Invitational Teaching Strategies 2005 World Leadership Institute Hong Kong, China September 30, 2005 Dr. Judy Lehr School of Education The Citadel

Focus Activity What do you remember? – About yesterday? – About last week? – About last year? – About when you were in college?

Focus Activity Looking over the examples of your own memory, what theories might you form about how memory works? Based on these ideas, what suggestions might you give a new professor about teaching to increase the likelihood that students will remember the content?

Traditional Lecture Assets – Efficient – Control of information – Organized Liabilities – Remember performance, not facts – No feedback – Little participation

Principles of Memory Connecting – Bridging – Connection between new information and own experiences – Teaching for transfer Organizing – Advance organizer – a visual which provides a format to help organize thoughts ahead of time Elaborating – Questioning strategies – Practice

Constructivist Lecture Stage I – Introduction to the Topic – Attention Getter Stage II – Activate Prior Knowledge Stage III – Presentation / Student Involvement Stage IV – Closure / Reflection on the Learning

Learning Pyramid

Stage I: Introduction to the Topic Attention Getter Video Cartoons Stories Jokes / Humor Costumes Role Playing Sponge Activity

Stage II: Activate Prior Knowledge K-W-L Quick Write Display the Word Think-Pair-Share

Stage III:Presentation Student Involvement Guide Lecture Graphic / Advance Organizers Creating Questions Predicting Numbered Heads Together

Thinking Hats Teaching Transparencies Sticky Notes Movement Peer Practice Stage III:Presentation Student Involvement Where did I leave my thinking hat?

Stage IV:Closure Reflection on the Learning What / So What / Now What Panel Questioning Exit Slips Communication Cards

Learners in a Learner-Centered Class Have different experiences Show excitement about learning Are actively engaged Work best in a positive environment Are supported in developing and using effective learning strategies demonstrated in a variety of ways

Learners in a Learner-Centered Class See a reason to learn Are the most valued in decision-making Demonstrate knowledge in many ways Listen and respect each person’s point-of- view Have an opportunity to engage in higher- order thinking

Learners in a Learner-Centered Class Provide peer learning and peer teaching Learn in a natural process Learn around themes that are meaningful Have unique differences Are encouraged in challenging activities Are provided questions and tasks that stimulate their thinking beyond note memorizing

Learners in a Learner-Centered Class Are assessed in different ways Participate in individualized and group activities Are active participants Often work at their own pace Are allowed to express a diversity of competencies Are involved in processing information independently and in groups

Questions?