1. Alison Morrison-Shetlar aims@mail.ucf.edu Kaleidoscopic Learning: looking at learning through different lenses

2. Patterns of Learning What are the pieces that need to be put together to promote student learning? In what ways do the pieces fit together in different ways to enhance student learning? Why is it important to continually refresh and renew the learning ‘picture’– who benefits? How do the lenses through which we look affect the way we teach and the way students learn?

3. The pieces Students Faculty Learning environment Co- and extra-curricular activities

4. The student lens Relevance What does it mean to me and my life? Application How will I be able to use these ideas? Critical thinking How can I evaluate these ideas and my learning? Problem solving How does what I know help me work with this new problem?

5. Student learning Integration of learning into the curriculum Across courses Across programs Integrated assessments Portfolios that collect artifacts from all courses within a program Reflections statements that help integrate the past, present and future learning

6. A model that works Undergraduate Education unifying theme The model development The Environment and Global Climate change Brought in speakers For students – small and large group interactions For Faculty – book clubs and small group interactions Extracurricular activities Sponsored events – student development initiatives

7. Other Student Engagement Strategies Students are retained within their discipline if they see an application to what they are doing in class to a real life situation. Integration of: Undergraduate research Experiential learning – community based Co-OP Internships Service Learning Interdisciplinary connections – corner- and cap-stone experiences Leadership opportunities

8. Faculty Lens What strategies do I need to use to help students learn? How do I know that students have learned? How do I close the loop of assessment to enhance my teaching?

10. Design instruction for an optimum level of concern (helpful anxiety). Level of Concern Degree of Learning

11. Strategies that work One minute paper/pass to class/muddiest point Drawing for understanding Use of pictures

12. One minute paper Ask a question that is relevant, thought provoking, and/or requires synthesis and application Easy to assign and assess creates an opportunity to be considered as a person and establish a relationship

13. Drawing for understanding Students are asked to create a drawing, diagram or chart to help explain an idea, relationship, or process Students must then share their drawing and discuss it with a classmate

14. C6H12O6 O2 ? H2O

15. The power of the picture Show a picture a picture speaks a thousand words initiates discussion image stays in the student’s memory and creates a link to the information discussed and stored

18. How to gauge understanding Choral response increases student participant Pass the chalk increases responsibility everyone gets involved

19. Assessment in class Previous methods all assessment methods Also try 3 x 5 cards ask questions quick feedback anonymous catches problem early

20. The classroom lens How is your class set up? Face to face Mixed mode Web based Are you: Student centered Faculty centered Learning centered

21. Integrated Curriculum modalities Clustered courses Team-taught courses Invite colleagues (faculty and external speakers) into your classes to help students see relevance and application

22. Learning for all lens Communities of engagement – bringing different people together into different environments Teaching circles Learning communities Peer observations of classroom activities Peer mentoring of faculty Effective evaluation by closing the loop

23. Real life benefits lens Higher student engagement – relevance and application Better student attendance - they want to be there Higher student & peer evaluations - Greater enjoyment of teaching – more fun to facilitate and learn Renewed energy and enthusiasm – think differently Contribute positively to institutional culture – always good