1. Energize Your Classroom: Innovative Teaching Techniques Dr. Scott D. Lipscomb UTSA Division of Music Summer Teaching Institute (May 1998) sponsored by the UTSA Teaching & Learning Center

2. 9/21/98Lipscomb - Summer Teaching Institute 19982 Excerpting Shamelessly from … Larry Michaelson - “Designing Productive and Involving Team- Learning Tasks Dee Fink - “Developing and Assessing Learning Objectives” Marilla Svinicki - “Teaching Abstract Concepts to Diverse Learners” Susan Nummedal - “Using Classroom Assessment Techniques to Improve Student Learning” Barbary L. McCombs & Patricia A Lauer - “Impact of Learner- Centered Instruction on Student Motivation and Academic Performance” and “Defining and Assessing Learner-Centeredness in Your Classroom”

3. 9/21/98Lipscomb - Summer Teaching Institute 19983 Bloom’s Taxonomy of Educational Objectives … in the Cognitive Domain (1956) Knowledge Comprehension Application Analysis Synthesis Evaluation

4. 9/21/98Lipscomb - Summer Teaching Institute 19984 Specific Teaching Techniques Develop Clear Learning Objectives –methods of assessment Motivate Students –Incorporate Team-Learning Tasks to Engage Students assignment to groups –Readiness Assessment Tests (RATs) not everything must be covered in class

5. Teacher Beliefs Survey Where Do You Stand?

6. 9/21/98Lipscomb - Summer Teaching Institute 19986 Statement of Objectives... Higher Levels of Learning Coming to KNOW … How to THINK about … How to DO … [something] How to KEEP ON LEARNING about... Working with one’s SELF on … Interacting with OTHERS …

7. 9/21/98Lipscomb - Summer Teaching Institute 19987 Diverse Learners: Learning Abstract Concepts Involves … studying one or more prototypical examples of a concept, getting a definition –poor learners stop here … memorize the prototype examining the features of multiple examples (and non-examples) –average learners stop here and use the categories they see to classify new examples

8. 9/21/98Lipscomb - Summer Teaching Institute 19988 Good Learners: Generate hypothesis about the concept Test the hypothesis with new examples and non-examples, getting feedback Reconsider (or re-examine) examples in light of this feedback

9. 9/21/98Lipscomb - Summer Teaching Institute 19989 The Scientific Method Ask a question of the Real World Review research literature Design study Collect Data Analyze & Interpret Data Propose or reassess model Submit model to further tests

10. 9/21/98Lipscomb - Summer Teaching Institute 199810 Characteristics of Learners That Affect Learning Content Issues Cognitive Issues Motivation Issues

11. 9/21/98Lipscomb - Summer Teaching Institute 199811 Characteristics of Learners: Content Issues Prior knowledge and experience Structural knowledge –concept map of how discipline is put together Language deficits Technical skills

12. 9/21/98Lipscomb - Summer Teaching Institute 199812 Characteristics of Learners: Cognitive Issues Level of formal reasoning Level of epistemology Processing preferences Learning strategies Metacognitive awareness

13. 9/21/98Lipscomb - Summer Teaching Institute 199813 Characteristics of Learners: Motivation Issues Goal orientation –Mastery goals vs. Performance goals Level of task-specific motivation Self-efficacy for area Self-concept as student

14. 9/21/98Lipscomb - Summer Teaching Institute 199814 Understanding Motivation to Learn Learning & motivation to learn are natural human capacities in social contexts that are supportive of the learner and in content domains perceived as personally relevant and meaningful. What & how much is learned is a function of each learner’s view of him or herself and the learning process, including self- concepts of ability, personal goals, expectations, and interpretations of task requirements. Insecurities and other forms of negative cognitive conditioning interfere with or block the emergence of learners’ natural motivation to learn. –Handout - “How Schools Stifle Motivation”

15. 9/21/98Lipscomb - Summer Teaching Institute 199815 Motivational Outcomes Associated with Learner-Centered Practices engage in independent learning activities seek out further information about topics of interest want to learn more about a range of topics and interests continue to refine skills in chosen area go beyond minimal assignments

16. 9/21/98Lipscomb - Summer Teaching Institute 199816 Motivational Outcomes Associated with Learner-Centered Practices are willing to persist in the face of learning challenges take responsibility for their own learning engage in learning for understanding vs. grades are involved with learning and school governance decisions achieve high academic & personal standards

17. 9/21/98Lipscomb - Summer Teaching Institute 199817 What is “Learner-Centered?” a research-based framework focused on well-defined content standards and defined learning objectives focused on human needs related to motivation and learning a balance of teacher and student control a balance of learner and learning needs concerned with high levels of learning and motivation rigorous and challenging shared teacher and student responsibility for learning and achievement

18. 9/21/98Lipscomb - Summer Teaching Institute 199818 Learner-Centered Instruction 14 Learner-Centered Psychological Principles –Cognitive & Metacognitive Factors –Motivational & Affective Factors –Developmental Factors –Individual Differences Factors

19. 9/21/98Lipscomb - Summer Teaching Institute 199819 Learner-Centered Psychological Principles: Cognitive & Metacognitive Factors Nature of the Learning Process Goals of the Learning Process Construction of Knowledge Strategic Thinking Thinking about Thinking Context of Learning

20. 9/21/98Lipscomb - Summer Teaching Institute 199820 Learner-Centered Psychological Principles: Motivational & Affective Factors Motivational & Emotional Influences on Learning Intrinsic Motivation to Learn Effects of Motivation on Effort

21. 9/21/98Lipscomb - Summer Teaching Institute 199821 Learner-Centered Psychological Principles: Developmental Factors Developmental Influences on Learning Social Influences on Learning

22. 9/21/98Lipscomb - Summer Teaching Institute 199822 Learner-Centered Psychological Principles: Individual Differences Factors Individual Differences in Learning Learning & Diversity Standards & Assessment

23. Team-Learning Assignment to Groups

24. 9/21/98Lipscomb - Summer Teaching Institute 199824 Activity 1: What Characteristics Make Concepts Difficult? List several concepts from your own area that you have found are difficult for students List several general concepts—not from any particular field—that are difficult to understand (e.g., truth, beauty, etc.) Working with several colleagues, compile a list of your general concepts. Then examine them for what they have in common that caused you to add them to the list. Are there characteristics that difficult concepts have in common?

25. Traditional Teaching vs. Team Learning

26. 9/21/98Lipscomb - Summer Teaching Institute 199826 Team Learning & the Development of Higher-Level Cognitive Skills Effect of Small Group Discussion on Sources of Information for Learning Complex Concepts and Applications Basic Concepts

27. Readiness Assessment Tests An Example

28. 9/21/98Lipscomb - Summer Teaching Institute 199828 Assessment: The “RSQC 2 ” Technique Recall: List the most interesting, useful, and/or significant points you can recall from the previous session Summarize: Summarize the important points you can recall in one meaningful, grammatically correct sentence Question: Raise any remaining questions you have about that session Comment: Write down a word or phrase describing how you felt about that session while you were in it Connect: Connect what you learned in that session with what came before, what comes next, or with your own experience, with professional experience, or with information from another course...

29. Report from the Front Lines Dr. Jim Balentine

30. 9/21/98Lipscomb - Summer Teaching Institute 199830 Learner-Centered Instruction: Stages of Change Phase I - Developing Awareness, Will to Change, and Ownership of Need to Change –showing change is possible, inspiring hope Phase II - Observing Models & Building Understanding of Personal Domain Practices –seeing models, discussing “what and how” Phase III - Adapting Strategies, Building Skills, and Developing Personal Responsibility for Continuous Learning & Change –tailoring strategies, coaching, trying out, revising Phase IV - Adopting & Sustaining Attitudes and Practices that Contribute to Continuous Learning and Self Development –on-going self-assessment, networking, support

31. 9/21/98Lipscomb - Summer Teaching Institute 199831 Effective Course Design: Integrating These Teaching Techniques What do you want students to be able to do when they have completed your course? What will students have to know to do #1? How can you identify the concepts students have successfully mastered through individual study or group activities? How can you tell if students will be able to use their knowledge?