Teaching Accounting Mississippi Society of CPAs Educators Symposium October 29, 2010 Susan V. Crosson Santa Fe College, Gainesville, FL

Friday Morning Potpourri Introductions and Welcome Teaching Fundamentals including VARK learning modalities, learning levels, and the teach/learn/assess process. TPI: Teaching Perspectives Inventory Encouraging Learning with Technology: YouTube, iPads, Smart pens, Tablet pc Tackling Teaching Together Discussions Pathways Commission: Charting a National Higher Education Strategy for the Next Generation of Accountants

Teach/Learn/Assess Fundamentals Susan V. Crosson, Santa Fe College

The Traditional Knowledge Process Read Book, Come to Class TEACH TEACH Deliver content… Do Homework, ParticipateLEARN Activities to Gain Confidence in Knowledge… Write Papers, ExamsASSESS Demonstrate Knowledge Breadth and Depth…

VARK Teaching/Learning Modalities How to make the teach-learn connection I See…visual learners I Hear…aural learners I Touch…read/write learners I Do…kinetic learners Multi-modal

The Knowledge Process...now Identify Resources TEACH TEACH Deliver Knowledge, Skills, Abilities, Attitudes, and Values... Create Activities LEARN Activities to Gain Confidence in Knowledge... Assess Outcomes ASSESSDemonstrateKnowledgeBreadth and Depth…

The Developmental Stages of Learning Absolute knowing means a student has knowledge of the facts and can answer questions like how, what, where, and when. (Bloom: Knowledge and Comprehension) Transitional knowing means a student can apply the methods or knowledge to specified situations and can compare and contrast methods. (Bloom: Application) Independent knowing means a student uses the knowledge to form opinions in nonspecific situations and can answer the question why. (Bloom: Analysis and Synthesis) Contextual knowing means a student has integrated the knowledge into a broad context and is able to evaluate perspectives to make reasoned decisions and policies using this knowledge. (Bloom: Evaluation)

Learning Intervention Activities Evaluation What If Synthesis Why Analysis Why Application How Comprehension What Knowledge What Bloom’s Taxonomy Find a real company example of the topic and create a video Create a graphic merging all the chapter topics into one graphic Compare two visuals Create a flowchart Excel template problems with solutions Identify most important part of a text graphics Create visuals Crosswords Matching I See Peer review (face- to-face or over the phone) another student’s work One minute audio journal/blog summary of the chapter Audio podcast about a learning objective and why it is important Verbally compare answers with a student consultant Explain the review problem or a graphic to other students Create audio notes Speak answers Develop neumonics I Hear Prepare a written critique of another student’s work Develop a review exam to study for the test Merge student notes into one page recap of chapter Write quiz questions Compare notes with two other students and merge into one improved version Create how-to directions for an exercise Answer end of chapter assignments Create one page of most important points Reading guides Write notes Recap notes I Touch Write a better homework problem Give data on a real company and ask group to write a problem Interview a business person about topic Chapter Expert led discussion forums, posted notes, and potential exam questions QuickBooks problems Field trips with feedback Group practice exam Excel templates Working papers Group homework Student solutions to old exams Never ending text multiple choice and TF Create flashcards Content checklists I Do

Learning/Assessment Focused Questions

TeachLearnAssess Process Spiral

Learning Outcomes are statements that describe what students are expected to know, think, and able to do by the time of graduation. align with school’s mission statement program level stated from student perspective 3-5 intended learning outcomes ( a student will) specific can be measured by multiple methods

Course Design

T EACHING P ERSPECTIVE I NVENTORY WWW. TEACHINGPERSPECTIVES. COM J OHN C OLLINS, P H D D AN P RATT, P H D

R ECONFIRM OR C HECK FOR C HANGE The TPI can be taken again to see changes and “improvements” Go to if you wish to take the assessment again

Encouraging Learning with Technology Susan Crosson

Why I got involved with Technology To create a learning process as individual as each student requires to master the course content and actively apply with confidence what's learned.

Google me YouTube site: Financial Accounting playlists: crosson/Fall%202007/Flip%20Videos%20F all%202007/FA%20Videos.htm Managerial Accounting playlist: crosson/Fall%202007/YouTube.htm crosson/Fall%202007/YouTube.htm

HELPHELP

Question: How do you currently use technology?

Video …..Consider the possibilities Record and playback classes Chapter overviews—highlight favorite pages or LOs (learning objectives) End-of-chapter coaching of review problem to model problem solving process Explanations of textbook visuals, i.e., exhibits, figures Student created using cell phones & YouTube i.e., interview experts, FAQs Pecha Kucha-a structured voice over powerpoint slide presentation limited to a 20 second format per slide for no more than 20 slides. Use instead of term paper or for chapter expert. Forces students to focus. Learning Interventions for Student Learning Outcomes (accreditation documentation) I see and hear, therefore I learn

Create Videos using Camera or Cell phone

Create Videos with a Smart Pen

LiveScribe Help

Tablet pc and iPad

PowerPoints with Voiceovers Narrated PowerPoint Presentations Camtasia produced Videos

Sponsored by the American Accounting Association (AAA) and the American Institute of CPAs (AICPA) (Fill in Organization and Date)

 Send your input via the Pathways Commission space:   Or send your input to Bruce Behn Pathways Commission (AAA and AICPA)30