critiques
  Lab  Reports
  Article Reviews: Comparison/Contrast
  Projects (individual or group)
  Research Papers
  Case Studies
  Essay Questions
  The list goes on…
Steps to Creating a Rubric
    Look at several models of anonymous student
     work from previous classes. Identify the
     characteristics that make the good ones good and
     the bad ones bad.
    List the evaluation criteria.
    Determine the gradation of quality for the selected
     evaluation criteria. Begin by describing the best
     and worst levels of quality and then fill in the
     middle levels based on your knowledge of
     common problems. ( Use the "yes, yes but, no
     but, no" system!)
    Have students evaluate the models from step 1.
     Allow students to ask clarification questions and
     make comments.
    Use students' feedback to revise the rubrics.
Activity: Create Your Own Rubric!
Critical Thinking

   Engaging Ideas by John C.Bean
Using Writing to Promote
Thinking
  Writing in the Disciplines/Across Communities
  Understanding Connections Between Thinking
   and Writing
  Designing Problem-Based Assignment
  Coaching Students as Learners, Thinkers, and
   Writers
  Reading, Commenting On, and Grading
   Student Writing
From Passive to Active Learners
  The learner’s engagement depends on the
   type of problems/assignments the learner is
   asked to think about and act upon.
  Key teaching tasks:
    Design interesting problems for students to think
     about.
    Develop strategies for giving critical thinking
     problems to students.
    Create a course atmosphere that encourages
     inquiry, exploration, discussion, and debate while
     valuing the dignity and worth of each student.
Key Teaching Tasks (continued)

  Be a mentor and a coach.
  Develop a range of strategies for
   modeling critical thinking, critiquing
   student performances, and guiding
   students toward the habits of inquiry and
   argument valued in their disciplines.
Link Between Writing and Critical
Thinking
  The   most intensive and demanding tool for
   eliciting sustained critical thought is a well-
   designed writing assignment on a subject
   matter problem.
  Writing is closely linked with thinking and in
   presenting students with significant problems
   to think about—and in creating an environment
   that demands their best writing, faculty can
   promote cognitive and intellectual growth.
Using Writing to Promote
Thinking
  Teachers    who successfully integrate
   writing and critical thinking often report a
   satisfying increase in their teaching
   pleasure: class discussions are richer,
   students are more fully engaged, and
   the quality of their performance improves
  Teachers must plan for writing/thinking
   activities and foster them throughout the
   course.
Central Activities of Critical
Thinking
  Identifyingand challenging assumptions
  Exploring alternative ways of thinking
   and acting
     Brookfield   (1987)

  Critical   thinkers are engaged with life.
Writing as a Process vs. a Skill
  Writing  is more than a communication skill.
  It is a process and product of critical thought.
  We want to have more than clear, accurate
   writing.
  We   want interesting writing:
     Active engagement with a problem; writing that
      brings something new to the reader; writing that
      makes and supports an argument
     Make the course assignment-centered versus text
      or lecture-centered
     Require multiple drafts/steps in the writing process
Some ways to give tasks to
students
  Problems  presented as formal writing
   assignments
  Problems presented as thought-
   provokers for exploratory writing
  Problems presented as tasks for small
   group problem solving
  Problems presented as starters for
   inquiry-based class discussions
Some ways to give tasks to
students (continued)
  Problems   presented as think-on-your-
   feet questions for in-class “cold calling”
  Problems presented as focusing
   questions for in-class debates, panel
   discussions, cases, or fishbowls
  Problems presented as practice exam
   questions
Practical Suggestions
  Avoid  “and then” assignments (example,
   student gives you a summary when you want
   an argument)
  Avoid “all about” writing (do the subtopics add
   up to an argument or an encyclopedia?)
  Ask students to consider multiple points of
   view, to confront clashing values, and to
   imagine, analyze, and evaluate alternative
   solutions to problems
  Encourage revisions
Practical Suggestions
(continued)
  Require a series of short essays instead of a
   term paper
  Use write-to-learn assignments (apply what
   has been taught)
  Give students clear, written directions
  Have a colleague fine-tune your assignments
  Begin assignments in class so that students
   can ask questions
  Incorporate reflection papers
  Use grading rubrics
Presenters’ Information


 Rose   Mince: rmince@ccbcmd.edu
 Bonnie   Startt: tcstart@tcc.edu

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Tidewater oct 07

  • 1. Teaching Strategies and Assessment in a Learning College Tidewater Community College Workshop, October 25-26, 2007 Rose Mince and Bonnie Startt
  • 2. Who are We? How does this impact teaching and learning in the classroom?
  • 3. Who are our Students? Different Generations in the Classroom
  • 4. The New Generation of College Students  Generations defined by shared core values  Consists of approximately a 20 year span  Reacts to the generations before them  Those born on the “cusp” may have characteristics of multiple generations
  • 6. Defining Events…  1930s  Great Depression  Election of FDR  1940s  PearlHarbor  D-Day  Death of FDR  VE Day and VJ Day  Hiroshima -- Nagasaki
  • 7. Core Values…  Dedication  Patience  Hard work  Delayed reward  Conformity  Duty before  Law and order pleasure  Respect for  Adherence to authority rules  Honor
  • 8. Compared to other generations…  Economically successful but invented “midlife crisis” due to lost adolescence  Raised in large, extended families  Apprenticeship businesses and farming  Average 10 year old spent 4-6 hours daily with significant adult role model  Perception of world as “safe”  Did not attack institutions of previous generation – just tried to improve and refine them
  • 10. Defining Events…  1950s  1960s  Korean War  Vietnam  TV in every home  Kennedy elected  McCarthy HCUAA  Civil Rights hearings Movement  Rock ‘n Roll  Kennedy / King  Salk Polio vaccine assassinations introduced  Moon landing  Woodstock
  • 11. Core Values…  Optimism  Personal growth  Team orientation  Youth  Personal  Work gratification  Involvement  Health and wellness
  • 12. Compared to other generations…  TV generation  All time divorce rate for families  Families moving – GI Bill and industrialization  “Nuclear” family  Children spend significant time with adult role model  Mom stays home; Dad carpools  Generation gap with their parents; chose not to raise their children with same “rigidity”.
  • 13. Generation X/The Lost Generation
  • 14. Defining Events…  1970s  Oil Embargo  Nixon resigns  First PCs  Women’s Rights Movement  1980s  Challenger explosion  Fall of Berlin Wall  John Lennon shot  Reagan elected
  • 15. Core Values…  Diversity  Fun  Thinking globally  Informality  Balance  Self-reliance  Technoliteracy  Pragmatism
  • 16. Compared to other generations  Divorce at all time high; single parents the norm; latch-key kids  Small families; children at bottom of social priorities  Average 10 year old spent 14 ½ minutes with a significant adult role model  Perception of world as “unsafe”  Children grew to be “me” oriented, pragmatic and self sufficient and determined that there must be a better way…
  • 17. Millennials/ Generation Y/ Nexters/ Net Generation/ Echo Boom
  • 18. Core Values  Civic minded  Optimistic  Long-term planners  High achievers  Self confident  Social  Diverse
  • 19. Demographics…  Nearly as large, if not larger, than Baby Boomer generation  Born to parents of both Baby Boomers and Generation X  Highly educated parents with for, the first time in history, mothers with better education than fathers  Most racially and ethnically diverse generation in American history
  • 20. Differences in Values…  Parenting  Technology  Gaming  Customer Service  Self Esteem movement  Communication
  • 21. Parenting  Safety improvements – increasing mortality rates for teens since 1967 (bike helmets, seat belts, etc.)  Baby boomer parents raised children differently than their “rigid” parents (raised them to question authority)  Created a generation of “negotiators”  Parents are becoming over involved – “helicopter” parents  Children spend more time with parents, like them, and share their values
  • 22. Technology  Never knew a world without computers  Do not live in a 9-5 world  Function in an international world  Expect technology in the classroom  50% of children under 6 are using computers; 100% of teens use internet, 70% use IM  A technology gap exists along SES lines  Not a television generation but an interactive technologically savvy generation
  • 23. Gaming…  Involves complex decision making  Players take in multiple sets of data and make decisions quickly  Learning is through many trials and errors  Students expect learning in class to be the same – multiple opportunities to make errors and rewrites
  • 24. Customer Service…  Expect access 24/7  Expect things to work as they are supposed to  They want what they have paid for – have students paid for a grade or for learning?  Everything comes with a toll-free number and a web address
  • 25. Self Esteem Movement…  9,068 books written about self esteem in late 80s and 90s  Focus on self esteem was not able to eliminate adolescent angst, concern over purpose of existence, need to feel important and valued
  • 26. Communication…  Expect to stay in communication 24/7  Email is becoming outdated  Cell phones are a lifestyle management tool and essential  Cell phones are for safety as well as casual communication
  • 27. Teaching Implications…  Provide clear objectives and details of expectations  Allow students input into educational processes  Allow for meaningful activities such as learning communities and service learning  Be flexible, sensitive, and enthusiastic  Don’t be surprised by how easily they are demoralized – they have high expectations and are high achievers
  • 28. Last thoughts… A gender gap is emerging…  Highly programmed lives have resulted in multi-taskers  Prediction is that they change careers multiple times in their lives  They want value – not the hard work, stressed-out, fall asleep at the dinner table lives of their parents.
  • 29. Did You Know? Understanding the diversity of our students and the changing world
  • 31. Think, Pair, Share  Reflect on the information and ideas presented so far.  List 3-5 specific implications for teaching your students in your classes.  Share your ideas with a partner.  Share 1 idea with the group.
  • 32. Teaching Teaching and Understanding Understanding What Students Are What Teachers Do What Students Do
  • 34. Activity: “What and How you Learned”
  • 36. Natural Learning Process Stages Stage 1: MOTIVATION: Responding to stimulus. Not knowing how to do it or how it works, just trying it. Stage 2: BEGINNING PRACTICE: Doing it (“practice, practice, practice”), learning from one’s own mistakes. Starting to get the feel for it. Stage 3: ADVANCED PRACTICE: Increase of skill and confidence through more practice, more trial & error, getting comfortable.
  • 37. Natural Learning Process Stages Stage 4: SKILLFULNESS: More practice, doing it one’s own way, deviating from the norm, taking risks, creativity, branching out. Stage 5: REFINEMENT: Automization or becoming second nature, creativity, learning new methods, strong satisfaction. Stage 6: MASTERY: Increased creativity, broader application, teaching it, continuing improvement, expert (or dropping the activity).
  • 38. Physical Processes of Learning When we are learning a particular skill or concept:  Learning occurs through the growing and constructing of physical structures in the brain  Learning, thinking, and remembering are the brain’s natural physical, electrical and chemical processes.  We construct physical structures in the brain every time we connect new information to previous knowledge.  Neural networks need time to grow. Our brains are “plastic”!
  • 40. The Natural Learning Organ  Has a natural learning process  Has an innate logic  Is a natural problem-solver  Is a natural pattern-seeker  Is internally motivated  Feels pleasure when learning
  • 41. Principles and Implications Principles Implications  Learning and growing  Teaching is like brain structures are the gardening – we need to same thing help students grow.  New brain structures  We learn by making and grow with practice – a lot correcting mistakes and of practice. trying again.  Brain structures grow  Students need authentic exclusively for what is practice with the target practiced knowledge.
  • 42. Principles and Implications Principles Implications  Each person has  The first step is to make his/her own unique a personal connection pattern of structures between the students that grow off what they and the new thing to already have. learn.  Students need to  Expect students with construct basic prior experience to have pathways first before an advantage to move to they can develop the higher levels sooner. pathways for higher order/creative neural structures.
  • 43. Principles and Implications Principles Implications  Brain structures grow  Keep activity levels high. when learners are  Provide a learning active. environment that is  Emotions affect growth. positive and supportive  DNA can affect how and believe in your quickly brain structures students. grow for different things.  Recognize difference in aptitudes.
  • 44. 5 Rules of How the Brain Learns 1. Dendrites, synapses, and neural networks grow off what is already there.  Like twigs on a tree.  Can’t grow off of nothing.  Learning starts by making a connection to prior knowledge or experience.  To learn something new we must start with something familiar.
  • 45. 5 Rules of How the Brain Learns 2. Neural networks grow from what is actively, personally, and specifically experienced and practiced  New networks are constructed for each new concept or skill.  As people practice, they build better structures for that particular skill or knowledge.  Practice means making mistakes, learning from them, correcting and starting over.  Making mistakes is a natural part of learning.
  • 46. 5 Rules of How the Brain Learns 3. Neural networks grow from stimulating experiences.  The chemical electrical process needs to be stimulated.  Stimulating experiences activate the brain.
  • 47. 5 Rules of How the Brain Learns 4. Use it or lose it  Neural networks will be lost if you don’t use them.  Pruning occurs naturally if skills or ideas are not used or practiced.
  • 48. 5 Rules of How the Brain Learns 5. Emotions affect learning.  Emotions can have a major impact on learning and remembering. Negative emotions can help students forget or not connect new information.  Self-doubt, fear and other negative emotions can keep you from learning and remembering.  Confidence, interests and other positive emotions help the learning and remembering process.
  • 49. “All human beings are born as natural learners.” Our brain has a natural, innate thinking and learning process. It knows how to learn and remember and is thinking soon after birth. Learning by the brain's natural learning process helps students become the motivated, eager, successful learners they are born to be. Dr. Rita Smilkstein “We’re Born to Learn”
  • 50. Other learning theories…  Constructivism…  Learning Styles…  Universal Instructional Design…
  • 51. Fuzzy Question  Is there anything from today’s presentation so far that is unclear to you? If so, what is it? What type of follow-up would be helpful to you?
  • 52. Assessing our Students… Tying it all together: Teaching/Learning/Assessment
  • 53. Why Grades Don’t Make the Grade  Don’t tell the whole story  May not be based solely on student learning outcomes  May be subjective  Are not always valid and reliable
  • 54. Basic Assumptions of Assessment • Quality of learning related to quality of teaching • Teachers need feedback on extent to which their explicit goals and objectives are being met • Students need feedback often and early • Assessment should be faculty driven, collaborative, and systematic • Allow teachers to become the researchers Angelo & Cross (1993)
  • 55. Classroom Assessment Techniques Definition: An approach designed to help teachers determine what and how well students are learning in the classroom. Characteristics: • Learner-centered • Teacher-directed • Mutually beneficial • Formative • Context specific • Ongoing • Rooted in Good Teaching Practice
  • 56. Learning Outcomes Assessment Goals and Objectives  Document improved and expanded student learning  Create continuous improvement process for learning outcomes assessment  Provide continuous curriculum improvement
  • 57. Assessment Design 5 Stages of LOA Projects 1.Designing and Proposing a Project (RFP) 2.Implementing the Design and Collecting and Analyzing the Data 3.Redesigning the Course/Program to Improve Student Learning 4.Implementing Revisions and Reassessing 5.Communicating Final Analysis
  • 59. Rubric: A definition “…a one- or two-page document that describes varying levels of quality from excellent to poor for a specific assignment” Heidi Goodrich Andrade Two main components: A detailed list of criteria  Gradations of quality
  • 60. Rubrics  Holistic vs. Analytic  Holistic: all criteria are factored in together to determine the final grade for that assignment (one overall or total score)  Analytic: considers and evaluates each criterion separately (sub-scores)
  • 61. Grading Rubrics: Advantages  Assess student work more quickly and more efficiently  Provide a clear justification to student for the grade received  Act as a teaching tool to support student learning  Put more responsibility into the hands of the students
  • 62. Grading Rubrics: Advantages  Facilitate students’ progress in completing assignment  Are easy to use and explain  Support the development of students’ skills and understanding  Provide informative feedback and detailed evaluations
  • 63. Matching Objectives to Assignments and Rubrics  Bloom’s Taxonomy ( www.coun.uvic.ca/learn/program/hndouts/blo )  Knowledge-list, define, tell, describe, identify, show, label, collect, examine  Comprehension-summarize, describe, interpret, contrast, predict, discuss  Application-apply, demonstrate, calculate, experiment, classify, show
  • 64. Matching Objectives to Assignments and Rubrics (continued)  Analysis-analyze, separate, order, explain, connect, classify, compare  Synthesis-combine, integrate, modify, plan, create, generalize, rewrite, compose, prepare  Evaluation-assess, decide, rank, grade, test, measure, recommend, convince, select, explain, support, conclude, compare
  • 65. Developing a Rubric  Validate the objective/s you want students to achieve (verb). Create the assignment.  Develop the rubric: 1) Identify the criteria 2) Weigh the criteria 3) Describe the levels of success 4) Create and distribute the rubric/grid
  • 66. Rubric Adjectives/Anchors  6=evidence beyond the expectations (present, and, and)  5=evidence is present; student has gone slightly beyond requirements (present, and)  4=evidence is present without any extra supporting material (present)  3=something lacking from the requirement (present, but)  2=some evidence, but something important is lacking (present, but, but)  1=very little evidence that skills have been achieved
  • 67. Some Excellent Resources  Scoring Rubrics in the Classroom by Arter and McTighe (2001)  “Primary Trait Analysis: Anchoring Assessment in the Classroom” Benander, Denton, Page, and Skinner (2000). The Journal of General Education, 49, 280-302.  “Oral Presentations in Math Classes” (grading using a rubric) in Innovation Abstracts, (2002), XXIV, 23  www2.acs.ncsu.edu/UPA/assmt/resource.htm
  • 68. Common Graded Assignments Common – similar format, varied content; applied in more than one class to allow comparison Graded -- required by the instructor so that students put effort into the assignment; faculty provide feedback to the student Assignment -- evaluation of the “routine” ongoing work of the students
  • 69. Sample CGAs  Critiques  Lab Reports  Article Reviews: Comparison/Contrast  Projects (individual or group)  Research Papers  Case Studies  Essay Questions  The list goes on…
  • 70. Steps to Creating a Rubric  Look at several models of anonymous student work from previous classes. Identify the characteristics that make the good ones good and the bad ones bad.  List the evaluation criteria.  Determine the gradation of quality for the selected evaluation criteria. Begin by describing the best and worst levels of quality and then fill in the middle levels based on your knowledge of common problems. ( Use the "yes, yes but, no but, no" system!)  Have students evaluate the models from step 1. Allow students to ask clarification questions and make comments.  Use students' feedback to revise the rubrics.
  • 71. Activity: Create Your Own Rubric!
  • 72. Critical Thinking Engaging Ideas by John C.Bean
  • 73. Using Writing to Promote Thinking  Writing in the Disciplines/Across Communities  Understanding Connections Between Thinking and Writing  Designing Problem-Based Assignment  Coaching Students as Learners, Thinkers, and Writers  Reading, Commenting On, and Grading Student Writing
  • 74. From Passive to Active Learners  The learner’s engagement depends on the type of problems/assignments the learner is asked to think about and act upon.  Key teaching tasks:  Design interesting problems for students to think about.  Develop strategies for giving critical thinking problems to students.  Create a course atmosphere that encourages inquiry, exploration, discussion, and debate while valuing the dignity and worth of each student.
  • 75. Key Teaching Tasks (continued)  Be a mentor and a coach.  Develop a range of strategies for modeling critical thinking, critiquing student performances, and guiding students toward the habits of inquiry and argument valued in their disciplines.
  • 76. Link Between Writing and Critical Thinking  The most intensive and demanding tool for eliciting sustained critical thought is a well- designed writing assignment on a subject matter problem.  Writing is closely linked with thinking and in presenting students with significant problems to think about—and in creating an environment that demands their best writing, faculty can promote cognitive and intellectual growth.
  • 77. Using Writing to Promote Thinking  Teachers who successfully integrate writing and critical thinking often report a satisfying increase in their teaching pleasure: class discussions are richer, students are more fully engaged, and the quality of their performance improves  Teachers must plan for writing/thinking activities and foster them throughout the course.
  • 78. Central Activities of Critical Thinking  Identifyingand challenging assumptions  Exploring alternative ways of thinking and acting  Brookfield (1987)  Critical thinkers are engaged with life.
  • 79. Writing as a Process vs. a Skill  Writing is more than a communication skill.  It is a process and product of critical thought.  We want to have more than clear, accurate writing.  We want interesting writing:  Active engagement with a problem; writing that brings something new to the reader; writing that makes and supports an argument  Make the course assignment-centered versus text or lecture-centered  Require multiple drafts/steps in the writing process
  • 80. Some ways to give tasks to students  Problems presented as formal writing assignments  Problems presented as thought- provokers for exploratory writing  Problems presented as tasks for small group problem solving  Problems presented as starters for inquiry-based class discussions
  • 81. Some ways to give tasks to students (continued)  Problems presented as think-on-your- feet questions for in-class “cold calling”  Problems presented as focusing questions for in-class debates, panel discussions, cases, or fishbowls  Problems presented as practice exam questions
  • 82. Practical Suggestions  Avoid “and then” assignments (example, student gives you a summary when you want an argument)  Avoid “all about” writing (do the subtopics add up to an argument or an encyclopedia?)  Ask students to consider multiple points of view, to confront clashing values, and to imagine, analyze, and evaluate alternative solutions to problems  Encourage revisions
  • 83. Practical Suggestions (continued)  Require a series of short essays instead of a term paper  Use write-to-learn assignments (apply what has been taught)  Give students clear, written directions  Have a colleague fine-tune your assignments  Begin assignments in class so that students can ask questions  Incorporate reflection papers  Use grading rubrics
  • 84. Presenters’ Information  Rose Mince: rmince@ccbcmd.edu  Bonnie Startt: tcstart@tcc.edu

Notas do Editor

  1. Including immigrants…
  2. Learning is Constructing Knowledge: All new knowledge must be linked to something the learner already knows New and higher-level neural structures have to connect to or grow from structures (knowledge) already there You can’t learn anything completely new