Evidence-Based Teaching Instructional Strategies and Tools: Making the Learning Real to the Learners Evidence-Based Teaching Session 6, February 28, 2012 Anne Belcher, Ph.D. & Linda Adamson, Ed.D. Instructors

Learning Objectives Identify commonly used components of case-based learning across teaching settings Identify key features of a concept/mind map, citing examples Using jigsaw groups, collect and organize key features of discussion & questioning, effective lectures, and collaborative/cooperative learning groups Working in project feedback groups, share plans for identifying appropriate evidence for instructional strategies in individual plans

Think Recall 1 – 2 memorable situations in which you use/have used case-based learning (either in a teaching or a learning role) Visualize the setting, the way the process unfolded, and how the learning happened Jot down the key features that contributed to learning

Pair What key features of the case-based methodology emerged as most important to the learning? Were any key features not common across your experiences? How do you explain that?

Share Common features of case-based learning across the pairs:

When to use it? Why choose this instructional strategy? Learners? Content? Setting? Time limits? Materials/technology?

Recommended Features Realism Opportunity for Synthesis Uncertainty, Multiple Possible Resolutions

Concept/Mind Maps Level of experience? In what circumstances/for what purposes? How useful?

Mind-Mapping Watch video to identify key features of the concept/mind map about innovation being developed and explained: http://www.youtube.com/watch?v=NugRZGDbPFU&feature=related Connections favor the prepared mind (Marohn after Pasteur)

Unpacking the Insights What went into mapping the concept of INNOVATION? What might be important for understanding productive uses of concept/mind-mapping as an instructional strategy?

Building Expertise Assigned readings: SKIM to identify: KEY FEATURES of the category of target instructional strategy WHY/WHEN to use the strategy POTENTIAL PITFALLS and how to mitigate/prevent them OTHER RECOMMENDATIONS

Move to Expert Groups Each member: Confirm understanding so that ALL group members have common understanding about the key aspects of the target strategy

Discussion & Questioning Expert Groups Strategy Group Members Cooperative Learning Mike Marohn, Steve Bonawitz, Carolyn, Marie, Shannon Discussion & Questioning Steve Yang, Carey, JP, Jen, Anastasia, Rich Lectures Kenzo, Will, Kris Lindstrom, Kristen Nelson, May--Sann

Home Groups TAKE your expertise (completed grid for your strategy!) to your home group) EACH EXPERT: Teach rest of your group to achieve equivalent mastery across all target strategies

Home Groups Strategy Group Members Group 1 Mike Marohn, Jen, Will Steve Bonawitz, JP, Kris Lindstrom, Rich Group 3 Carolyn, Carey, Kenzo Group 4 Marie, Steve Yang, Kristen Nelson Group 5 Shannon, Anastasia, May-Sann

The Big “So What?” What were the values and the challenges of the jigsaw strategy? Special insights about the target strategies? Questions?

Reflect with Post-Its I liked… I learned… I wish I had… Next time, I will… Comments? Questions?

Time in Project Groups Help colleagues clarify plans for identifying and making use of appropriate evidence supporting your key instructional strategy for the teaching project plan.

Reference Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors (3rd Ed.). San Francisco: Jossey-Bass.