THE BROKEN SPOON HOW TO USE HIGH-IMPACT, INTERACTIVE PRACTICES TO DEVELOP HIGHER ORDER THINKING M.E....
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THE BROKEN SPOON HOW TO USE HIGH-IMPACT, INTERACTIVE PRACTICES TO DEVELOP HIGHER ORDER THINKING M.E. McWilliams, AARC Director Stephen F. Austin State University
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Transcript of THE BROKEN SPOON HOW TO USE HIGH-IMPACT, INTERACTIVE PRACTICES TO DEVELOP HIGHER ORDER THINKING M.E....
THE BROKEN SPOON HOW TO USE HIGH-IMPACT, INTERACTIVE PRACTICES TO DEVELOP HIGHER ORDER THINKING
M.E. McWilliams, AARC DirectorStephen F. Austin State University
M.E. McWilliams, [email protected]
AARC Director
I was once you
McWilliams, 2011
•Told the tutors•Demonstrated to the tutors•Answered questions for tutors•Delivered information to tutors
How did our learning center significantly improve its contribution to persistence and academic success ?
WE STARTED USING HIGH-IMPACT PRACTICES !
1980
What do you hope to change about your interaction with students?
EXPECTATIONS
McWilliams, 2011
WHAT ARE HIGH-IMPACT PRACTICES ?
demands that students devote considerable amounts of time and effort to purposeful tasks.
puts students in circumstances that essentially demand they interact with faculty and peers about substantive matters.
increases the likelihood that students will experience diversity through contact with people who are different than themselves.
gives students frequent feedback about their performance. provides opportunities for students to see how what they are
learning works in different settings, on and off the campus. students connect personally and professionally to others
through opportunities for active, collaborative learning.
McWilliams, 2011
George Kuh, 2008
WHAT DOES GEORGE KUH KNOW ?
Chancellor's Professor Emeritus of Higher Education at Indiana University
Founding director of the Center for Postsecondary Research and the National Survey of Student Engagement (NSSE)
Director of the National Institute for Learning Outcomes Assessment
Author of more than 300 publications and several hundred presentations on topics related to institutional improvement, college student engagement, assessment strategies, and campus cultures.
Recipient of awards from the American Educational Research Association, Association for Institutional Research, Association for the Study of Higher Education (ASHE)
McWilliams, 2011
HOW ARE HIGH-IMPACT PRACTICES LIKE A BROKEN SPOON ?
Long lectures Multiple choice PowerPoint shows “Watch Me”
training Telling Solving
Interactive discussions
Essay questions Construction of notes Engaging student Asking Encouraging
collaboration
SPOONFEEDING HIGH-IMPACT
McWilliams, 2011
WHY DO BOTH STUDENTS AND STAFF/FACULTY PREFER SPOONFEEDING ? Students:
It makes the work easier!
Staff/Faculty:It also makes the work easier! More prep Reversing Research
McWilliams, 2011
Work the problem for me!
Just show me what
to do!
Give me the notes!
So why implement high-impact
practices ?
McWilliams, 2011
Do you need to do more than watch football to be able to play football?
HIGH-IMPACT PRACTICES LEAD TO HIGHER ORDER THINKING
McWilliams, 2011
CRITICAL THINKING=45% CAN’T
KNOWLEDGE
ACQUISITION=HIGH SCHOOL
study of 2,300 sophomores from 24 different schools (Arum, 2011) META-COGNITION:
thinking about one’s own thinking.
Bloom’s Taxonomy
This is the
GOAL of
college!
SUCCESS DEPENDS ON A CULTURE OF HIGH-IMPACT
McWilliams, 2011
McWilliams, 2011
THIS IS HOW TO BREAK THE SPOON!
HIGH- IMPACT PRACTICES
HIGHER ORDER
THINKING
THE-SAGE-ON-THE-STAGE TESTPROMPT SUGGESTIONSMOTIVATION FOR STEPPING DOWN
GUIDE-ON-THE-SIDE PROMPTS
McWilliams, 2011
SAGE-ON-THE-STAGE TEST
Sometimes you have to choose between being a superstar or being a super-facilitator!
Do you do most of the talking?
Do you enjoy hearing yourself talk?
Do you feel you have a lot to say and little time to say it?
How often do you hear the students speaking to you?
McWilliams, 2011
PROMPT SUGGESTIONS
GUIDE-ON-THE-SIDE
McWilliams, 2011
Talk to me about what we have
learned so far and I’ll see if I have
forgotten anything (Boiles).
Give me an
example.
Tell me more.Where can
you find that in your
notes/text?
MOTIVATION FOR STEPPING DOWN
The one doing all the work, is the one doing all the
learning! (Wong & Wong, 2004)
If you remain the sage-on-the sage, who gets smarter?
McWilliams, 2011
HOW DO PROMPTS CONTRIBUTE TO HIGH-IMPACT?
McWilliams, 2011
Six attributes of high-impact learning
considerable amounts of time and effort interact with faculty and peers experience diversity frequent feedback different settings active, collaborative learning
WRESTLINGWAITWHY 7
MAGICAL NUMBER 7 SECOND WAIT
McWilliams, 2011
WRESTLING
Only by WRESTLING with the conditions of the problem at first hand, seeking and finding his own way out, does he [the student] think.
(Dewey, 1916, p.159-160)
McWilliams, 2011
THE THING
TO LEARN
WAIT
WAIT FOR AN ANSWER
TRAIN STUDENTS TO TAKE THEIR TIME REFLECTING
McWilliams, 2011
WHY 7 SECONDS
Pythagoreas called it the perfect number!
days of the week wonders of the world deadly sins seas days to create the
world
There really isn’t anything magical about the number 7.
It’s a random number for counting inside your head to be sure you allow enough time for a student to think first for himself.
But time and time again—after six long seconds of silence—a student will say something cogent on the 7th second!
McWilliams, 2011
HOW DOES WAITING CONTRIBUTE TO HIGH-IMPACT?
McWilliams, 2011
Six attributes of high-impact learning
considerable amounts of time and effort interact with faculty and peers experience diversity frequent feedback different settings active, collaborative learning
WHAT CAUSES FALSE LIGHT BULBS?ASK QUESTIONS FROM BLOOM’S
FALSE LIGHT BULB QUERIES
McWilliams, 2011
WHAT CAUSES FALSE LIGHT BULBS?
McWilliams, 2011
“illusion of comprehension” (Druckman & Bjork in Svinicki, 2004, p. 117) (loosely related to MacDonald’s fake light bulb, 1994)
Did you get
that?
Students can often provide correct answers, repeat definitions, and apply formulae while yet not understanding those questions, definitions, and formulae
(Pintrich, 1995)
FALSE
ASK QUESTIONS FROM BLOOM’S EVALUATE whether you
think Goldilocks was good
or bad. CREATE a celebrity casting
for this story as a movie. ANALYZE WHY Goldilocks
was so choosy. APPLY Goldilocks' story
to that of three fish.
McWilliams, 2011
McWilliams, 2011
The development of effective study skills depends crucially on the learner being able to assess what they know and do not know.
National Center for Education EVALUATE our
services.
APPLY these
writing tips.
CREATE a
diagram of this
procedure.
WHY do we flip
the fraction
?
ASK QUESTIONS FROM BLOOM’S
HOW DO BLOOM’S QUESTIONS CONTRIBUTE TO HIGH-IMPACT?
McWilliams, 2011
Six attributes of high-impact learning
considerable amounts of time and effort interact with faculty and peers experience diversity frequent feedback different settings active, collaborative learning
ENGAGEMENT OPPORTUNITIESCOG’S LADDERSTUDENT REFLECTIONINSTRUCTOR JOURNAL
COLLABORATION
McWilliams, 2011
McWilliams, 2011
Collaborative Engagement Opportunities
Different from cooperative
learning!
COG’S LADDER
McWilliams, 2011
Cog's Ladder: A Model of Group Development, George Charrier, 1972
Fun--especially when groups complete assignments successfully
Made me realize that sacrifices need to be made sometimes to keep focus
Understood thought processes, think about every situation, understanding data, analyzing it, take it apart, use it and evaluate it
The process was really good even when the product sometimes wasn't that good.
McWilliams, 2011
STUDENT REFLECTION
INSTRUCTOR JOURNAL
Allow more time to get things done: slow, deliberate explanations; 1 minute reflect and share.
Hold back! Step away! Facilitate more and instruct less.
It’s messy! Let groups figure it out for themselves, let them make mistakes.
Create a system so that more than one person has a copy of the assignment.
Shy, disengaged students were immediately exposed. No schematas developed when challenge is too easy
or too hard.
McWilliams, 2011
HOW DOES COLLABORATION CONTRIBUTE TO HIGH-IMPACT?
McWilliams, 2011
Six attributes of high-impact learning
considerable amounts of time and effort interact with faculty and peers experience diversity frequent feedback different settings active, collaborative learning
SOCRATIC DIALOGUEEXPLAIN THE TECHNIQUE
ANSWER QUESTIONS WITH QUESTIONS
McWilliams, 2011
SOCRATIC DIALOGUE
McWilliams, 2011
How does
mitosis happen?
What chapter in your BOOK
discusses that? Do you
have something about that in your
NOTES?
Student Trainer/Teacher/Tutor
Vygotsky’s MKO
How do I enter this
information?
EXPLAIN THE TECHNIQUE
if a parent is lost on campus and he asks you, “Where is the student center?” and
you say,
“Where do YOU think it is?”
You look like a jerk!
This is why Socrates wound up dead!
Explain to the student that these questions help students to process information and
enhance understanding for the task at hand. McWilliams, 2011
HOW DOES SOCRATIC DIALOGUE CONTRIBUTE TO HIGH-IMPACT?
McWilliams, 2011
Six attributes of high-impact learning
considerable amounts of time and effort interact with faculty and peers experience diversity frequent feedback different settings active, collaborative learning
McWilliams, 2011
THIS IS HOW TO BREAK THE SPOON!
HIGH- IMPACT PRACTICES
HIGHER ORDER
THINKING
ACTION PLAN
McWilliams, 2011
SOURCES
Arum, R. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
Boiles, M. (2001). Training session. Academic Assistance and Resource Center.
Charrier, G. (1972). Cog's ladder: A model of group development. Proctor and Gamble Newsletter.
Dewey, J. (1916). Democracy and Education: An introduction to the philosophy of education.
Dzubak, C.M. The cognition gap: Sufficient skills for high school but not sufficient for college. Synergy. Retrieved from: http://www.myatp.org/Synergy_1/Syn_12.pdf
Kuh, G. (2008). High-Impact educational Practices: What they are, who has access to them, and why they matter. Washington, D.C.: AAC&U Publishing.
Krathwohl, D. R. (2002). “A Revision of Bloom's Taxonomy: An Overview.” Theory into Practice, 41 (4): pp. 212-18.McWilliams, 2011
SOURCES
McWilliams, copyright 2011
MacDonald, R. (1994). The Master tutor. New York: Cambridge Stratford Study Skills Institute.
McWilliams, M.E. (2007). The Broken Spoon Video. http://www.youtube.com/watch?v=XWPzDXmTA34. New York: Jossey-bass.
Pintrich, P. (1995). Understanding self-regulated learning: New Directions for Teaching and Learning
Svinicki, M. (2004). Learning and motivation in the post-secondary classroom. Bolten, MA: Anchor Publishing.
Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard Press.
Wong, H.K and Wong, R.T. (2004). The first days of school: How to be an effective teacher. New York: Harry K. Wong Publications.
