Invitational Teaching StrategiesInvitational Teaching Strategies

2005 2005 World Leadership InstituteWorld Leadership Institute

Hong Kong, ChinaHong Kong, China

September 30, 2005

Dr. Judy LehrDr. Judy LehrSchool of Education School of Education

The CitadelThe Citadel

Focus Activity

What do you remember?

– About yesterday?

– About last week?

– About last year?

– About when you were in college?

Focus Activity

Looking over the examples of your own memory, what theories might you form about how memory works?

Based on these ideas, what suggestions might you give a new professor about teaching to increase the likelihood that students will remember the content?

Traditional Lecture

Assets– Efficient– Control of information– Organized

Liabilities– Remember performance,

not facts– No feedback– Little participation

Principles of Memory

Connecting– Bridging – Connection between new information

and own experiences– Teaching for transfer

Organizing– Advance organizer – a visual which provides a

format to help organize thoughts ahead of time Elaborating

– Questioning strategies– Practice

Constructivist Lecture

Stage I– Introduction to the Topic – Attention Getter

Stage II– Activate Prior Knowledge

Stage III– Presentation / Student Involvement

Stage IV– Closure / Reflection on the Learning

Learning Pyramid

Stage I: Introduction to the Topic Attention Getter

Video

Cartoons

Stories

Jokes / Humor

Costumes

Role Playing

Sponge Activity

Stage II: Activate Prior Knowledge

K-W-L Quick Write Display the Word Think-Pair-Share

Stage III: Presentation Student Involvement

Guide Lecture Graphic / Advance Organizers Creating Questions Predicting Numbered Heads Together

Thinking Hats Teaching Transparencies Sticky Notes Movement Peer Practice

Stage III: Presentation Student Involvement

Where did I leave my thinking

hat?

Stage IV: Closure Reflection on the Learning

What / So What / Now What

Panel Questioning

Exit Slips

Communication Cards

Learners in a Learner-Centered Class

Have different experiences Show excitement about learning Are actively engaged Work best in a positive environment Are supported in developing and using

effective learning strategies demonstrated in a variety of ways

Learners in a Learner-Centered Class

See a reason to learn Are the most valued in decision-making Demonstrate knowledge in many ways Listen and respect each person’s point-of-

view Have an opportunity to engage in higher-

order thinking

Learners in a Learner-Centered Class

Provide peer learning and peer teaching Learn in a natural process Learn around themes that are meaningful Have unique differences Are encouraged in challenging activities Are provided questions and tasks that

stimulate their thinking beyond note memorizing

Learners in a Learner-Centered Class

Are assessed in different ways Participate in individualized and group

activities Are active participants Often work at their own pace Are allowed to express a diversity of

competencies Are involved in processing information

independently and in groups

Questions?