1. Evidence-Based Teaching
Instructional Strategies and Tools: Making the Learning Real to the Learners
Evidence-Based Teaching
Session 6, October 6, 2011
Linda S. Adamson, Ed.D.

2. Learning Objectives
Identify commonly used components of case-based learning across teaching settings
Identify key features of a concept/mind map, citing examples
Using jigsaw groups, collect and organize key features of discussion & questioning, effective lectures, and collaborative/cooperative learning groups
Working in project feedback groups, share plans for identifying appropriate evidence for instructional strategies in individual plans

3. Think
Recall 1 – 2 memorable situations in which you use/have used case-based learning (either in a teaching or a learning role)
Visualize the setting, the way the process unfolded, and how the learning happened
Jot down the key features that contributed to learning

4. Pair
What key features of the case-based methodology emerged as most important to the learning?
Were any key features not common across your experiences?
How do you explain that?

5. Share
Common features of case-based learning across the pairs:

6. When to use it? Why choose this instructional strategy? Learners?
Content?
Setting?
Time limits?
Materials/technology?

7. Recommended Features Realism Opportunity for Synthesis
Uncertainty, Multiple Possible Resolutions

8. Concept/Mind Maps Level of experience?
In what circumstances/for what purposes?
How useful?

9. Mind-Mapping
Watch video to identify key features of the concept/mind map about innovation being developed and explained:

10. Unpacking the Insights
What went into mapping the concept of INNOVATION?
What might be important for understanding productive uses of concept/mind-mapping as an instructional strategy?

11. Building Expertise Assigned readings: SKIM to identify:
KEY FEATURES of the category of target instructional strategy
WHY/WHEN to use the strategy
POTENTIAL PITFALLS and how to mitigate/prevent them
OTHER RECOMMENDATIONS

12. Move to Expert Groups Each member:
Confirm understanding so that ALL group members have common understanding about the key aspects of the target strategy

13. Discussion & Questioning
Expert Groups
Strategy
Group Members
Cooperative Learning
Mike Marohn, Steve Bonawitz, Carolyn, Marie, Shannon
Discussion & Questioning
Steve Yang, Carey, JP, Jen, Anastasia, Rich
Lectures
Kenzo, Will, Kris Lindstrom, Kristen Nelson, May--Sann

14. Home Groups
TAKE your expertise (completed grid for your strategy!) to your home group)
EACH EXPERT: Teach rest of your group to achieve equivalent mastery across all target strategies

15. Home Groups Strategy Group Members Group 1 Mike Marohn, Jen, Will
Steve Bonawitz, JP, Kris Lindstrom, Rich
Group 3
Carolyn, Carey, Kenzo
Group 4
Marie, Steve Yang, Kristen Nelson
Group 5
Shannon, Anastasia, May-Sann

16. The Big “So What?”
What were the values and the challenges of the jigsaw strategy?
Special insights about the target strategies?
Questions?

17. Reflect with Post-Its I liked… I learned… I wish I had…
Next time, I will…
Comments? Questions?

18. Time in Project Groups
Help colleagues clarify plans for identifying and making use of appropriate evidence supporting your key instructional strategy for the teaching project plan.

19. Reference
Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors (3rd Ed.). San Francisco: Jossey-Bass.