Quality in the Classroom
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Transcript of Quality in the Classroom
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Quality in the Classroom
Presented byNat Byrom
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Introduction
If students leave your class wondering how they can get the last few hours of their life back, who’s to blame?
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Introduction
If students leave your class wondering how they can get the last few hours of their life back, who’s to blame?
It’s probablyyou sport…
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Introduction
A successful learning event involves many aspects of atmosphere, attitude, content and delivery going right.
It doesn’t just happen…
My objective is to introduce you to or remind you of our responsibility to our students.
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TQM “Refresher”
Plan: Define the subject to be addressed, collect relevant data, and ascertain the best path forward.
Do: Develop and implement the action; decide upon a measurement to gauge its effectiveness.
Check: Confirm the results through before-and-after data comparison.
Act: Document the results, plan and implement improvements. Start the cycle again.
Remember… the goal is continuous improvement
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TQM “Refresher”
Correlates to:
AnalysisDesignDevelopmentImplementationEvaluation
PLAN
DO
CHECK
ACT
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Introduction
For a course to be effective, instructors should be concerned with 100% of the learning experience… try putting yourself in the students’ seats for a while.
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Introduction
The Learning Environment The Class Schedule Feedback Loops Course Design Understanding Your Target Audience Audience Participation
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The Learning Environment
Lighting Most overlooked aspect of classroom setup
Industrial age designs vs. educational design “It’s a training class for gosh sakes…”
Color and intensity affects alertness/ drowsiness and feelings of well-being
Can affect students with dyslexia (artificial vs. daylight) Rooms without windows? Misplaced fixtures can “washout” projection displays Glare on PC screens Lamp-up time
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The Learning Environment
Acoustics/ soundVocal communications are the basis for most learning activities in the classroom Instructor Volume Noise Distance Student Ability
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The Learning Environment
Visuals/ Displays LCD Panels High definition Small rooms
Projectors/ Screens Large rooms Effected by lighting
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The Learning Environment Seating What kind of experience are you setting up for? What is the focus? Instructor Student
How much interaction? Groups Instructor- student
Objectives? Knowledge Skills
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The Learning Environment
Columns/ Rows PODS Horseshoe
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The Learning Environment
FREEBIRD
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The Learning Environment
Furniture Tables/ Desks Think past the rectangle…
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The Learning Environment
Furniture Chairs Simple Comfortable (but not too comfortable) Sturdy
Remember: “The mind cannot absorb what the backside cannot endure”
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The Learning Environment
Distractions
dis·trac·tiondəˈstrakSH(ə)n/nounplural noun: distractions1. a thing that prevents someone from giving full attention to something else.
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The Learning Environment
Distractions In the classroom, mandatory “powering down” is
simple… isn’t it? Product of varied digital stimulus (multiple short-
term inputs) Young brains are becoming habituated to
distractions and to switching tasks, not to focus…
“I click and something happens”
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The Learning Environment
Solutions Begin class with “Break the Circuit” effort: Hands-on exercise Physical exercise Group discussion on an unrelated topic
Go back to reading aloud in class (what, a book?) Embrace the technology with: Twitter “blasts” Video snippets
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Class Schedules
Content vs. Acuity Monday, Monday Time of day Cognitive best in late morning Eye-hand coordination best in late afternoon Sleepiness abounds around 2 p.m. Most easily distracted from noon to 4 p.m.
Circadian considerations Work schedules
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Feedback Loops
Feedback is the “Breakfast of Champions” Students QC by Testing Pre and Post Assessment (is the instruction effective) Responses (are the questions effective?)
TurningPoint (immediate) Surveys Survey Monkey ZOHO SurveyGizmo
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Feedback Loops
Customer Focus Industry Partners Feedback questionnaire Satisfaction survey
How are MY students performing? Which of their KSA’s match your needs? Where are their weaknesses? What can we improve to have them job-ready
faster?
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Course Design
Instructional Objectives Based on needs-analysis (remember customer
focus?) What does the instruction accomplish? How will the student demonstrate competency?
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Course Design
Written ObjectivesMust state:
Performance, Conditions, Criterion On the 25-yard range, be able to draw your service revolver and fire five rounds from the hip within three seconds. At 25 yards all rounds must hit the standard silhouette target.
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Course Design
Written ObjectivesMust state:
Performance, Conditions, Criterion On the 25-yard range, be able to draw your service revolver and fire five rounds from the hip within three seconds. At 25 yards all rounds must hit the standard silhouette target.
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Course Design
Written ObjectivesMust state:
Performance, Conditions, Criterion On the 25-yard range, be able to draw your service revolver and fire five rounds from the hip within three seconds. At 25 yards all rounds must hit the standard silhouette target.
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Course Design
Written ObjectivesMust state:
Performance, Conditions, CriterionOn the 25-yard range, be able to draw your service revolver and fire five rounds from the hip within three seconds. At 25 yards all rounds must hit the standard silhouette target.
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Course Design
How are the skills/ knowledge best taught? Consider: The Course Objectives The learners’ capabilities and needs The available resources
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Course Design
Instructor-led presentations
Field Trips Brainstorming Demonstrations Reading, self-study Scenarios, problems
Case studies Simulations Games Practice Project work/ research Teaching with group
discussions
Methods
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Course Design
Is there opportunity for application? Behavioral Learning- Initial skill learning is
facilitated by immediate expert feedback Cognitive Learning- Mastery established by
learning from produced errors (feedback)
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Course Design
Is there opportunity for application? Behavioral Learning- Initial skill learning is
facilitated by immediate expert feedback Cognitive Learning- Mastery established by
learning from produced errors (feedback)
Practice doesn’t make perfect… BUT it will make better (especially if we experience some setbacks along the way).
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Course Design
Content vs. Time Goal is effective mix of instructional activity types Cognizant of individual student needs Maximize class activities to prevent “zoning out” Is the content realistic to amount of learning that
can occur in a given period… (complexity/ retention) Increases with level of interaction/ participation
“I hear, I forget. I read, I remember. I do, I understand.”
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Your TPOP
How would you describe your students?
- Age range- Gender distribution- Range of education- Reasons for attending- Attitudes about course- General beliefs
- General interests, hobbies
- Need gratifiers- Age range- Gender distribution- Physical characteristics- Terminology or topics to avoid- Pre-existing skills, knowledge
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Your TPOP
Adult Learners Active Participation Should be held responsible for learning Like to share experiences Connect learning to previous experiences…
incorporate new concepts or conflicting ideas slowly What’s in it for me? (WIFFM) Preserve their self-esteem Make learning fun and high energy, include practice Small chunks, summarized frequently
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Your TPOP
Millenials (ages 20-36) Maximize learning resources Utilize gamification when possible Provide frequent meaningful feedback Training with meaning (Gen “Why”) Bite size chunks
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Audience Participation
How do we foster student interest and willingness to engage? Make students feel comfortable Establish “buy-in” Listening and Responding Setting participation as an expectation Teaching with discussions Place emphasis on student ideas Develop strategies to increase participation
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Wrap-up
A successful learning event involves many aspects of atmosphere, attitude, content and delivery going right.
It doesn’t just happen…
The instructor is ultimately responsible for the learning experience.
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Finally…
Do you remember that “one teacher” who left a lasting impression on you?