Carol Hurney, James Madison University Jenny Knight, University of Colorado – Boulder Janet Branchaw, University of Wisconsin – Madison Alix Darden, University Oklahoma Health Sciences Center

? Work with your BAT Team Think Think about a moment in your own college experience when you had a powerful learning experience. What factors made this possible? Share Share your story with your team. Describe the class you will be working on during this institute.

! Summarize the different factors and characteristics of your groups’ powerful learning experiences

Experience s Skills Content

 Teaching Teaching & Understanding Understanding

Deep Learner Makes relationships to prior knowledge Relates theory to everyday experiences Organizes content Internal Motivation Strategic Learner Well organized surface learner Acquires performance techniques Plays the academic game Motivation for grades Surface Learner Memorizes information No association to everyday experiences Facts and concepts are not related to theories External motivation

Dualistic Thinking knowledge is certain and unambiguous questions have answers authorities possess valuable wisdom that contains eternal truths Multiplicity certainty yields to uncertainty and ambiguity knowledge and truth are essentially subjective and personal opinion is insufficient because specific criteria help evaluate the usefulness and validity of knowledge claims Contextual-Relativism in a world of uncertainty, they must make choices (whether about ideas, hypotheses, theories, or policies) choices require methods of critical thinking Commitment within Contextual Relativism acknowledgement that choices require analysis and values knowledge, theories, and methods are imperfect and uncertain personal choices require acknowledging personal responsibility that follows from personal values. Thoma, George A. (1993) "The Perry Framework and Tactics for Teaching Critical Thinking in Economics". Journal of Economic Education Spring:

1.Students’ prior knowledge can help or hinder learning 2.How students organize knowledge influences how they learn and apply what they know 3.Students’ motivation determines, directs, and sustains what they do learn 4.To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned 5.Goal-directed practice coupled with targeted feedback are critical to learning 6.Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning 7.To become self-directed learners, students must learn to monitor and adjust their approaches to learning. 1.Students’ prior knowledge can help or hinder learning 2.How students organize knowledge influences how they learn and apply what they know 3.Students’ motivation determines, directs, and sustains what they do learn 4.To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned 5.Goal-directed practice coupled with targeted feedback are critical to learning 6.Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning 7.To become self-directed learners, students must learn to monitor and adjust their approaches to learning.

Goal-directed practice coupled with targeted feedback are critical to learning

0 Learning How to Learn CaringApplication Integration Human Dimension Foundational Knowledge ©2003 L. Dee Fink, Creating Significant Learning Experiences

SOLO Taxonomy Anderson and Krathwohl, 2001

 Which learning taxonomy appeals to you?  Which learning taxonomy aligns with the big learning goals of your course?  Discuss with your BAT team