5 HIGH IMPACT TEACHING PRACTICES Presentation by: L.

5 HIGH IMPACT TEACHING PRACTICES Presentation by: L.

5 HIGH IMPACT TEACHING PRACTICES Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences East Tennessee State University Conference on High-Impact Instructional Practices January 8, 2018 5 High Impact Teaching Practices Your Situation at ETSU:

Your Strategic Plan for 2016-2026: Six Key Areas: #1: Maximize [the quality of] the student experience both inside and outside the classroom

#3: Support Excellence in Teaching Specific Action Called For: Provide opportunities for students to experience high-impact educational practices PROFESSIONAL Responsibility: How can I support this goal, in my own courses? PERSONAL Question: Your Life as a Teacher

What makes [or would make] it fulfilling for 5 High Impact Teaching Practices Two Basic Perspectives: 1. Paradigm Shift: From Teaching to Learning 2. Continuous Improvement 5 High Impact Teaching Practices Basic Argument: If we want BIG IMPROVEMENTS in STUDENT LEARNING, We must make BIG

IMPROVEMENTS in OUR 5 High Impact Teaching Practices Getting Better Over Time A Quality of Teachin g When You Began Teaching B

NO W Near Future 5 High Impact Teaching Practices GOOD NEWS: LOTS OF POWERFUL NEW IDEAS ON TEACHING & LEARNING 5 High Impact Teaching Practices Origin of Idea of High Impact Practices

2000: National Survey of Student Engagement (NSSE) High Impact Educational Practices 1. First-Year Seminars 2. Learning Communities 3. Service Learning 4. Undergraduate Research 5. Capstone Courses and Projects 5 High Impact Teaching Practices New Ideas on Teaching in Higher Education: How students learn Learning-centered teaching Designing learning experiences Identifying what students might learn

Using active learning Using small groups Assessing student learning Motivating and enabling students to learn Using powerful teaching strategies Teaching large classes Using instructional technology Evaluating teaching 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 3. Team-Based Learning

4. Engage Students in Service With Reflection 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 5 High Impact Teaching Practices Saundra McGuire Louisiana State University 5 High Impact Teaching Practices

Saundra McGuire: Using METACOGNITION to Help Students Learn How to Learn Students Big Needs: 1. Change their views about Intelligence 2. Change the way they study, i.e., what they do when they try to learn something Students Big Needs: 1. Change their views about Intelligence

Counting Vowels in 45 seconds How accurate are you? How many vowels in the words on the next slide? Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins

Football Team Dozen Eggs Unlucky Friday Valentines Day Quarter Hour How many items in the list do you remember? 1. 2 or less 2. 3 5 3. 6 8 4. 9 12 5. 13 or more 41% 25%

16% 13% 6% 1 2 3 4 5 Dollar Bill Dice Tricycle

Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentines Day Quarter Hour NOW how many words or phrases do you remember? 1. 2 or less

2. 3 5 3. 6 8 4. 9 12 5. 13 or more 63% 22% 16% 0% 1 0% 2 3

4 5 What were two major differences between your 1st and 2nd attempts? 1. We knew what the task was. 2. We knew how the information was organized. The Study Cycle Preview 4

Reflec 3t Review Attend 4 Reflect Review Study Assess Preview before class Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions youd like the lecture to answer for you. Attend class GO TO CLASS! Answer and ask questions and take

meaningful notes. Review after class As soon after class as possible, read notes, fill in gaps and note any questions. Study Repetition is the key. Ask questions such as why, how, and what if. Intense Study Sessions* - 3-5 short study sessions per day Weekend Review Read notes and material from the week to make connections Assess your Learning Periodically perform reality checks Am I using study methods that are effective? Do I understand the material enough to teach it to others? *Intense Study Sessions 2 Set a Goal

Study with Focus (1-2 min) (30-50 min) Decide what you want to accomplish in your study session Interact with material- organize, concept map, summarize, process, reread, fill-in notes, reflect, etc. 3 Reward Yourself (10-15 min) Take a break call a friend, play a short game, get a snack 4

Review 1 (5 min) Go over what you just studied Center for Academic B-31 Coates Hall 225.578.2872 www.cas.lsu.edu Average Exam Scores from 3 Courses General Chemistry I - East Tennessee Tech Class sizes: 70-90 students Fall 2011:

Teacher offered 50-minute intervention after 1st Exam After that, reminded students to use their new learning strategies Question: How did exam scores compare to earlier years? 80 75 70 65 60 55 1st Exam 2nd Exam 3rd Exam

Average Exam Scores from 3 Courses General Chemistry I - East Tennessee Tech Class sizes: 70-90 students Fall 2011: Teacher offered 50-minute intervention after 1st Exam After that, reminded students to use their new learning strategies Question: How did exam scores compare to earlier years? 80 75 70 65 60 55 1st Exam

2nd Exam 3rd Exam Average Exam Scores from 3 Courses General Chemistry I - East Tennessee Tech Class sizes: 70-90 students Fall 2011: Teacher offered 50-minute intervention after 1st Exam After that, reminded students to use their new learning strategies Question: How did exam scores compare to earlier years? 80 75 70

65 60 55 1st Exam 2nd Exam 3rd Exam The Story of Three LSU Students Travis, junior psychology student 47, 52, 82, 86 B in course Joshua, first year chemistry student* 68, 50, 50, 87, 87, 97, 90 (final) A in course

Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 5 High Impact Teaching Practices Learning-Centered Course

Design 5 High Impact Teaching Practices 3 FEATURES OF A HIGH QUALITY LEARNING End of EXPERIENCE course During Course/College: 1. Students are: ENGAGE

D After College: 2. Student effort results in: SIGNIFICANT & LASTING LEARNING 3. The learning: ADDS

VALUE 5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Designing Learning Experienc es Interactin g with

Students Managing the Course Beginning of the Course 5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject

Matter Designing Learning Experienc es Interactin g with Students Managing the Course Beginning of the Course

Taxonomy of Significant Learning Taxonomy of Significant Learning Learning HOW to Foundational Learn Knowledge Becoming a better Understanding student and Inquiring about a remembering: subject Information Self-directing Ideas

learners Application Skills Caring Thinking: Critical, Developing new Creative, & Feelings Practical Interests Managing projects Values Integration Human Connecting: Ideas

Dimensions Learning about: Bodies of Oneself Knowledge Realms of life Others 5 High Impact Teaching Practices In a course with significant learning, students will: 1. Understand and remember the key concepts, terms, relationship, etc. 2. Know how to use the content. 3. Be able to relate this subject to other subjects.

4. Understand the personal and social implications of knowing about this subject. 5. Value this subject and further learning about it. 6. Know how to keep on learning about this INTEGRATED COURSE DESIGN: Key Components Learning Goals Teaching & Learning Activities Situational

Feedback & Assessment Factors Learning Outcomes: Activities: 1. Found. Know. 2. Application 3. Integration 4. Human Dim.: Self, Others 5. Caring 6. Learning How to Learn

3-COLUMN TABLE: Assessment Activities: Learning Learning Outcomes: Activities: 1. Found. Know. 2. Application 3. Integration 4. Human Dim. Self, Others 5. Caring 6. Learning How to Learn

3-COLUMN TABLE: Assessment Activities: Learning 3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning Activities: 1. Found. Know. Multiple- choice tests 2. Application 3. Integration

Case studies Essays, focused on Integration Reflective 4. Human Dim. essays Self, Others 5. Caring Statements of preferences 6. Learning How to Learn

Learning portfolios 3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning Activities: 1. Found. Know. Multiple- choice tests 2. Application 3. Integration Case studies

Essays, focused on Integration Reflective 4. Human Dim. essays Self, Others 5. Caring Statements of preferences 6. Learning How to Learn Learning

portfolios 3-COLUMN TABLE: Learning Outcomes: Assessment Activities: Learning Activities: 1. Found. Know. Multiple-choice Reading tests 2. Application Case studies In-class problem solving, with

fdbk. 3. Integration Essays, focused on Integration Discussion (small group?) 4. Human Dim.: Reflective essays Self, Others Reflections, essays

5. Caring Statements of preferences Community projects 6. Learning How Learning Project: learn Criteria of GOOD Course Design

Significan t Learning Learnin g Goals Teaching and Learning Activities Integrat e Feedback & Assessmen

t Active Learning Educative Assessmen t SITUATIONAL In-Depth Situational Analysis FACTORS Learning Goals:

Activities: 1. 2. 3. 4. 5. 6. 3-COLUMN TABLE: Assessment Activities: Learning WEEKLY SCHEDULE Week #:

1 2 3 4 .. .. 12 13 14 15 Mon ? Wed

? Fri ? 5 High Impact Teaching Practices Learning IMAGINED - - - - -> - - - - -> - - -> ACHIEVED 4 1

Learning Goals 1. Xxx 2. Xxx 3. Xxx 4. Xxx 5. Xxx 6. xxx Learning Week: Mon Wed

Fri 1 2 3 4 5 2 6 7 Learning Goals 3

Assmt Activ. Learning Activ. 8 9 1. Xxx 10 2. Xxx 11

3. Xxx 12 4. Xxx 13 5. Xxx 14 6. Xxx 15

3-Column Table Weekly Schedule 5 5 High Impact Teaching Practices 2009: New Directions for Teaching & Learning Issue #119: Designing Courses for Significant Learning: Voices of Experience 1. 2. 3. 4.

5. 6. 7. 8. Accounting Spanish Economics Music Analysis Multiple courses at one university Special Education (2) Philosophy and Art History Biology 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING

PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 3. Team-Based Learning 5 High Impact Teaching Practices Team-Based Learning: A Special Way of Using Small Groups Larry Michaelsen 5 High Impact Teaching Practices

QUESTION: Many teachers are using small groups these days. WHY? 5 High Impact Teaching Practices HOW DO PEOPLE LEARN? 1. Transmit Knowledge? 5 High Impact Teaching Practices Transmissio n Of Knowledge 5 High Impact Teaching Practices

HOW DO PEOPLE LEARN? 1. Transmit Knowledge? Can transmit information 2. Constructivism 5 High Impact Teaching Practices Constructivist View of Learning People have to take that information and CONSTRUCT their own understanding of it, i.e., figure out what it means and they can do

with it. 5 High Impact Teaching Practices HOW DO PEOPLE LEARN? 1. Transmit Knowledge? 2. Constructivism A. Individual Constructivism B. Social Constructivism 5 High Impact Teaching Practices Social Constructivism: We can construct our understanding of anything by ourselves, but...

it usually works much better to collaborate and dialogue with others 5 High Impact Teaching Practices QUESTION: Many teachers are using small groups these days. WHY? ANSWER: Constructivist View of Knowledge Individual Social But: Not all ways of using small groups are equally good.

5 High Impact Teaching Practices Quality of Student Learning Traditiona l Teaching (lecture, textbook focused) 5 High Impact Teaching Practices 3 General Ways of Using Small

Groups: 1.Casual Turn to your neighbor and discuss X. Easy to do, but limited impact 5 High Impact Teaching Practices Quality of Student Learning Traditiona l Teaching (lecture,

textbook focused) Casua l Use Different Ways of Using Small Groups 5 High Impact Teaching Practices 3 General Ways of Using Small Groups: 1.Casual 2.Cooperative Insert a carefully-designed group activity

More impact than Casual but overall course structure is still unchanged 5 High Impact Teaching Practices Quality of Student Learning Traditiona l Teaching (lecture, textbook focused)

Casua l Use Cooperativ e Learning Different Ways of Using Small Groups 5 High Impact Teaching Practices 3 General Ways of Using Small Groups: 1.Casual 2.Cooperative

3.Different Course Structure Changes the structure of the course Much bigger impact on student learning 5 High Impact Teaching Practices Quality of Student Learning Traditiona l Teaching (lecture, textbook

focused) Casua l Use Cooperativ Teame Based Learning Learning Different Ways of Using Small Groups 5 High Impact Teaching Practices 3 General Ways of Using Small Groups:

1.Casual 2.Cooperative 3.Different Course Structure Changes the structure of the course Much bigger impact on student learning Two major examples: PBL: Good but difficult with large classes TBL: Good and does work with large classes 5 High Impact Teaching Practices SO, what makes TBL different & special? 1. It takes note of the difference between: small groups and

TEAMS. 2. TBL is a SET of activities that provides the tools necessary to transform small groups into 5 High Impact Teaching Practices 3 DIALOGUE BOXES OF TBL Dialogu e BY Oneself Dialogue x

WITHIN Groups Dialogue x AMONG Groups High => Quality LEARNING

TEAM-BASED LEARNING: A Special Use of Small Groups The Sequence of Learning Activities in Team-Based Learning Covering a 2-3 week block of time Dealing with one major topic within the course Three Phases of Team Learning: Preparation Application (Practice with Feedback) R.A.P.: Activities:

1. Individual test 2. Team test 3. Appeals 4. Corrective Instruction In-Class: Group Work Group Work (Simple) Out-of-Class: Reading Homework

(Complex) Assessment CULMINATIN G PROJECT (Continue pattern as long as desired) Homework EXAM: Individual or Group

Review Approximate Level of Content Understanding at Each Phase: 40% ) 50% ) 60% ) )

70% 80% ) ) 90-100% 5 High Impact Teaching Practices What are some of the unique TOOLS that TBL provides for the teacher? The Readiness Assurance Process

Special kinds of Questions on the Application problems Immediate Feedback Peer Evaluation 5 High Impact Teaching Practices What is the reaction of TEACHERS and STUDENTS to TBL? 5 High Impact Teaching Practices STUDENT Reaction Comments from a student in a course using TBL Course: Preparing for CollegeLevel Teaching for graduate

students in Engineering and the Sciences 5 High Impact Teaching Practices 1. NEED An engineering professional is almost always a part of a team. Engineering projects of any significant size are simply too much work or too much responsibility for one person to handle. 5 High Impact Teaching Practices 1. NEED

2. RESULTS [Students] learn the material better, which is the obvious reason for using TBL. But there are so many other positives that emerge from the process, namely: social, writing, speaking, presenting and thinking skills all get improved during TBL. Students can learn more about scheduling, time management, working with difficult people, and organizing collective work through 5 High Impact Teaching Practices 1. NEED

2. RESULTS 3. IMPLICATIONS Without at least some TBL in their curriculum, they are significantly under-prepared for what is waiting for them in industry. 5 High Impact Teaching Practices 5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 3. Team-Based Learning 4. Engage Students in Service With

Reflection 5 High Impact Teaching Practices Engage Students in Service: Service Learning, Civic Engagement: What does that mean? Link courses or co-curricular actions to SERVICE to a community group or organization. > Service 5 High Impact Teaching Practices Service + REFLECTIONS:

Reflect on: A. What they experienced B. The possible impact of those experiences on My understanding of 1. The SUBJECT of this course, discipline, and/or curriculum 2. OTHER PEOPLE their background, their situation, their feelings, their behavior, etc. 3. ORGANIZATIONS the impact of: organizational structure, communication patterns, vision, implementation strategy, etc. 4. Relationship of MY EXPECTED CAREER to COMMUNITY WELFARE 5. MYSELF my beliefs, values, actions, life goals,

career choices How these have changed or need 5 High Impact Teaching Practices Engage Students in Service: Service + REFLECTIONS: These Reflections can occur in the form of: One-minute papers Learning journals Learning portfolios 5 High Impact Teaching Practices Students Reflecting on Their Own Learning

John Zubizarreta TAKING CHARGE OF ONES OWN LEARNING St1 St2 Teacher/Coach 5 High Impact Teaching Practices ?

St1 St2 Teacher/Coach Meta-Learner: 5 High Impact Teaching Practices ? Meta-Learner: One Who Takes Charge of their

Own Learning/ Development St1 St2 Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values 5 High Impact Teaching Practices

Learning Portfolios: KEY QUESTIONS 1. WHAT did you learn? 2. HOW did you learn? What helped and didnt help you learn? What does this tell you about: YOURSELF AS A LEARNER? About the NATURE OF LEARNING? 3. SIGNIFICANCE FOR YOU, of what you learned? 4. Plan for FUTURE LEARNING: WHAT ELSE do you want or plan to learn? 88 5 High Impact Teaching Practices

5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 3. Team-Based Learning 4. Engage Students in Service With Reflection 5 High Impact Teaching Practices Be a Leader With Your Students Ken Bain

5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Designing Learning Experienc es Interact with Students

Managing the Course Beginning of the Course 5 High Impact Teaching Practices FUNDAMENTAL TASKS OF TEACHING Knowledge of the Subject Matter Designing

Learning Experienc es Interact with Students Managing the Course Beginning of the Course 5 High Impact Teaching Practices

LEADERSHIP: Motivating and enabling others to do something important well. Question: What can teachers do, to LEAD students? General Answer: Create the right kind of relationship with students caring, respectful, collaborative 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: (Based on Bain)

1. Interact in a way that shows YOU CARE! 2. Interact in a way that MOTIVATES students. 3. Dynamic COMMUNICATION SKILLS 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 1. Interact in a way that shows YOU CARE! about students, student learning, teaching-learning process, about the subject of the course

5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 2. Interact in a way that MOTIVATES students. Give praise in a way that motivates Listen well to the learners Motivate by interacting differently with different students 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: (Based on

Bain) 3. Dynamic COMMUNICATION SKILLS Sense of drama, rhythm Good use of language Use language of promises > demands Express belief in students ability to learn 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 4. TRUSTWORTHY in Power:Trust issues Dont use classroom to

demonstrate power. Build trust relationships Give power to students to make decisions about their own 5 High Impact Teaching Practices Creating the Right RELATIONSHIP with Students: 1. Interact in a way that shows YOU CARE! 2. Interact in a way that MOTIVATES students. 3. Dynamic COMMUNICATION SKILLS 4. TRUSTWORTHY in Power:Trust 5 High Impact Teaching Practices

5 HIGH IMPACT TEACHING PRACTICES 1. Help Students Become Better Learners 2. Learning-Centered Course Design 3. Team-Based Learning 4. Engage Students in Service With Reflection 5. Be a Leader with Your 5 High Impact Teaching Practices QUESTIONS about: 3. Team-Based Learning??

4. Service learning with reflection, via learning portfolios?? 5. Being a Leader with your students?? 5 High Impact Teaching Practices SUMMARY 1. Learning Centered Design of Learning Experiences 3. Focused smallgroup

dialogue Outside individuals , groups 4. Service Learning Opportunitie s S Learn How to Learn S

S L-PF: S S Teache r 2. Re-Orienting Students Views of Learning: Start- LEARNING 5. Leadership

5 High Impact Teaching Practices BENEFITS TO Society Your Institution Your Students Yourselves 5 High Impact Teaching Practices Getting Better Over Time WOW! ! Quality

of Teachin g& Student Learnin g When You Began Teaching NO W Near Future 5 High Impact Teaching Practices

THE END! ?? Higher Education: Lets make it all that it can 5 High Impact Teaching Practices OR, OR, A A NEW NEW START?? START?? Teaching for the 21st Century . . .

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