1. Sink or Swim Prof. Andreas Prinz Introduction Models of higher education Effective students Study strategies How to teach habits? Summary

2. Prepared by Andreas Prinz2 Introduction It seems that our students do not use their time in the best way. Often, they do not have good study techniques to start with, and also not when they finish. How can we make sure that the students learn efficiently? Use of group work?  Godfrey Have high(er) expectations? Use better scaffolding?

3. Prepared by Andreas Prinz3 3 models of higher education Content-centered (Sink or Swim) : provide the material well structured and well prepared; student is responsible for learning. Teacher-centered (Schooling) : provide the material matching to the students needs; teacher is responsible for teaching (& learning). Student-centered (6th generation) : enable the student to make good choices; joint responsibility.

4. What is a good student? Controls own learning Is interested and motivated. Is always in efficient development zone Is prepared for the next step Prepared by Andreas Prinz4

5. Zones of development Panic zoneToo hard.We feel that these activities are too hard and we try to avoid them. Flow zoneDifficult, but possible. These activities are most rewarding. They are scary and exciting at the same time. Comfort zone Things we know. These are the things we are most likely to do, we feel at ease. Boring zone Too easy.We feel that these activities are too simple and we try to avoid them. Prepared by Andreas Prinz5

6. Good study strategies Responsibility: Take over responsibility for own learning Motivation: Attitude is crucial. Want to acquire new knowledge and skills, and have faith to be able to do it. Setting goals. Acquire information: Find and learn the main facts and concepts in the subject in a way that suits own learning style. Read also related material. Searching meaning: Convert facts and information to something with personal meaning in order to achieve understanding and to trigger memory. Exhibiting what you know: Reify knowledge by teaching to a "study buddy" or creating a narrative, a lecture, an essay, a PowerPoint presentation etc. Reflecting on how you have learned: What techniques and ideas worked best? How to improve the learning processes? Control own learning Efficiency: time management, making and following plans, deadlines Activity: Get engaged. Find meaning in the work. Be proactive. Simply work. (Source: Bjørke, Øysæd: Online Study Strategy Course, UiA) (Source: Cottrell, S. (2008) The study skills handbook, Palgrave) (Source: Rose, C. & Nicholl, MJ (1997) Accelerated learning for the 21st century, DTP) Prepared by Andreas Prinz6

7. Blooms taxonomy: Cognitive domain Knowledge is the ability to recall information. Comprehension is the understanding of the information and the ability to state it in one’s own words. Application is the ability to apply the information one has learned in new situations. Analysis is the ability to divide the information into different parts and understand the different concepts of the information. Synthesis is the ability to build new concepts or meaning out of existing information. Evaluation is the ability to validate the ideas and material and judge it. Prepared by Andreas Prinz7

8. Blooms taxonomy: Affective domain Receiving Phenomena is the ability to listen to and be aware of people. Responding to Phenomena is the ability to actively involve, attend and react to a phenomenon. Valuing is the worth or value a persona attaches to a phenomenon, object or behavior. Organization is the ability to compare, relate, and synthesize values. Internalizing values is the ability to adjust the behavior to different situations having their own characteristics. Prepared by Andreas Prinz8

9. Blooms taxonomy: Psychomotor domain Perception is the ability to become aware of objects, qualities or relations by way of the sense organs. Set is the ability to be ready for an action or an experience. Guided response is the ability to imitate or use trial and error together with an instructor. Mechanism indicates a skill that has become habitual. Complex overt response is the ability to use complex motor acts and a high degree of skill usage. Adaptation is the ability to adapt or modify the skill to fit specific situations. Origination = ability to develop new psychomotor movements to solve specific problems or to react to new situations. Prepared by Andreas Prinz9

10. How to teach habits? Know how to teach knowledge. Maybe need to teach skills: exercise Teach habits: repetition/training Need to teach experience Mastery learning: repeat until OK Prepared by Andreas Prinz10

11. Separating content and method Hattie «visible learning»: direct training in study technique is efficient Two parallel tracks: content & method Content is taught with a method, here a transition to more responsible student is planned Method is taught using content as example. Followup is specific based on current level of achievement. (mastery learning) Prepared by Andreas Prinz11

12. Summary Recommended: two parallel tracks Review the models 6th generation: fine, but only after the habits are established Teacher centered: use this for the study habits track Content centered: for content track, but now the students swim because of their second track. Prepared by Andreas Prinz12

13. What is good teaching (Hattie)? Reciprocal teaching (.74), Peer tutoring (.57) Problem solving teaching (.71), Worked examples (.57) Direct training in metacognitive skills (.69), direct training of effective study techniques (.59), effective study intervals and rest periods (.71) Direct instruction (.59) Mastery learning (.96) (cannot continue until you have mastered the topic) – not as good for good students (.58) Computer-cooperative pair learning (.96) Piagetian programs (1.28) = (Activation: relevant repetition, Concrete: experiment, Invent: discussion, Apply: novel problem)