Teachable moments by design: Translating teaching into learning TD Session 2 Tresha Dutton, Ph.D., Outcomes Assessment Coordinator Anne Marie Karlberg, Ph.D., Director of Assessment and Institutional Research Fall 2013

Teachable moments session 2 learning outcomes After completing this session, faculty will be able to… explain when they may select lecturing as a TLS explain when they may select discussions as a TLS implement the lecture TLS implement the discussion TLS AM Asking questions is the only way to learn (Indonesian Proverb)

Teachable moments session 2 learning outcomes After completing this session, faculty will be able to… explain when they may select lecturing as a TLS explain when they may select discussions as a TLS implement the lecture TLS implement the discussion TLS AM Asking questions is the only way to learn (Indonesian Proverb)

Active learning means the mind is actively engaged No teaching strategy works for all learning outcomes or all students. Ask yourself “what”, “why” and “how”… What teaching and learning strategies (TLS) are available? Why might I select one TLS over another? How will I successfully implement the TLS I select? Reward learning rather than behavior Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures TD

Activity #1 – Following directions TD – as a table write on sheets of paper; Lead the quick 1 minute origami folding lecture followed by 5 minute debrief in their groups as to why no one folded the penguin. Have them debrief on flip charts and post around class. Use these notes to refer back to as we go through the remaining 3 slides? Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Uses Provide an orientation to the day (highlighting key concepts and ideas). Adapt sophisticated knowledge to students’ needs. Present an organization to the material. Update information in reading. Summarize material over many sources. Develop active listening. TD Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Don’t… repeat the students’ reading. read your lecture. speed up to “get everything in”. go on too long without a break. cover too many topics. compete with distractions (e.g., conversations, texting, etc.). TD – pair-share about experience and any don’ts on debriefing sheets Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Do… align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Pair-share with do’s… #5 Do 10-15 minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships). #8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships). AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great. Estimate time to plan presentation Know material well (!) Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Do… align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Pair-share with do’s… #5 Do 10-15 minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships). #8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships). AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great. Estimate time to plan presentation Know material well (!) Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Do… align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Pair-share with do’s… #5 Do 10-15 minute chunks with brief designed breaks (e.g., interact with material, each other, and practice performing learning outcome) (relevance, relationships). #8 Supplement with visual aids, pictures, relevant examples, memory devices (mnemonic, imagery, semantic associations, bridge with students’ prior knowledge) (rigor, relevance, relationships). AMK: What if we went though each of these points. I can describe what they mean and you could show how they foster rigor, relevance and/or relationship? Great. Estimate time to plan presentation Know material well (!) Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Rigor align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Relevance align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Relationships align with learning outcome. prepare by asking yourself: Why will they be motivated to listen? What do you want them to remember? How will they receive this information? limit lectures to one big idea for the day. set an organization framework for the day. get students’ attention at the start. create 10-15 minute segments with designed breaks. recap at end. supplement with visual aids, pictures, relevant examples, memory devices. scaffold information presented. provide skeletal lecture notes to students. Asking questions is the only way to learn (Indonesian Proverb)

Learner-centered lectures: Assessing learning Assess students’ learning and intended learning outcome(s) by… designed break activities formative assessment (classroom assessment techniques – CATs) review students’ notes designed break activities (pair-share, share notes with key points) formative assessment (CATs) at beginning, in middle, or end of class (paragraph summary, brief quiz, correct the error) review students’ notes Asking questions is the only way to learn (Indonesian Proverb)

Asking questions is the only way to learn (Indonesian Proverb) Series assignments Proposal  Teaching and learning strategies (TLS) report Classroom observation report Mapping assignments to course outcomes report Course outcomes plan and report All are due electronically to Tresha on or before Fri. March 21st. TD 20 minutes – in pairs, fill in hard copies Asking questions is the only way to learn (Indonesian Proverb)

Asking questions is the only way to learn (Indonesian Proverb) Next session Date: Fri. Oct. 25 at 1 pm in KUL 108 Teaching and learning strategy focus: group- based learning (Jason) Guest speakers: diversity (Betsy, Johnny, & Beth) Workshop homework: Reading and audio file TD Asking questions is the only way to learn (Indonesian Proverb)

Varied generations and economic level learners Carla Gelwicks, Director for Transitional Learning Programs, CAS 167, 360-383-3061 Amy Riedel, Workforce Career Advisor, Special Projects Coordinator, and MA Adjunct Faculty; Kelly 008, 360-383-3194 TD Asking questions is the only way to learn (Indonesian Proverb)