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Engaging Learners in Small and Large Classes Dr. Vanneise Collins, Kun Huang Quality Enhancement Plan Faculty Workshop Center for Learning & Development October 2010
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By the end of this workshop, you will be able to: Explain Bloom’s Taxonomy and Higher Order Thinking. Justify the importance of engaging students in active learning. Choose 1-2 instructional strategies to engage students in active learning in both large and small classes. Identify 1-2 strategies that cultivate higher thinking skills in both large and small classes. Objectives Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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QEP/HOT review Why do we engage learners? How do we engage learners? Plan for implementation Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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QEP/HOT review Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Work in pairs to write down your answers to following: 1.Describe each level of Bloom’s Taxonomy 2.Illustrate each level with an example 3.Define Higher Order Thinking based Bloom’s Taxonomy 5min … … Be prepared to share with the whole group Activity –Bloom’s Taxonomy
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QEP focus statement To improve students Higher Order Thinking (HOT) skills across the health sciences curricula through faculty development in curricular delivery methods and course redesign
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QEP/HOT review Why do we engage learners? Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Activity – What does this image communicate to you? In small groups … 5 minutes Be prepared to share your interpretation with the whole group Lila M. Smith Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Activity Develop an illustration that shows your ideal teaching/learning environment. Individually, draw on a piece of paper 3 minutes …… Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Lila M. Smith
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Adult learners have a foundation of life experiences. Adult learners are relevancy-oriented & practical. What does research say? Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Slides
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Presentations
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Slides Presentations
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Slides Presentations
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What does research say? Students from a pure lecture class Students who never took the class Content Retention Rickard, Rogers, Ellis & Beidleman (1988) 8% Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Fish is fish, Leo Lionni
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Children’s conceptions of the earth Vosniadou & Brewer (1992)
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Children’s conceptions of the earth Vosniadou & Brewer (1992)
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Discussion was more effective than lecture in ◦ Retention ◦ Knowledge transfer ◦ Problem solving ◦ Thinking ◦ Attitude change & motivation What does research say? McKeachie, Pintrich, Lin, Smith & Sharma (1986) Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Amnesia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Slides Presentations
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What does research say? Students from a pure lecture class Students who never took the class Content Retention Rickard, Rogers, Ellis & Beidleman (1988) 8% Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Amnesia Fantasia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Fish is fish, Leo Lionni
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Children’s conceptions of the earth Vosniadou & Brewer (1992)
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Amnesia Fantasia Inertia Taxonomy of pedago-pathologies Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17. Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), President Emeritus of the Carnegie Foundation for the Advancement of College Teaching. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Dr. William Baker, Brigham Young University
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Five-minute break Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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QEP/HOT review Why do we engage learners? How do we engage learners? Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Continuously align and improve course components to maximize significant learning Significant Learning Outcomes Engaging Learning Activities Informative Learning Assessment Adapted from Fink, L.D. (2003). Creating Significant Learning Experiences, Jossey-Bass.
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Passive Learning Receiving information & ideas Active Learning Experience Doing Observing Dialog Self Others Adapted from Fink, D. (2003). A Self-directed guide to designing courses for significant learning. Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Higher Order Thinking & Active Learning Rich Learning Experiences In-depth Reflective Dialogue Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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The transition TransmitterFacilitator Recipient Active Participant Teacher Students Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Activity – How do you engage students? Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Instructional strategies that support student Higher Order Thinking ApplyAnalyzeEvaluateCreate Case-based scenarios Problem-based learning Simulations Lecture Demonstration Use of Questions Scaffolding Concept mapping Case-based scenarios Cooperative learning groups Discussion Meta-cognition Problem-based learning Reflection Lecture Journal writing Scaffolding Case-based scenarios Cooperative learning groups Meta-cognition Problem-based learning Reflection Lecture Debates Journal writing Scaffolding Case-based scenarios Problem-based learning Reflection Lecture Scaffolding
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Before class Pre-class quiz Submit questions During class Relate to real life experiences Multimedia presentations Engaging students in small & large classes Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Discussion forum iClickers Team based learning Engaging students in large class Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Four principles 1.Groups must be properly formed & managed. 2.Students must be made accountable for their individual & group work. 3.Group assignments must promote both learning and team development. 4.Students must have frequent and timely feedback. Four practical components 1.Permanent teams 2.Readiness assurance 3.Application activities 4.Peer evaluation Team-Based Learning Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Bookends procedure Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Activities for lecture break Compare notes Think – Pair – Share SEEI
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STATE ELABORATE EXEMPLIFY ILLUSTRATE SEEI Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Activities for lecture break Compare notes Think – Pair – Share SEEI Minute paper Concept test Student-generated question Mistake gotcha! Sketch and label a flow chart Pro-con grid Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Plan ahead Answerable but complex Vary forms One question at a time Wait… Reflective listening Questioning Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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1. I have lots of things to cover 2. Students do not participate 3. With active learning, classroom may be out of control 4. …… Concerns Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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QEP/HOT review Why do we engage learners? How do we engage learners? Plan for implementation Overview Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Inform students up front Connect activities with assessment Add variety Start from simple activities Model behaviors Planning for implementation Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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20 minutes…… Individually, work on the implementation plan handout Be prepared to share in small group or with the whole group Implementation plan Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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By the end of this workshop, you will be able to: Explain Bloom’s Taxonomy and Higher Order Thinking. Justify the importance of engaging students in active learning. Choose 1-2 instructional strategies to engage students in active learning in both large and small classes. Identify 1-2 strategies that cultivate higher thinking skills in both large and small classes. Objectives Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010
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Dr. Vanneise Collins Vanneise.Collins@unthsc.edu Vanneise.Collins@unthsc.edu Kun Huang Kun.Huang@unthsc.edu Kun.Huang@unthsc.edu Dr. Vanneise Collins & Kun Huang, UNTHSC Center for Learning & Development, 2010 Contacts
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