1. 3 rd Annual Ivy Tech Community College Adjunct Faculty Conference Behind Every Voice There is a Story: Understanding the Learning Potential of all Students April 4, 2009 Dr. Mary F. Howard-Hamilton – Professor, Indiana State University Dr. Kandace G. Hinton – Associate Professor, Indiana State University

2. Agenda Introduction Purpose & goals Discounted Dreams – Teaching Remediation 60 second reflection Perrys scheme From Teaching to Learning Practical Strategies Q & A

3. Purpose and Goals To provide a broad a context for learning To provide a theoretical connection to learning To provide a opportunity to consider strategies for practice

4. Perrys Theory of Intellectual & Ethical Development William G. Perry (1968) Theory is designed to tell us how students interpret and make meaning of the teaching and learning process (Evans, Forney, and Guido-DiBrito, 1998, p. 129) Interviews with Harvard MALES FORMS of intellectual development – Simple to Complex Nine POSITIONS Development Occurs During Transition

5. Perrys Theory of Intellectual & Ethical Development PositionDescription 1Basic DualityDichotomous view of the world 2Multiplicity PrelegitimateCognitive dissonance Paradigms change when the ruling paradigm loses its capacity to solve problems and generate a positive vision of the future 3Multiplicity Legitimate but Subordinate Learning to think independently 4aMultiplicity CoordinateUncertainty is part of learning 4bRelativism SubordinateNew rules of evidence 5RelativismDevelopment of Metacognition 6Commitment ForeseenSee need for commitment 7-9Evolving CommitmentsProgression of commitment

6. Perrys Scheme of Intellectual Development Dualism – Teacher is right, what do I need to know for the exam, right/wrong dichotomous thinking process --- JOE FRIDAY Just the facts maam Multiplicity – anything goes mode of thinking, all opinions are equally valid, moves from learning how to learn to thinking independently, peers become legitimate sources of knowledge --- Baskin & Robbins choose from lots of flavors Relativism – Knowledge is viewed qualitatively, values well developed arguments, welcomes critical feedback that points out flaws in ones analysis --- Point/Counterpoint or Rachel Maddows Talk Me Down

7. Perrys Theory of Intellectual & Ethical Development PositionDescription Dualism – Joe Friday Just the facts maam Dichotomous view of the world AUTHORITY Multiplicity – Baskin and Robbins 34 Flavors (most college students in this position) Others are empowered with opinions Tolerate gray areas for a short time Relativism – Point/Counterpoint or Rachel Maddows Talk Me Down Most significant position LOTS of gray Able to make decisions in light of uncertainty Commitment to Relativism No change in cognitive structure Process of Commitments SIMPLIFIED MODEL

8. Teaching to Learning Paradigm Mission and Purposes Criteria for success Teaching/learning structures Learning theory Nature of roles (Barr & Tagg, 1995)

9. Mission and Purposes Teaching Paradigm the mission of the college is to provide instruction, to teach The method and the product are one and the same The means is the end Learning Paradigm the mission of the college is to produce learning The method and the product are separate The end governs the mean (Barr & Tagg, 1995)

10. Mission and Purposes Teaching Paradigm a college aims to transfer or deliver knowledge from faculty to students Learning Paradigm to create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and solve problems (Barr & Tagg, 1995)

11. Mission and Purposes Teaching Paradigm colleges aimed to provide access to higher education, especially for historically under-represented groups such as African Americans and Hispanics to optimize faculty well-being and success college reflects the belief that it cannot increase learning outputs without more resources Learning Paradigm the goal for underrepresented students (and all students) becomes not simply access but success makes possible a continuous improvement in productivity to produce learning outcomes more efficiently (Barr & Tagg, 1995)

12. Criteria for Success Instruction paradigm Success is based on resources; student selectivity in admission; faculty pedigree; Enrollment and revenue growth Expansion of courses and programs Learning Paradigm Assessment of student learning outcomes (Barr & Tagg, 1995)

13. Criteria for success Teaching Paradigm evaluate the performance of faculty in teaching terms, not learning terms Learning Paradigm The power of an environment or approach is judged in terms of its impact on learning. (Barr & Tagg, 1995)

14. Teaching/Learning Structures Teaching Paradigm One course, one teacher One semester, three-credit courses Under the rule of time, all classes start and stop at the same time and take the same number of calendar weeks Learning Paradigm the structure of courses and lectures becomes dispensable and negotiable Semesters and quarters, lectures, labs, syllabi- indeed, classes themselves- become options rather than received structures or mandatory activities (Barr & Tagg, 1995)

15. Teaching/Learning Structures Teaching Paradigm atomistically organize courses and teachers into departments and programs that rarely communicate with one another Learning Paradigm requires a constant search for new structures and methods that work better for student learning and success (Barr & Tagg, 1995)

16. Learning Theory Teaching Paradigm Knowledge exists "out there" Knowledge comes in chunks and bits; delivered by instructors and gotten by students Learning is cumulative and linear Learning Paradigm Knowledge exists in each person's mind and is shaped by individual experience Knowledge is constructed, created, (Barr & Tagg, 1995)

17. Learning Theory Teaching Paradigm Fits the storehouse of knowledge metaphor Learning is teacher centered and controlled "Live" teacher, "live" students required The classroom and learning are competitive and individualistic Talent and ability are rare Learning Paradigm Learning is a nesting and interacting of frameworks Fits learning how to ride a bicycle metaphor Learning is student centered & controlled "Active" learner required, but not "live students required Learning environments and learning are cooperative, collaborative, & supportive Talent and ability are abundant (Barr & Tagg, 1995)

18. Nature of Roles Teaching Paradigm Faculty are primarily lecturers Faculty and students act independently and in isolation Teachers classify and sort students Staff serve/support faculty and the process of instruction Learning Paradigm Faculty are primarily designers of learning methods and environments Faculty and students work in teams with each other and other staff Teachers develop every student's competencies and talents All staff are educators who produce student learning and success (Barr & Tagg, 1995)

19. Teaching Strategies The Chronicle of Higher Education – Special Section March 27, 2009 Community Colleges – Adjunct Inspiration MERLOT – Free On-Line service of shared lesson plans Be a co-learner and living example Service learning added to the curriculum Attention span rule – Average age of students = the minutes spent on one method of teaching (lecturing, groups etc.) Frequent quizzes allows for constant feedback and assessment Final exam distributed first day of class – Socratic method of discussion, when questions stop-exam is due