“GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences Brigham Young University - Idaho April 16, 2012

BYU-Idaho: “It is imperative for this institution to raise substantially the quality of every aspect of the experience our students have.” -Statement made in October 2005 by: David Bednar, former president Kim Clark, current president Larry Summers, visiting speaker

Average Quality of Teaching in 2005 3-5 Years from Then 7-10 Years from Then 1 Which meaning of “raise…substantially” did the new president mean, in 2005: A? Or B?

TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… Be Learning-Centered

TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… Be Learning-Centered Work on Continuous Improvement

Getting Better Over Time Quality of Teaching (now) Everyone’s Potential A B C Time

Getting Better Over Time Quality of Teaching (now) Everyone’s Potential A C Time

FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interact with Students Designing Learning Experiences Managing the Course Beginning of the Course

DURING the course END of the course AFTER the course Assess the effectiveness of one’s own teaching Acquire new ideas on teaching Reflect on what else one needs to learn Try new ways of teaching GETTING BETTER Over Time Knowledge of subject matter Design learning experiences Interact with students Course management FOUR FUNDAMENTAL TASKS of Teaching DURING the course END of the course AFTER the course Impact on STUDENT LEARNING

3 WAYS OF LEARNING The Learning Cycle: 3 2 LEARN USE REFLECT ASSESS Ideas/Literature on COLLEGE TEACHING 3 COLLEAGUES 2 LEARN USE REFLECT ASSESS SHARE 1

EVERYONE GETTING BETTER: What is needed, for this to happen? My Answer: Every needs to… LEARN about and USE new ideas – every year, every year. ASSESS and get FEEDBACK on their teaching – carefully, all the time .

3 WAYS OF LEARNING The Learning Cycle: LEARN USE REFLECT ASSESS SHARE Ideas/Literature on COLLEGE TEACHING COLLEAGUES LEARN USE REFLECT ASSESS SHARE

NEW IDEAS to Be Aware of, Learn about, and Use

“5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

“5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning

Saundra McGuire, Louisiana State Univ. Stephen Carroll, Santa Clara Univ.

Use Metacognition to Become an Expert Learner Saundra McGuire: Use Metacognition to Become an Expert Learner

Metacognition The ability to: think about thinking be consciously aware of oneself as a problem solver to monitor and control one’s mental processing to be aware of the type of learning that you are doing

Counting Vowels in 45 seconds How accurate are you? Count all of the vowels in the words on the next slide.

Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

How many items in the list do you remember? 2 or less 3 – 5 6 – 8 9 – 12 13 or more

Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour What are the words arranged according to?

NOW how many words or phrases do you remember? 2 or less 3 – 5 6 – 8 9 – 12 13 or more

What were two major differences between the 1st and 2nd attempts?

1. We knew what the task was 2. We knew how the information was organized

*Intense Study Sessions The Study Cycle 4 Reflect 3 Review Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Preview 4 Reflect Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. Review Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. Intense Study Sessions* - 3-5 short study sessions per day Weekend Review – Read notes and material from the week to make connections Study Assess your Learning – Periodically perform reality checks Am I using study methods that are effective? Do I understand the material enough to teach it to others? Assess *Intense Study Sessions 1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session 2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack 4 Review (5 min) Go over what you just studied Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

The Story of Three LSU Students Travis, junior psychology student 47, 52, 82, 86 B in course Joshua, first year chemistry student* 68, 50, 50, 87, 87, 97, 90 (final) A in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course *2010 Summer Scholar

“PRIMING STUDENTS FOR SELF-DIRECTED LEARNING” Stephen Carroll Santa Clara University “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING” http://www.youtube.com/user/LDeeFink

“Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?

Dean’s List (Top 10% of each class) Seniors: ~45% of his students make this list Juniors: ~40% Elected to honor societies: More than 3 times the rate of the general population. Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc. “The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”

“5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design

“Learning-Centered Course Design”

Taxonomy of Significant Learning

Understand and remember the key concepts, terms, relationship, etc. In a course with significant learning, students will: Understand and remember the key concepts, terms, relationship, etc. Know how to use the content. Be able to relate this subject to other subjects. Understand the personal and social implications of knowing about this subject. Value this subject and further learning about it. Know how to keep on learning about this subject, after the course is over.

INTEGRATED COURSE DESIGN: Key Components Learning Goals Feedback & Assessment Teaching & Learning Activities S i t u a t i o n a l F a c t o r s

3-COLUMN TABLE: Learning Goals: Assessment Activities: Learning Activities: 1. 2. 3. 4. 5. 6.

Criteria of “GOOD” Course Design Significant Learning Learning Goals Integrate Teaching and Learning Activities Feedback & Assessment Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

- - - - - -> - - - - - -> - - - -> Learning ACHIEVED Learning IMAGINED - - - - - -> - - - - - -> - - - -> Learning ACHIEVED 4 1 Learning Goals Xxx xxx Week: Mon Wed Fri 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 2 Learning Goals Ass’m’t Activ. LearningActiv. Xxx 2. Xxx 3. Xxx 4. Xxx 5. Xxx 6. Xxx 3 3-Column Table Weekly Schedule

FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning

“Team-Based Learning” Larry Michaelsen

HOW DO PEOPLE LEARN? Transmit Knowledge?

Transmission Of Knowledge

HOW DO PEOPLE LEARN? Transmit Information Constructivism

HOW DO PEOPLE LEARN? Transmit Information Constructivism Social Constructivism

Quality of Student Learning Traditional Teaching (lecture, textbook focused) Team-Based Learning Cooperative Learning Casual Use Different Ways of Using Small Groups

EXAM: Individual or Group The Sequence of Learning Activities in Team-Based Learning • Covering a 2-3 Week Block of Time Covering One Major Topic Within the Course Three Phases of Team Learning: Preparation Application (Practice with Feedback) Assessment Activities: R.A.P.: CULMINATING PROJECT EXAM: Individual or Group 1. Individual test (Continue 2. Team test Group Work Group Work pattern as long In-Class: 3. Appeals (Simple) (Complex) as desired) 4. Corrective Instruction Out-of-Class: Reading Homework Homework Review Approximate Level of Content Understanding at Each Phase: ) 90-100% 50% 60% 70% 80% ) 40%

Assignment Wording: Desired Learning Outcome: “Students will be able to coherently weigh the factors that affect the desirability of specific sites as locations for particular kinds of business ventures.” “Identify the key factors that should be considered when deciding where to locate a new business.” “Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).” “Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”

3 “DIALOGUE” BOXES OF TBL With Oneself Dialogue WITHIN A Group Dialogue AMONG Groups High Quality LEARNING x x =>

Question: What is the main reason that the “3 Boxes” sequence is such a powerful learning sequence?” It has more student-talk than teacher-talk. It generates dialogue from multiple perspectives, focused on a key issue or question. Students are teaching each other, rather than being taught by the teacher. The course becomes more enjoyable for students because they are more actively engaged.

FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students

“Be a Leader With Your Students” Ken Bain

FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Interact with Students Designing Learning Experiences Managing the Course Beginning of the Course

LEADERSHIP: “Motivating and enabling others to do something important well.” Question: What can teachers do, to LEAD students?

FINK’S “5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

“Students Reflecting on Their Own Learning” John Zubizarreta

“TAKING CHARGE OF ONE’S OWN LEARNING” St1 St2 Teacher/Coach

? Meta-Learner: St1 St2 Teacher/Coach

Teacher/Coach Meta-Learner: One Who Takes Charge of their… ? Own Learning/ Development St1 St2 Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values

Teacher/Coach Meta-Learner: One Who Takes Charge of their… ? Own Learning/ Development St1 St2 Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values

Learning Portfolios: KEY QUESTIONS WHAT did you learn? HOW did you learn? What helped and didn’t help you learn? What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING? SIGNIFICANCE FOR YOU, of what you learned? Plan for FUTURE LEARNING: WHAT ELSE do you want or plan to learn? HOW will you learn that?

“5 TRANSFORMATIVE TEACHING PRACTICES” Change Students’ View of Learning Learning-Centered Course Design Team-Based Learning Be a Leader with Your Students Students Reflecting on Their Own Learning

5 Transformative Teaching Practices: “Will help you… Increase the rate at which your students are able to learn; Focus your learning and assessment activities on the achievement of significant learning goals; Create small-group dialogue around reading assignments and significant application problems; Motivate and enable students to learn, by using good leadership practices; and Prompt your students to pull back from their learning and reflect, from time to time, on: “What am I learning, how am I learning that, etc.?”

THE BYU-Idaho LEARNING MODEL: (for Students) Prepare Acquire a new understanding of “learning” and “themselves as learners” Teach One Another Team-Based Learning – Focused & intense intra-group and inter-group dialogue Ponder/Prove Learning Portfolios – students reflect on what they learned, how they learned, how they can document that learning, etc.

GETTING FEEDBACK FROM KNOWLEDGEABLE “OTHERS”

3 WAYS OF LEARNING The Learning Cycle: 3 2 LEARN USE REFLECT ASSESS Ideas/Literature on COLLEGE TEACHING 3 COLLEAGUES 2 LEARN USE REFLECT ASSESS SHARE 1

Coaching/Getting Feedback: = “Seeing Ourselves through Someone Else’s Eyes” Whose Eyes? Our Students: Focused Feedback

Focused Feedback from STUDENTS: List of Learning Goals: Rate and comment on each one List of Major Learning Activities: Rate & Comment List of Major Assessment Activities: Rate & Comment

Coaching/Getting Feedback: = “Seeing Ourselves through Someone Else’s Eyes” Whose Eyes? Our Students: Focused Feedback Fellow Teachers: Classroom observations + Course materials Teaching Specialists: Same

How Can YOU Get Better? Learn about and use new ideas on teaching & learning Get powerful forms of feedback on your teaching

How Do You Do All This? Individual Effort Institutional Support

INSTITUTIONAL SUPPORT: Finding Time: Work Load Issues Office of Support: Specialist who can provide leadership and organize campus- wide activities in this effort New Ways of Getting Feedback: ≈ New Ways of Evaluating Teaching Teaching Portfolios: Institution-Wide use Contribute to & Learn from – the Scholarship of Teaching & Learning (SoTL)

THE BYU-Idaho LEARNING MODEL: (for PROFESSORS) Prepare Invest 35-40 hours per year, in your Professional Development as a teacher Teach One Another Give & receive feedback on each other’s classroom teaching and course design Ponder/Prove Teaching Portfolios: Periodically re-consider and re-document your answers to…

QUESTIONS: Answer Questions #2 & 3 on 1st page of handout: What are the 2-3 major ideas you learned here today? What do you plan to do, in the next 48 hours, to get better as a teacher?

Average Quality of Teaching in 2012 3-5 Years from Now 7-10 Years from Now Which meaning of “raise…substantially” did the new president mean, in 2005: A? Or B?

THE END! ?? Higher Education: Let’s make it all that it can be and needs to be!

OR, A NEW START?? Let’s Get Started!! Teaching for the 21st Century . . . Let’s Get Started!!