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S TOP E NABLING S TUDENTS ! B REAK THE DEPENDENCY AND H ELP T HEM L EARN TO T HINK C RITICALLY Gavin...
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Transcript of S TOP E NABLING S TUDENTS ! B REAK THE DEPENDENCY AND H ELP T HEM L EARN TO T HINK C RITICALLY Gavin...
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STOP ENABLING STUDENTS!
BREAK THE DEPENDENCY AND HELP THEM LEARN
TO THINK CRITICALLY
Gavin House
November 14, 2013
Teaching and Learning Strategies Strand
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PICK-ME-UP
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REENERGIZE YOUR MIND!
Take a moment and identify a top five takeaway from the conference
Share it with your neighbor(s)
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REFRESHER
Teaching and Learning Strategies are methods to help students learn more successfully
Enabling is making it easy
Dependency is relying on someone else to take care of you
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A LITTLE MORE REFRESHER
Critical Thinking is clear, rational, open-minded, and informed by evidence
Accountability is being responsible and answerable
a Student is a person formally engaged in learning
a Journey is progress from one stage to another (as in educational journey)
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CRUX OF THE MATTER
Student’s higher-level cognitive skills are under-developed
Solve ProblemsAnalyze ArgumentsSynthesize Information from different sourcesApply Learning to new and unfamiliar contexts
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PLAUSIBLE REASON
Students have learned that someone,
outside themselves,
will tell them
what to do
when to do it
and how to do it
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OPINION POLL
Take a moment to think about your experiences with student autonomy
To what extent is this true
Please share your thoughts with us
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METACOGNITION
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METACOGNITION CONNECTION
Successful students connect with their learning
“Any fool can know. The point is to understand.” ― Albert Einstein
Less successful students disconnect from their learning
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Angelo &
Cross, 1993
CLASSROOM ASSESSMENT
“… an approach designed to help teachers find
out what students are learning in the
classroom and how well they are learning it.”
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Angelo &
Cross, 1993
CLASSROOM ASSESSMENT CHARACTERISTICS
Learner Centered
Teacher-Directed
Mutually Beneficial
Formative
Context Specific
Ongoing
Rooted in Good Teaching Practice
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Angelo &
Cross, 1993
CLASSROOM ASSESSMENT
Thomas A. Angelo and K. Patricia Cross developed their Classroom Assessment approach with seven basic assumptions in mind
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Angelo &
Cross, 1993
FIRST OF SEVEN BASIC ASSUMPTIONS
“The quality of student learning is
directly, although not exclusively,
related to the quality of teaching.
Therefore, one of the most promising
ways to improve learning is to improve
teaching.”
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Angelo &
Cross, 1993
SECOND BASIC ASSUMPTION
“To improve their effectiveness,
teachers need first to make their goals
and objectives explicit and then to get
specific, comprehensible feedback on
the extent to which they are achieving
those goals and objectives.”
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Angelo &
Cross, 1993
THIRD BASIC ASSUMPTION
“To improve their learning, students
need to receive appropriate and focused
feedback early and often; they also
need to learn how to assess their own
learning.”
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Angelo &
Cross, 1993
FOURTH BASIC ASSUMPTION
“The type of assessment most likely to
improve teaching and learning is that
conducted by faculty to answer
questions they themselves have
formulated in response to issues or
problems in their own teaching.”
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Angelo &
Cross, 1993
FIFTH BASIC ASSUMPTION
“Systematic inquiry and intellectual
challenge are powerful sources of
motivation, growth, and renewal for
college teachers, and Classroom
Assessment can provide such
challenge.”
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Angelo &
Cross, 1993
SIXTH BASIC ASSUMPTION
“Classroom Assessment does not
require specialized training; it can be
carried out by dedicated teachers from
all disciplines.”
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Angelo &
Cross, 1993
SEVENTH BASIC ASSUMPTION
“By collaborating with colleagues and
actively involving students in Classroom
Assessment efforts, faculty (and
students) enhance learning and
personal satisfaction.”
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CLASSROOM ASSESSMENT TECHNIQUES
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Angelo &
Cross, 1993
CLASSROOM ASSESSMENT TECHNIQUES
Simple tools for collecting data on student learning in order to improve it
Feed-back devices
Immediate and useful answers to very focused questions about student learning
Supplement and complement formal evaluations of learning
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THE CAT’S OUT OF THE BAG
Our activities earlier in this presentation were modified CAT’s
“Share The Wealth” Susan Bowman (2010) and
“Opinion Polls” Angelo and Cross (1993)
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Angelo &
Cross, 1993
LESSONS LEARNED FROM FACULTY
Faculty adapt CAT’s to provide appropriate feedback
Academic Disciplines, Individual Goals, and Students
Classroom Assessment feedback stimulates and guides faculty as they adjust their teaching to improve learning
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Angelo &
Cross, 1993
EFFECT ON STUDENTS
Increases active involvement in learning
Promotes Metacognitive development
Increases cooperation and a sense of the classroom as a “Learning Community”
Increases Student Satisfaction
May improve course completion rates
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MANY THANKS
The following individuals and organizations supplied much of the support and content within this presentation
Classroom Assessment Techniques Angelo and Cross
Win Them Over Patricia Linehan
How to Give It So They Get It Sharon BowmanEllen Radel and Patricia Linehan
Pine Technical College
MN State Colleges and Universities
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AND THANK YOU
For attending and participating in this session
“I will teach you and you will learn not to need me.”― Gavin House