C’est si bon: C’est si bon: Bach and Bach and Balance SheetsBalance Sheets

An Examination of Skill-An Examination of Skill-Building PedagogiesBuilding Pedagogies

Presented for the Faculty Center Presented for the Faculty Center for Teaching by Jamie Doran, for Teaching by Jamie Doran,

Diane Follet, Kathy WixonDiane Follet, Kathy Wixon

What do an accounting professor, a French What do an accounting professor, a French professor, and a music professor have in professor, and a music professor have in common?common? Peer partner relationshipPeer partner relationship

FECFEC

Introductory coursesIntroductory courses

MethodologyMethodology

Two-summer studyTwo-summer study

1st summer1st summer• Researched theories of learningResearched theories of learning

General theoriesGeneral theories Discipline-specific theoriesDiscipline-specific theories

• Examined our coursesExamined our courses GoalsGoals SkillsSkills PedagogiesPedagogies

MethodologyMethodology

2nd summer2nd summer• Shared syllabi and assessmentsShared syllabi and assessments

• Discussed and shared commonalities and Discussed and shared commonalities and differences in pedagogiesdifferences in pedagogies

• Focused on common challengesFocused on common challenges

Common ChallengesCommon Challenges

We teach languages…We teach languages…

Qu’est-ce qui t’est arrivé quand tu es allé à Besançon l’année dernière ? -- Je m’y suis perdu et je m’en veux au douanier qui m’a fait payer des arrhes.

Date ACCOUNT DEBIT CREDIT 2006

Mar 4 Cash 9,000 Accumulated Depreciation-Equipment 49,000 Loss on Disposal 2,000 Equipment 60,000

Common ChallengesCommon Challenges

We teach “courses of accretionWe teach “courses of accretion”” ““Accumulation of knowledge into established structures” Accumulation of knowledge into established structures”

(Angelo) (Angelo) Highly systematic approachHighly systematic approach Requires consistent student attention and effortRequires consistent student attention and effort

We desire similar outcomesWe desire similar outcomes PerformancePerformance

• ReadingReading• WritingWriting• ListeningListening• SpeakingSpeaking

ProficiencyProficiency

Common ChallengesCommon Challenges

We use ongoing assessment of student learningWe use ongoing assessment of student learning LOTS of LOTS of dailydaily preparation preparation

• ExercisesExercises• ProblemsProblems• EssaysEssays

Frequent quizzes and examsFrequent quizzes and exams

LOTS OF GRADING FOR USLOTS OF GRADING FOR US

Common ChallengesCommon Challenges

ANXIETYANXIETY

Common ChallengesCommon Challenges

We teach skillsWe teach skills

MasteryMastery KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis

ProficiencyProficiency Immediate response to a cueImmediate response to a cue

ActivityActivity

What skills do your students need to perform What skills do your students need to perform well in each of your courses?well in each of your courses?

What challenges do you find in building What challenges do you find in building these skills in your courses?these skills in your courses?

Our FocusOur Focus

Three areas of great concern to all of us: Three areas of great concern to all of us:

ANXIETYANXIETYPedagogies of Skill-BuildingPedagogies of Skill-Building

Skill-Building ActivitiesSkill-Building Activities

Sources ofSources of AnxietyAnxiety• Preconceived notionsPreconceived notions

• ““I’ve heard it’s really hard.”I’ve heard it’s really hard.”• ““Isn’t there a lot of work?”Isn’t there a lot of work?”• ““I’m not good at… (math, languages).”I’m not good at… (math, languages).”

A lot is riding on itA lot is riding on it• Prerequisite/requirementPrerequisite/requirement• Entrance to the majorEntrance to the major

Need to be a risk-takerNeed to be a risk-taker• Speaking (singing) in classSpeaking (singing) in class• Displaying homeworkDisplaying homework

Need to be constantly preparedNeed to be constantly prepared

ReducingReducing Anxiety Anxiety Changing misconceptionsChanging misconceptions

Stating clear expectationsStating clear expectations

Providing supportProviding support

Working in small groupsWorking in small groups

Playing gamesPlaying games

Pedagogies of Skill-BuildingPedagogies of Skill-Building

MasteryMastery KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis

ProficiencyProficiency Immediate response to a cueImmediate response to a cue

Pedagogies of Skill-BuildingPedagogies of Skill-Building

MemorizingMemorizing

RulesRules ExceptionsExceptions

Practicing skills develops understandingPracticing skills develops understanding

Skills… leading to… Concepts… leading to. . . New Skills…Skills… leading to… Concepts… leading to. . . New Skills…

Bounding creativity within acceptable/accessible limitsBounding creativity within acceptable/accessible limits

Skill-Building ActivitiesSkill-Building Activities

Sample activitiesSample activities

First-day activitiesFirst-day activities

Collaborative workCollaborative work

Board workBoard work

Role playingRole playing

GamesGames

Skill-Building ActivitiesSkill-Building Activities

Sample activities, cont’d.Sample activities, cont’d.

DrillsDrills

““Back and forth” questioningBack and forth” questioning

Working through examplesWorking through examples

““Current events”Current events”

ActivityActivity

What activities could you use to address the What activities could you use to address the challenge(s) you listed earlier?challenge(s) you listed earlier?

Is it working? How do we Is it working? How do we know?know?

Ongoing assessmentOngoing assessment

Differentiating memorization from understandingDifferentiating memorization from understanding The “Aha!” moment(s)The “Aha!” moment(s)

The oral componentThe oral component

What We’ve LearnedWhat We’ve Learned

CommonalitiesCommonalities

Research supports our strategiesResearch supports our strategies

Exchange of ideas fosters creativityExchange of ideas fosters creativity

Reevaluation of our assignments/assessmentsReevaluation of our assignments/assessments

What We’ve Learned, cont’d.What We’ve Learned, cont’d.

Value of interdisciplinary discussionValue of interdisciplinary discussion Different ways of thinkingDifferent ways of thinking

Working together isn’t always “comfortable”Working together isn’t always “comfortable”

Renewed appreciation for each other’s coursesRenewed appreciation for each other’s courses

Renewed appreciation for students’ collaborative Renewed appreciation for students’ collaborative effortsefforts

Implications for Our Implications for Our CurriculumCurriculum

The “lost skill” - oral communicationThe “lost skill” - oral communication ““Oral Expression - skills in speaking clearly and Oral Expression - skills in speaking clearly and

effectively in small groups or to larger audiences.” effectively in small groups or to larger audiences.” (Academic Skills, p. 35, Muhlenberg College catalog, (Academic Skills, p. 35, Muhlenberg College catalog, 2006-2007)2006-2007)

PerspectivesPerspectives Our work as a modelOur work as a model Principles of course designPrinciples of course design

RecommendationsRecommendations

FCT makes collaborations like ours possible.FCT makes collaborations like ours possible.

Talk to your colleagues about the possibility of Talk to your colleagues about the possibility of collaborations.collaborations.

A remarkably enriching experience!A remarkably enriching experience!