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Semelhante a Depth and Breadth: Moving Students beyond Basic Coverage
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Depth and Breadth: Moving Students beyond Basic Coverage
- 1. DEPTH AND BREADTHMoving Students Beyond Basic Coverage Christine Salmon, PhD Rhonda D. Blackburn, PhD The University of Texas at Dallas
- 2. What we’ll do today Introduce ourselves Classroom observations
- 4. Ask your neighbor What is it you really want your students to “get” out of your class?
- 5. Ask your neighbor What is it you really want your students to “get” out of your class? That they will remember in 5 years?
- 6. Classroom Observations 12 classes Chemistry, Physics (300+ students) Government (150+) Calculus, Math (50+) Literature (25+) Physics Education (10) Criminology (25+)
- 7. What we observed Tell us what you think we saw.
- 8. What we observed Lecture-based (75+ class time) Disengaged instructors Reading lecture Back to class Disengaged students Late Facebooking, gaming, emailing, shopping, sleeping
- 9. The Exceptions Small class Small group work Energized instructors
- 10. The “Real” Question What kind of learning do you want to happen in your courses?
- 11. The “Real” Question What kind of learning do you want to happen in your courses? Surface learning Deep learning
- 12. What do we say SURFACE LEARNING DEEP LEARNING
- 13. Which Classroom Activities Engage the instructor Engage the students
- 14. L. Dee Fink Creating Significant Learning: An Integrated Approach to Designing College Courses http://www.deefinkandassociates.com/resources.html See especially the 37-page “Self-Directed Guide for Designing Courses for Significant Learning.”
- 15. Bloom’s Taxonomy - Revised
- 16. Assessment Exam – chapters 1-5 – multiple choice, TF Add an essay Study questions, homework problems Write a research paper Write a “white paper” Project – develop a budget for a fictional company Project – develop a budget for a local charity
- 18. Requires judgment and innovation
- 19. Asks student to do the subject
- 20. Replicates, simulates workplace, life contexts
- 22. Example Child Development Course Clickers In-class activities Timeline Journals Interview
- 24. Students work collaboratively with each other
- 25. Students see selves as sources of knowledge
- 26. Student-centered
- 27. Active Learning
- 28. Environment
- 29. Active problem solvers, contributors
- 30. Curriculum focuses on problem-solving
- 38. Individual / group quiz
- 40. Lecture
- 41. Homework
- 42. Over reading / previous material
- 43. Online or paper or IF-AT forms
- 45. Share results
- 46. Why is important
- 47. Minimal
- 48. Gives the “big picture”
- 51. Generally requires observation and data collection
- 53. Interesting questions to consider
- 54. Longer, more open-ended experiments
- 55. Problem-solving
- 59. Challenging
- 60. Structured
- 61. Relevant
- 62. Thinking
- 63. Structured so that groups can make decisions about how to proceed
- 64. More than one way to do it
- 65. Relate to real life
- 66. Engages students
- 67. Cannot be solved with a “trick” or simple formula
- 69. Geology Working in teams, students measure strike and dip of rocks on campus using a Brunton compass. They recordthese measurements in a table on a handout (with map of campus) and then construct the appropriate strike and dip symbol for each of the rocks on their campus map. Each student is to interpret from the data, what type of geologic structure is represented by the campus rocks. From this interpretation, each student is to place a mark on their campus map where they judge the best place would be to drill a successful oil well. Groups must then come to agreement on the best site and prepare a report with their data summarized and a recommendation.
- 71. Questions?
- 72. Thank you Christine Salmonchristine.salmon@gmail.com Rhonda Blackburnrblackburn91@gmail.com Handouts - http://www.slideshare.net/csalmon
Notas do Editor
- 2 classes that used groups
- During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy.Note that the top two levels are essentially exchanged from the Old to the New version.
- Essay – backwards – describe the events leading to the French RevolutionEssay – forwards – Illustrate how the French Revolution can be seen as precursor to .