Overview of the Day 8:00 - 8:45 Registration and light breakfast 8:45 - 9:15 Introduction to workshop goals with introductions of leaders and participants.

Overview of the Day 8:00 - 8:45 Registration and light breakfast 8:45 - 9:15 Introduction to workshop goals with introductions of leaders and participants 9:15 - 9:45 Supporting Student Success: Getting the workshop started 9: :00 Break 10: :30 Supporting student success in your teaching 10: :15 Part 1: Course design scenarios 11: :30 Part 2: Active learning methods 12:30 - 1:30 Lunch and Continuing Discussion 1:30 - 3:00 Teach Students How to Learn 1:30 - 2:15 Part 1: Metacognition 2:15 - 3:00 Part 2: GRIT - Growth, Resilience, Instinct, and Tenacity 3:00 - 3:25 Wrap-up and Discussion What big ideas did you get from the workshop? 3:25 - 3:50 Action Plans How can you use what you learned to develop action plans for the next semester? 3:50 - 4:00 Workshop evaluation

Supporting All Students Through Your Teaching
Bryn Benford and Kristie Bradford With material from Jan Hodder, Heather Macdonald, Karen Kortz, David McConnell, Barb Tewksbury, Karl Wirth, & Richard Yuretich This morning’s session Students as learners Scenario discussion Course design process Course context Goals Writing goals exercise Activities Jigsaw activity Assessment & Feedback Reflection TOTAL TIME – 2 hours Chuck Bailey photo

Scenario Discussion Individually, read one of the scenarios.
2. As a table, discuss the problems. 3. Guided discussion among all. Choose which tables are going to read which scenario. Then after they discuss the problems. T-P-S

Many students need our help in “learning to learn” = metacognition
Novice Expert Few strategies Many strategies Elapsed Time (mins) 2 4 6 8 10 12 14 16 18 Read Analyze Explore Plan Implement Verify Elapsed Time (mins) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Read Analyze Explore Plan Implement Verify In this example from Alan Schoenfield, who is a math professor at UC Berkeley, he noted what novices and experts did as time elapsed when presented a problem X axis are minutes elapsed and Y axis are strategies, I will not go into all of the details of this study but he found that ~60 percent of students read the problem, make a quick decision and pursue that direction come hell or high water. Students are novices. They don’t reconsider or reanalyze the problem and consider different solutions. Most experts however have learned how to self regulate. They approach problems and learning differently than novices. We can help students develop how to learn to learn with strategies that move them along the continuum to expert. A major way in which we can help students learn to learn is by designing courses that promote metacognition and are student centered. From K. Wirth with data from Schoenfeld (1987) Mathematical Problem Solving

Common Way to Plan a Course
Choose textbook  Develop syllabus Write/revise lectures, notes Prepare PowerPoint presentations Write quizzes and mid-term and final exams Many of us will have had the experience of a course that is designed in this way: The first thing that the instructor did was to choose the text book and then plan the course based around the chapters. Then they wrote their lectures on the content, often making power points to illustrate the key points Finally they would determine how to assess the students using some sort of examination.

Alternative Way to Plan a Course
Recently there has been a movement towards a more holistic way to design a new course or part of a course. The concept of backward design – a planning tool with three basic stages The first step is to define your goals and desired student outcomes: So at the end of your course you could answer the questions of “what students know " and "what students are able to do". The second step focuses on what evidence you will accept of what students know and can do - Then finally you design what you are going do in the class to help students achieve your desired results. Resource: Wiggins and McTighe (2006). Understanding by Design

We can help students learn by how we design our courses
Learning Goals Leaning Outcomes Assessment & Feedback Activities Consider course context Articulate goals and outcomes Plan assessment & feedback Design activities So we can help students learn by how we design our courses This is an iterative process that happens at multiple levels – the entire course – or a unit within the course We are going to spend some time unpacking this figure within the context of one of your courses. Course Context Figure modified from D. McConnell Handelsman, J, S. Miller &C. Pfund Scientific Teaching. WH Freeman and Co.

Focus on one of your courses
Choose 1 course that you want to focus on this morning. Maybe choose the course you find the most challenging to teach, but don’t choose an in the field only course. Write the title of the course on the worksheet (page 3-7 in March 2016 workshop notebook).

Consider course context
Each class has a different context. These differences influence the course design. Motivation General education, required for major transfer, elective? Class size <10, 10-25, >25 Format lecture, lecture + lab, on-line, hybrid, flipped? Think about the course context as this will influence your design Add these details to the worksheet

Goals What do you want students to be able to know and be able to do as a result of taking your course? What problems should students be able to solve? How will students apply what they have learned? How will students be different at the end of the course? You are going to write goals for this course. These goals should help you answer the question of what you want your students to know and be able to do by the end of your course. You can ask yourselves questions such as these shown here to start to help you define your goals. Photo by C. Field

Bloom’s Taxonomy Now that you have those goals, consider where they fall on Bloom’s Taxonomy. Bloom’s Taxonomy demonstrates your level of understanding.

Goals-based approach Emphasizes designing a course for which:
Students learn significant content & skills Students practice thinking & solving problems Students leave prepared to apply knowledge & skills Sets goals that: Involve higher-order thinking skills Are student centered Can be assessed in multiple ways This goal based design approach - emphasizes a course in which students should not only learn content and skills but have opportunities to practice using the content and skills and then leave the course ready to apply what they have learned. So we want to set goals that: Involve higher order thinking skills as outline in Bloom’s Are student centered rather than teacher centered And can be assessed

Course Goals Students will understand plate tectonics Students will interpret unfamiliar tectonic settings based on information on landforms, seismicity, and volcanic activity Students will learn to appreciate the natural world Students will predict the weather given appropriate meteorological data Students will be provided with an introduction to the geology of environmental issues Students will explain how geologists use radioactive decay of elements to determine the ages of rock Students will critically review web site articles about oceanographic processes Some clarification details if group does not come up with these points about some of the poorer goal examples What does “understand plate tectonics” mean? – what will they know and be able to do, at what level is “understanding” – what will you assess? 3. What does “appreciate” mean – how would you measure whether a student has appreciated – what does the rubric look like? 5. This goal is very teacher centered - you will give them the information – no indication of what students will do with what you provide. Pair up at your tables and think-pair-share about these goals. Do they involve higher-order thinking skills? Are they student centered? Can they be assessed in multiple ways?

What goals will you set for your course?
Consider & complete Try verbs such as “When students have completed the course, they should be able to…” derive, predict, analyze, design, interpret, synthesize, formulate, plan, correlate, evaluate, create, critique, adapt Now it is time for you to write goals. On the work sheet write two goals for the course you have chosen – 5minutes Now exchange your notebook to the person on your left

Review goals Does the goal focus on higher-order thinking?
Is the goal student-focused? Can you assess in multiple ways whether students have achieved the goal? The person on the left reviews the goal – 3mins Consider whether it focuses on higher order thinking, is student focuses, can be assessed. Brief discussion between pair 3- 5 mins

Course design Course Context Consider course context
Learning Goals Leaning Outcomes Assessment & Feedback Activities Consider course context Articulate goals and outcomes Plan assessment & feedback Design activities Students learn when they are actively engaged in practice, application, and problem solving. (NRC, 1999 How People Learn) Once goals have been articulated then it is time to think of next steps. Remember this is an iterative process where you focus on what evidence you will accept of what students know and can do - And design what you are going do in the class to help students achieve your desired results. We know from considerable research that people learn by actively engaging with the subject. Course Context Figure modified from D. McConnell .

Student retention rate over a 24-hour period from
different teaching methods % retention over 24 hours This is well illustrated here as % of student retention over 24 hours from different teaching methods. No surprises – the more students are involved in their learning the higher the retention rate. Active, student-centered methods promote LEARNING and help students move from novices toward experts Practice By doing Reading Demo Discussion Teach others

Active-Learning Method: Jigsaw
One active method is a jigsaw – how many of you have used this in your teaching? Essentially in a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture, hence the name jigsaw From Barbara Tewksbury

Jigsaw Examples Plate Tectonics: Teams analyze earthquake, volcano, seafloor age, and topographic maps, then combine to draw plate boundaries and interpret processes ( Igneous Rocks: Teams classify igneous rocks. Google Earth: Teams analyze different locations that show similar features (e.g., barrier islands, folds, valley glaciers, volcanic cones, etc.), then combine to discuss similarities and differences of the feature. Here are a couple of examples In jigsaws, teams first analyze data or learn material, then combine to share and use Jigsaws emphasize power of peer teaching as a learning tool

Your turn: Jigsaw on active learning Part I (Teams analyze…)
Count off 1-6 at your table. Move to the poster that corresponds with your number and Talk to your poster team members: Summarize the method. When would the technique be especially useful? For what courses/topics might the technique not work as well? How much preparation before class does the technique require? Time for us to try a jigsaw for us all to learn other active learning tools. The posters for active learning pedagogical methods are on the SAGE2YC site at: Count off 1-6 at your table. Move to poster that corresponds with your number Become the expert on your method by using the four prompts on the slide. 22

Your turn: Jigsaw on active learning Part II (then combine…)
Return to your table and as a group: Briefly describe each method (teach each other) Rank the methods by time required for preparation. What are 3 activities that use different active learning methods to help students interpret graphs. Second half of a jigsaw is to combine. Return to your tables and starting with number 1: Describe the method to your table. Repeat with number 2, 3 ,4,5, and 6 Then rank the methods by time likely to be taken to use in or out of class Then as a group list 3 activities using these methods to help students interpret graphs - they don’t need to be fully developed 23

Active Learning Supports Metacognition
Three basic steps to teaching students metacognition: Teach students that their ability to learn can be changed. 2. Teach planning & goal-setting. 3. Provide students opportunities to monitor and adapt their learning. Plan Adapt Monitor Activities provide students opportunities to monitor their own learning and to teach others. It promotes metacognition – the awareness and analysis of one's own learning or thinking processes. It helps students with the scenarios which began our discussion this morning by showing them their ability to learn can be changed, helping them to plan and set goals for their learning, and providing them opportunities to monitor and adapt. Summarized from Lovett, 2008, Educause Learning Initiative Conference

Assessment and Feedback
Learning Goals Leaning Outcomes Assessment & Feedback Activities Consider course context Articulate goals and outcomes Plan assessment & feedback Design activities So we can help students learn by how we design our courses Remember that this is an iterative process that happens at multiple levels – the entire course – or a unit within the course We are going to continue unpacking this figure and move to the assessment and feedback portion Course Context Figure modified from D. McConnell Handelsman, J, S. Miller &C. Pfund Scientific Teaching. WH Freeman and Co.

Assessment & Feedback Evidence for what students know and can do
Low-stakes opportunities to help instructor adjust ongoing instruction to meet student needs Opportunities for student self-assessment Small group discussion Think-Pair-Share Concept/clicker questions (group vote/class meta-analysis) Student worksheets, minute papers Assessment and feedback is the evidence you will accept of what students know and can do. It also allows you to monitor how students are doing, to make adjustments to your course and provides opportunities for student self assessment. Many assessments such as these shown here are relatively low-stakes that give you fast feedback within the course or just after the lesson. We could call this formative assessment – it is allows for rapid changes if necessary, for example if a minute paper shows that many students are confused about a core concept you can alter your next class to make sure you revisit that topic and help students learn that core concept before moving on. Others are opportunities for student self assessment. Pause and write down. How do you know? What will you do differently next time? What questions do you have?

Higher stakes assessments that may account for part of a student grade
Assessment & Feedback Higher stakes assessments that may account for part of a student grade Homework assignments Essays Reports Research Projects Debates Exams Posters Presentations Others can be higher stakes in that they may involve providing information for grading and can, depending upon when the assessment is used in the course, can be thought of as summative assessment. The results may inform what has been successful in helping students learn in your course and what you need to change for next time you teach the course.

Assessment & Feedback “FIDElity” Feedback
Frequent When possible give feedback daily or weekly. Immediate Provide feedback soon after student work is completed. Discriminating Clearly explain differences between high/low scoring work. Empathy Show compassion for the students when delivering feedback. A framework for all assessments should be to provide feedback to the students. Here is one example/ Adapted from Fink, 2003

Assessment & Feedback: Rubrics
"Learning increases when learners have a sense of what they are setting out to learn, a statement of explicit standards they must meet and a way of seeing what they have learned." Loaker, Cromwell, and O'Brien (1986) Criteria Exemplary Good Acceptable Unacceptable Organization Figures Interpretations … When it comes to assessment students need direction on what you expect them to know and whether they have met your standards. The use of rubrics – a tool both for you and the student allow you to develop criteria for what you expect and allow a student to understand what level of performance they should aim for to succeed. There are SERC resources for rubric development and use. Rubrics improve consistency & efficiency when grading.

Reflection What ideas from this session are potentially useful for your teaching? Why? Which of those ideas is likely to give you the biggest “return on investment” – i.e., have the highest impact on student learning – while still being manageable? Participant reflection that can lead to action planning, page 6 30

Overview of the Day 8:00 - 8:45 Registration and light breakfast 8:45 - 9:15 Introduction to workshop goals with introductions of leaders and participants.

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Overview of the Day 8:00 - 8:45 Registration and light breakfast 8:45 - 9:15 Introduction to workshop goals with introductions of leaders and participants.

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