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Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES Instructional Strategy LECTURES (Nilson, p.113 – 125) Key Features Management o Intro: set in course context + transition from prior topic + grabber to open (surprise, familiarity, curiosity, suspense) o Body: new material focused on major points; vary organization of material from point to point o Organizational Outline: skeletal outline [advance organizer] for notes Visuals Vivid examples Restatements of important points o Conclusion: recap by Ss; short quiz aids retention o Use of S responses during lecture (higherorder Qs!) increases engagement & retention o May provide lecture in digital/print format as homework in advance of session on the topic, with/instead of reading(s), so class time is more active. o Employ enthusiastic, engaging delivery style. o Use 2-3 min. pause every 15 min. for pair processing: Pair – compare Pair – compare – ask Recall + (pair – compare) Reflection/ reaction Solve a problem Multiple choice for S response S pairs create multiple choice quiz item on lecture (Listen – recall – ask) + (pair – compare) + answer Pair/group graphic (mind map, etc) Quick case study response Pair/group, discuss Pair/group, review Correct error (based on lecture content) Complete sentence starter Compare/contrast Support a statement Reorder steps Draw conclusion Paraphrase Potential Pitfalls Lecture format creates challenges to promote deep learning, changed attitudes, critical thinking, transfer. Steep “forgetting curve.” Attention span limits: 1st 15 min. followed by falling engagement. Advantages Materials, Preparation, … 1. Determine S learning outcomes 2. One lecture, one major topic 3. Avoid too much, too fast 4. Pause for note Effective way to taking convey facts. Use to: 5. Chunk: 10-15 o Model something min. Ss will then try interspersed w/ o Provide S activity (2 – 15 background min) o Adapt complex 6. Plan how to info for specific Ss recap overall o Present info in a lecture at end (2 new structure/ – 5 min) organization 7. Instructor’s o Integrate own pt of lecture notes: view with content sketchy o Present most 8. Prepare for current research student o Pique desire for responses further learning (hands, cards, clickers…) 9. Teach notetaking skills (outlines, Cornell notes, diagrams, parsimony) + Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson) Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES Provide skeletal lecture outline for S note-taking 7th inning stretch! o Integrate note-taking practices: Review prior notes Legibility + abbreviations Annotate for emphasis, importance Organize Draw/visually represent concepts Review soon, 1 wk, 1 month Instructional Strategy Key Features Management o Management of Socratic method: Need to keep the discussion on topic Avoid intimidating Ss o Socratic method: Spread discussion among many Ss questioning prompts o Management of Outcome-based Qs: taking positions, Begin discussion with an end-ofdefending them, class question (establishes the adjusting… Instructor target) QUESTIONING as devil’s advocate Facilitate note taking in response for o Working backwards to planned Qs DISCUSSIONS from learner o Management of Bloom-based Qs: (Nilson, p. 137 – outcomes, ending with Begin at lower cognitive levels, but 144) Qs that assess key not simplistic performances Plan Qs that assess Ss’ levels of o Qs based on Bloom’s mastery, correct misconceptions Taxonomy o McKeachie’s Categories: o Typologies (categories, Comparative (key distinctions) momentum, high Evaluative (effectiveness) mileage Connective, causal effect (nonobvious connections & causality; effective for cross-disciplinary) Critical (analytical look at validity) Potential Pitfalls Advantages Unstructured o Promotes rich Socratic method discussion can be a manage- o Integrates use of ment challenge; specialized does not facilitate vocabulary with note taking. discipline-based thinking Bloom-based Qs o Stimulates critical/ are situationother higher levels specific: complex of thinking cases require o Useful for assessing complex interplay learning among levels of o Best discussionQ; same type of promoting Qs have Q may represent multiple reasonable different answers cognitive levels in different contexts NOT good for discussion but Brainstorming Qs possibly for recitation: require witho Analytical holding judgment convergent: only one correct answer NOT effective: o “Quiz show”: Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson) Materials, Preparation, … Planning Qs to match outcomes: 1. 1-2 Qs to assess attainment of each outcome performance 2. For each: 2-3 Qs to lead Ss up to that key Q. Planning for any type of questioning requires prethinking to be able to guide discussion, make best use of assessment opportunities Have Ss generate Qs on topics in preparation for a test review; use Ss’ Qs on the test. Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES o Brookfield & Preskill’s “Momentum” Qs: Seeking more evidence (defend a position) Clarifying Qs (rephrase, elaborate) Cause & effect: hypothesis formation Hypothetical (what if?) Open Qs: no preferred answer! Linking/extension Qs: connects Ss Ss. Summary/synthesis o Gale & Andrews’s “High-Mileage” Types Brainstorming: idea generation (4.3 responses/Q) Focal Qs: choose a position & support it; basis of debates (4.9 responses/Q) Playground Qs: very exploratory, interpretive (5.1 responses/Q) Instructional Strategy LEARNING IN GROUPS (Nilson, p. 155 – 165) Key Features o Instructor is “the guide on the side” rather than “the sage on the stage” o Individual accountability + positive group interdependence o Role assignment Management o Management for positive interdependence & individual accountability: Group product that all members must validate [+ individual accountability for assigned contributions] Group assessment components [caution required here!] o Fuzzy Qs: unfocused, unclear o “Chameleon” & “shotgun” Qs o Programmedanswer Qs o Dead-end Qs: Y/N response Potential Pitfalls factual recall only (though good for review of factual content) Advantages Requires that Ss o Equips and develop empowers learners individual to be self-directed, knowledge and demonstrates skills as a confidence in them foundation for as such. meaningful group work. o Potential positive effects in learning, Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson) Materials, Preparation, … Requires high levels of preparation for more than simple pair-share tasks. Requires explicit attention to social work skills and Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES within group Different collaborative strategies: o Think-pair-share o Pairs check o TAPPS (talking aloud paired problem solving) o STAD (student teams achievement divisions): group masters content so any individual can demonstrate success. Creates incentive to perform for the team’s score. o Jigsaw (base/home groups + expert grps) o Structured controversy o Group investigation o Numbered heads together (number members of each group; any number can be called on to respond to Qs for the group) o Talking chips: method to ensure all are heard. o Send a problem (Q on one side, alternative answers on back) Learning resources allocated to require interaction among group members for learning success Random assignment of certain roles [may in fact be purposeful on instructor ‘s part but appear random to Ss] Group members must evaluate each others’ contributions Allow for ability to change group membership in response to non-performance Facilitate group “contracting” for expectations and potential sanctions o Group composition, size, duration: Heterogeneous – may be defined on a variety of characteristics Self-determined long-term groups predisposes to negative outcomes Group size varies by task; 2 – 5 generally allows best interactions and productivity Group duration varies by task; better communication is facilitated by group consistency over a number of weeks Group processes of any complexity need to be carefully specified, modeled & monitored. Might not benefit highly able/ advance learners. positive interpersonal relationships (including interracial), & psychological health. Able to enhance critical thinking. o Beneficial for lecture breaks, Learning must be discussion starters, enhanced by experiential group learning, case participation – debriefing, the group needs problem-based to be “valuelearning, lab work, added” in the review sessions. learning. Grade group work using criterionreferenced tools, not normreferenced. Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson) relationship building. Build in accountability for group communication (peer editing, feedback, contributions to group processing) using course website – requires monitoring & commenting to ensure accountability is real. Require S selfassessment of contributions to group project as well as intra-group assessment. Set and maintain deadlines. Monitor how group processing impacts others in the learning space (noise level, materials, activity). Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES o Group testing: Individuals take most of a test (receive individual grade), then team collaborates on remainder of test, all members get grade for that section. Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson)