“GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in...

“GETTING BETTER AS A TEACHER”

Presentation by:

L. Dee Fink, Ph.D.

Educational Consultant in Higher EducationAuthor of: Creating Significant Learning

Experiences

Brigham Young University - Idaho

April 16, 2012

Getting Better as a Teacher

BYU-Idaho:

“It is imperative for this institution to raise

substantially the quality of every aspect of

the experience our students have.”

-Statement made in October 2005 by:

1. David Bednar, former

president

2. Kim Clark, current president

3. Larry Summers, visiting

speaker


Average Quality

of Teaching in 2005

2005 3-5 Years from Then

7-10 Years from Then

1

2

Promoting Better Teaching & Learning

4

TWO UNDERLYING PERSPECTIVES:

To meet this goal, BYU-I needs to…

1. Be Learning-Centered


5

TWO UNDERLYING PERSPECTIVES:

To meet this goal, BYU-I needs to…

1. Be Learning-Centered

2. Work on Continuous

Improvement

The Joy and Responsibility of Teaching Well

Getting Better Over Time

A

Everyone’s Potential

Quality of

Teaching

(now) Time

C

B


Getting Better Over Time

A

Everyone’s Potential

Quality of

Teaching

(now) Time

C


Managing the

Course

FUNDAMENTAL TASKS OF TEACHING

Knowledge of the

Subject Matter

Interact with

Students

Designing Learning Experienc

es

Beginning of the Course

9

Knowledge ofsubject matter

Design learning experiences

Interactwith students

Coursemanagement

FOUR FUNDAMENTAL

TASKS of Teaching

FOUR FUNDAMENTAL

TASKS of Teaching

GETTING BETTER

Over Time

GETTING BETTER

Over Time

Assess the effectiveness of one’s own

teaching

Acquire new ideas on teaching

Reflect on what else one needs

to learn

Try new ways of teaching

Impact on STUDENT LEARNING

Impact on STUDENT LEARNING

• DURING the course

• END of the course

• AFTER the course

The Learning Cycle:

3 WAYS OF LEARNING

SHARE

COLLEAGUES

2

Ideas/Literature onCOLLEGE TEACHING

3

1

LEARN

USE

REFLECT

ASSESS


EVERYONE GETTING BETTER:

• What is needed, for this to happen?

• My Answer: Every needs to…

I. LEARN about and USE new ideas – every year, every year.

II. ASSESS and get FEEDBACK on their teaching – carefully, all the time .

The Learning Cycle:

3 WAYS OF LEARNING

SHARE

COLLEAGUES


LEARN

USE

REFLECT

ASSESS


I. NEW IDEAS to Be Aware of, Learn about, and Use


“5 TRANSFORMATIVE TEACHING

PRACTICES”

1. Change Students’ View of

Learning

2. Learning-Centered Course Design

3. Team-Based Learning

4. Be a Leader with Your Students

5. Students Reflecting on Their Own Learning



PRACTICES”


Learning


Saundra McGuire, Louisiana State Univ.

Stephen Carroll, Santa Clara Univ.

Use Metacognition to Become an Expert

Learner

Saundra McGuire:

Metacognition

The ability to:think about thinkingbe consciously aware of oneself as a problem solverto monitor and control one’s mental processingto be aware of the type of learning that you are doing

Counting Vowels in 45 seconds

How accurate are you?

Count all of the vowels in the words on the next slide.

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

How many items in the list do you remember?

1 2 3 4 5

25%

41%

6%

16%13%

1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

What are the words arranged according to?

NOW how many words or phrases do you remember?

1 2 3 4 5

0% 0%

63%

16%

22%

1. 2 or less2. 3 – 53. 6 – 84. 9 – 125. 13 or more

What were two major

differences

between the 1st and 2nd

attempts?

1. We knew what the task was

2. We knew how the information

was organized

4Reflec

t

4Refle

ct

3Revie

w

The Study Cycle

1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session

2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack

4 Review (5 min) Go over what you just studied

*Intense Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?

Preview

Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Assess

Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.

• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make

connections

The Story of Three LSU Students

Travis, junior psychology student 47, 52, 82, 86 B in courseJoshua, first year chemistry student*

68, 50, 50, 87, 87, 97, 90 (final) A in courseDana, first year physics student 80, 54, 91, 97, 90 (final) A in course

*2010 Summer Scholar


Stephen CarrollSanta Clara University

http://www.youtube.com/user/LDeeFink

“PRIMING STUDENTS FOR SELF-DIRECTED

LEARNING”

http://www.youtube.com/user/LDeeFink


“Priming for Self-Directed

Learning: DOES IT MAKE A

DIFFERENCE?


1. Dean’s List (Top 10% of each class)• Seniors: ~45% of his students

make this list• Juniors: ~40%

2. Elected to honor societies: More than 3 times the rate of the general population.

3. Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc.

“The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”


“5 TRANSFORMATIVE

TEACHING PRACTICES”

1. Change Students’ View of Learning



“Learning-Centered Course Design”

Taxonomy of Significant Learning


In a course with significant learning, students will:

1. Understand and remember the key concepts, terms, relationship, etc.

2. Know how to use the content.

3. Be able to relate this subject to other subjects.

4. Understand the personal and social implications of knowing about this subject.

5. Value this subject and further learning about it.

6. Know how to keep on learning about this subject, after the course is over.

S i t u a t i o n a l F a c t o r s

INTEGRATED COURSE DESIGN:Key Components

Learning Goals

Feedback &

Assessment

Teaching &LearningActivities

3-COLUMN TABLE:

Learning Goals: Assessment Activities: Learning Activities:1.

2.

3.

4.

5.

6.

Criteria of “GOOD” Course Design

S I T U A T I O N A L F A C T O R S

In-Depth Situational

Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Integrate

Feedback & Assessment

Teaching and

LearningActivities


1

2

Learning Goals1. Xxx2. Xxx3. Xxx4. Xxx5. Xxx6. xxx

Learning Goals

Ass’m’t Activ.

LearningActiv.

1. Xxx

2. Xxx

3. Xxx

4. Xxx

5. Xxx

6. Xxx

3

3-Column Table

Week: Mon Wed Fri

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Weekly Schedule

- - - - - -> - - - - - -> - - - -> Learning ACHIEVED

4

5

Learning IMAGINED


FINK’S “5 TRANSFORMATIVE



Learning




“Team-Based Learning”

Larry Michaelsen


HOW DO PEOPLE LEARN?

1. Transmit Knowledge?


Transmission

Of

Knowledge



1. Transmit Information

2. Constructivism



1. Transmit Information

2. Constructivism

3. Social Constructivism


Qualityof

StudentLearning

TraditionalTeaching(lecture, textbook focused)

CasualUse

CooperativeLearning

Team-Based Learning

Different Ways of Using Small Groups


•Covering a 2-3 Week Block of Time

•Covering One Major Topic Within the Course

Three Phases of Team Learning:

R.A.P.:1. Individual test (Continue2. Team test Group Work Group Work pattern as long

In-Class: 3. Appeals (Simple) (Complex) as desired)4. Corrective Instruction

Out-of-Class: Reading Homework Homework Review

Approximate Level of Content Understanding at Each Phase:

Assessment

The Sequence of Learning Activities in Team-Based Learning

Preparation

Activities:

Application (Practice with Feedback)

40% 90-100%50% 60% 70% 80%) ) ) ) ))

CULMINATING PROJECT

EXAM: Individual or

Group

Assignment Wording:

Desired Learning Outcome: “Students will be able to coherently weigh the factors that affect the desirability of specific sites as locations for particular kinds of business ventures.”

1. “Identify the key factors that should be considered when deciding where to locate a new business.”

2. “Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).”

3. “Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”


3 “DIALOGUE” BOXES OF TBL

Dialogue

WITHIN

A Group

Dialogue

AMONG

Groups

High

Quality

LEARNINGx =>

Dialogue

With

Oneself

x


Question:

What is the main reason that the “3 Boxes” sequence is such a powerful learning sequence?”

1. It has more student-talk than teacher-talk.

2. It generates dialogue from multiple perspectives, focused on a key issue or question.

3. Students are teaching each other, rather than being taught by the teacher.

4. The course becomes more enjoyable for students because they are more actively engaged.





Learning





“Be a Leader With Your Students”

Ken Bain


Managing the

Course

FUNDAMENTAL TASKS OF TEACHING

Knowledge of the

Subject Matter

Interact with

Students

Designing Learning Experienc

es

Beginning of the Course


LEADERSHIP:

“Motivating and enabling others to

do something important well.”

Question:

What can teachers do, to LEAD

students?





Learning






“Students Reflecting on Their Own Learning”

John Zubizarreta

St1 St2

Teacher/Coach

“TAKING CHARGE OF ONE’S OWN LEARNING”

St1 St2

Meta-Learner:?

Teacher/Coach

•

St1 St2

Own Learning/Development

Meta-Learner:?

Own Knowing/Beliefs

Own Thinking

Own Performance

Own Caring/Values

Teacher/Coach

•

One Who Takes Charge of their…

One Who Takes Charge of their…

Own Learning/Development

Meta-Learner:?

Own Knowing/Beliefs

Own Thinking

Own Performance

Own Caring/Values

St1 St2

Teacher/Coach

• •


60

Learning Portfolios: KEY QUESTIONS

1. WHAT did you learn?

2. HOW did you learn?

• What helped and didn’t help you learn?

• What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING?

3. SIGNIFICANCE FOR YOU, of what you learned?

4. Plan for FUTURE LEARNING:

• WHAT ELSE do you want or plan to learn?

• HOW will you learn that?



PRACTICES”

1. Change Students’ View of Learning






5 Transformative Teaching Practices:

“Will help you…

1. Increase the rate at which your students are able to learn;

2. Focus your learning and assessment activities on the achievement of significant learning goals;

3. Create small-group dialogue around reading assignments and significant application problems;

4. Motivate and enable students to learn, by using good leadership practices; and

5. Prompt your students to pull back from their learning and reflect, from time to time, on: “What am I learning, how am I learning that, etc.?”


THE BYU-Idaho LEARNING MODEL:(for Students)

1. Prepare• Acquire a new understanding of

“learning” and “themselves as learners”

2. Teach One Another• Team-Based Learning – Focused &

intense intra-group and inter-group dialogue

3. Ponder/Prove• Learning Portfolios – students reflect

on what they learned, how they learned, how they can document that learning, etc.


II. GETTING FEEDBACK

FROM KNOWLEDGEABLE

“OTHERS”

The Learning Cycle:

3 WAYS OF LEARNING

SHARE

COLLEAGUES

2


3

1

LEARN

USE

REFLECT

ASSESS


Coaching/Getting Feedback:= “Seeing Ourselves through Someone Else’s Eyes”

Whose Eyes?

1. Our Students: Focused

Feedback


Focused Feedback from STUDENTS:

• List of Learning Goals: Rate and comment on each one

• List of Major Learning Activities: Rate & Comment

• List of Major Assessment Activities: Rate & Comment


Coaching/Getting Feedback:= “Seeing Ourselves through Someone Else’s Eyes”

Whose Eyes?

1. Our Students: Focused

Feedback

2. Fellow Teachers: Classroom observations + Course materials

3. Teaching Specialists: Same


How Can YOU Get Better?

1.Learn about and use new ideas on teaching & learning

2.Get powerful forms of feedback on your teaching


IV. How Do You Do All This?

IndividualEffort

Institutional Support


INSTITUTIONAL SUPPORT:

A. Finding Time: Work Load Issues

B. Office of Support: Specialist who can provide leadership and organize campus-wide activities in this effort

C. New Ways of Getting Feedback: ≈ New Ways of Evaluating Teaching

D. Teaching Portfolios: Institution-Wide use

E. Contribute to & Learn from – the Scholarship of Teaching & Learning (SoTL)


THE BYU-Idaho LEARNING MODEL:(for PROFESSORS)

1. Prepare• Invest 35-40 hours per year, in your

Professional Development as a teacher

2. Teach One Another• Give & receive feedback on each

other’s classroom teaching and course design

3. Ponder/Prove• Teaching Portfolios: Periodically re-

consider and re-document your answers to…


QUESTIONS:

Answer Questions #2 & 3 on 1st

page of handout:

2. What are the 2-3 major ideas you learned here today?

3. What do you plan to do, in the next 48 hours, to get better as a teacher?


Average Quality

of Teaching in 2012

2012 3-5 Years from Now

7-10 Years from Now


THE END!THE END!

Higher Education: Let’s make it all that it can be and needs to be!

??


OR, A NEW START??OR, A NEW START??

Teaching for the 21st Century . . .

Let’s Get Started!!

“GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in...

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