C’est si bon: Bach and Balance Sheets An Examination of Skill- Building Pedagogies C’est si bon: Bach and Balance Sheets An Examination of Skill- Building Pedagogies Presented for the Faculty Center for Teaching by Jamie Doran, Diane Follet, Kathy Wixon

What do an accounting professor, a French professor, and a music professor have in common? Peer partner relationship Peer partner relationship FEC FEC Introductory courses Introductory courses

Methodology Two-summer study 1st summer Researched theories of learningResearched theories of learning General theories General theories Discipline-specific theories Discipline-specific theories Examined our coursesExamined our courses Goals Goals Skills Skills Pedagogies Pedagogies

Methodology 2nd summer Shared syllabi and assessmentsShared syllabi and assessments Discussed and shared commonalities and differences in pedagogiesDiscussed and shared commonalities and differences in pedagogies Focused on common challengesFocused on common challenges

Common Challenges We teach languages…

Common Challenges  We teach “courses of accretion ” “Accumulation of knowledge into established structures” (Angelo) “Accumulation of knowledge into established structures” (Angelo) Highly systematic approach Highly systematic approach Requires consistent student attention and effort Requires consistent student attention and effort  We desire similar outcomes Performance Performance ReadingReading WritingWriting ListeningListening SpeakingSpeaking Proficiency Proficiency

Common Challenges We use ongoing assessment of student learning LOTS of daily preparation LOTS of daily preparation ExercisesExercises ProblemsProblems EssaysEssays Frequent quizzes and exams Frequent quizzes and exams LOTS OF GRADING FOR US LOTS OF GRADING FOR US

Common Challenges ANXIETY

We teach skills  Mastery Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis  Proficiency Immediate response to a cue Immediate response to a cue

Activity What skills do your students need to perform well in each of your courses? What challenges do you find in building these skills in your courses?

Our Focus Three areas of great concern to all of us: ANXIETY Pedagogies of Skill-Building Skill-Building Activities

Sources of Anxiety Preconceived notions Preconceived notions “I’ve heard it’s really hard.”“I’ve heard it’s really hard.” “Isn’t there a lot of work?”“Isn’t there a lot of work?” “I’m not good at… (math, languages).”“I’m not good at… (math, languages).” A lot is riding on it A lot is riding on it Prerequisite/requirementPrerequisite/requirement Entrance to the majorEntrance to the major Need to be a risk-taker Need to be a risk-taker Speaking (singing) in classSpeaking (singing) in class Displaying homeworkDisplaying homework Need to be constantly prepared Need to be constantly prepared

Reducing Anxiety Changing misconceptions Changing misconceptions Stating clear expectations Stating clear expectations Providing support Providing support Working in small groups Working in small groups Playing games Playing games

Pedagogies of Skill-Building  Mastery Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis  Proficiency Immediate response to a cue Immediate response to a cue

Pedagogies of Skill-Building  Memorizing Rules Rules Exceptions Exceptions  Practicing skills develops understanding Skills… leading to… Concepts… leading to... New Skills… Skills… leading to… Concepts… leading to... New Skills…  Bounding creativity within acceptable/accessible limits

Skill-Building Activities Sample activities First-day activities First-day activities Collaborative work Collaborative work Board work Board work Role playing Role playing Games Games

Skill-Building Activities Sample activities, cont’d. Drills Drills “Back and forth” questioning “Back and forth” questioning Working through examples Working through examples “Current events” “Current events”

Activity What activities could you use to address the challenge(s) you listed earlier?

Is it working? How do we know?  Ongoing assessment  Differentiating memorization from understanding The “Aha!” moment(s) The “Aha!” moment(s) The oral component The oral component

What We’ve Learned  Commonalities  Research supports our strategies  Exchange of ideas fosters creativity  Reevaluation of our assignments/assessments

What We’ve Learned, cont’d. Value of interdisciplinary discussion Different ways of thinking Different ways of thinking Working together isn’t always “comfortable” Working together isn’t always “comfortable” Renewed appreciation for each other’s courses Renewed appreciation for each other’s courses Renewed appreciation for students’ collaborative efforts Renewed appreciation for students’ collaborative efforts

Implications for Our Curriculum  The “lost skill” - oral communication “Oral Expression - skills in speaking clearly and effectively in small groups or to larger audiences.” (Academic Skills, p. 35, Muhlenberg College catalog, ) “Oral Expression - skills in speaking clearly and effectively in small groups or to larger audiences.” (Academic Skills, p. 35, Muhlenberg College catalog, )  Perspectives Our work as a model Our work as a model Principles of course design Principles of course design

Recommendations  FCT makes collaborations like ours possible.  Talk to your colleagues about the possibility of collaborations.  A remarkably enriching experience!