catalyzing teaching: the scholarship of teaching and learning (sotl) regan a. r. gurung a brief...
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Catalyzing Teaching:Catalyzing Teaching:The Scholarship of Teaching The Scholarship of Teaching and Learningand Learning (SoTL) (SoTL)
Regan A. R. GurungRegan A. R. GurungA Brief Introduction adapted from a A Brief Introduction adapted from a talk given at the 2006 American talk given at the 2006 American Psychological Association.Psychological Association.
The Study of TeachingThe Study of Teaching
Teaching ResearchTeaching Research– Action ResearchAction Research
Scholarly TeachingScholarly Teaching– Informed teachingInformed teaching
Scholarship of Teaching and Scholarship of Teaching and LearningLearning– bring to teaching the recognition bring to teaching the recognition
and reward afforded to other forms and reward afforded to other forms of scholarly work. of scholarly work.
Teacher-researchers raise Teacher-researchers raise questions about what they think questions about what they think and observe about their teaching and observe about their teaching and their students' learning.and their students' learning.
……, they also see student work as , they also see student work as data to analyze in order to data to analyze in order to examine the teaching and examine the teaching and learning that produced it" learning that produced it"
MacleanMaclean & & MohrMohr (1999). (1999).
The Basic IdeaThe Basic Idea
Basic DefinitionsBasic Definitions
Scholarly TeachingScholarly Teaching- Teaching that entails - Teaching that entails certain practices of classroom assessment and certain practices of classroom assessment and evidence gathering; teaching that is informed evidence gathering; teaching that is informed not only by the latest ideas in the field but by not only by the latest ideas in the field but by current ideas about teaching generally and current ideas about teaching generally and specifically in the field; and teaching that specifically in the field; and teaching that invites peer collaboration or review. (Indiana invites peer collaboration or review. (Indiana University Bloomington SoTL tutorial).University Bloomington SoTL tutorial).
Scholarship of TeachingScholarship of Teaching-- Work on teaching Work on teaching that is public, is critically peer reviewed and that is public, is critically peer reviewed and evaluated, and used and on by colleagues. evaluated, and used and on by colleagues.
A Teaching Hierarchy: A Teaching Hierarchy: Where are YOU?Where are YOU?
SoTL
Going Through Motions
TEACHINGScholarly Teaching
WHY Do SoTL?WHY Do SoTL?
Solve mysteriesSolve mysteries UnderstandUnderstand Gain perspectiveGain perspective Inform the Public/AdministrationInform the Public/Administration CATALYZE your teachingCATALYZE your teaching
– Implicit indicator of teaching focusImplicit indicator of teaching focus– Involve students in their own learningInvolve students in their own learning
Getting StartingGetting Starting
What’s my question?What’s my question? What’s been done?What’s been done?
– What’s missing?What’s missing? Replicate or Innovate?Replicate or Innovate? Design, Conduct, Assess.Design, Conduct, Assess. ImplementImplement ShareShare
The Big The Big PicturePicture Check the
literature
Implement(& Publish)
Ask the Question
Design a study
Collect Data
Scrutinize Teaching
and Learning
What Do I Focus On?What Do I Focus On?
SomeoneSomeone teaches teaches SomethingSomething to to SomeoneSomeone else else SomewhereSomewhere (Schwab, 1973) (Schwab, 1973)
TeacherTeacher– Scrutinize your assignmentsScrutinize your assignments– Evaluate your interactionsEvaluate your interactions
MaterialMaterial– Textbook evaluationsTextbook evaluations– Lesson study assessmentsLesson study assessments
StudentsStudents– How do students study?How do students study?
ContextContext PICK ONE OF THE ABOVEPICK ONE OF THE ABOVE
Challenges - Challenges - DefinitionsDefinitions What is good teaching?What is good teaching? What is learning?What is learning?
– Exam scoresExam scores– PerceptionsPerceptions– ApplicationsApplications
Major MeasuresMajor Measures
LearningLearning– EnjoymentEnjoyment– Perceived learningPerceived learning– Actual learningActual learning
Multiple choiceMultiple choice EssaysEssays
Teaching course evaluationsTeaching course evaluations
Research Design
DescriptiveAre students learning?
CorrelationalWhat’s associated
with better learning?
ExperimentalIf I do X will
students learn better?
Qualitative Quantitative
Basic DesignBasic Design
BasiBasicc
------------------ ------------ ---------- AssessAssess
Up a NotchUp a Notch
notchnotch11
ActivitActivityy
AssessAssess Post Post onlyonly
BasicBasic -------------- ------------ ---------- AssessAssess
Up another notch: Pre-Up another notch: Pre-PostPost
NotcNotch2h2
AssessAssess11
ActivitActivityy
AssessAssess22
Pre-Pre-PostPost
NotcNotch 1h 1
ActivitActivityy
AssessAssess11
ExperimentsExperiments
GpGp11
AssessAssess11
ActivitActivityy
AssessAssess22
GpGp22
AssessAssess11
XXXXXXXX AssessAssess22
XXXXXXXXXX Assess3Assess3
ActivityActivity Assess3Assess3
Remember to check if:Remember to check if:
You have measured correctly You have measured correctly (construct validity)(construct validity)
You have factored in all possible You have factored in all possible influences (internal validity)influences (internal validity)
Generalizable (external validity)?Generalizable (external validity)?– SoTL does not subscribe to the same SoTL does not subscribe to the same
rules….(see next slide)rules….(see next slide)
The teaching and learning that The teaching and learning that happens in our classrooms is often happens in our classrooms is often more qualitative that quantitative. more qualitative that quantitative.
When we study people inside their When we study people inside their own culture, we don’t try and own culture, we don’t try and generalize from a large population. generalize from a large population. We don’t look for what is replicable, We don’t look for what is replicable, reliable, or statistically valid. Rather reliable, or statistically valid. Rather we look for what’s singular, particular we look for what’s singular, particular and unique.and unique.
(Chiseri-Strater & Sunstein, 2006, pp.21).(Chiseri-Strater & Sunstein, 2006, pp.21).
ChallengesChallenges
– TimeTime– CoercionCoercion– Observer effectObserver effect – ‘‘Students as lab rats’Students as lab rats’– RandomizationRandomization
Teacher Research is Teacher Research is UniqueUnique
It uses Naturally occurring groupsIt uses Naturally occurring groups No random assignmentNo random assignment No comparison groupNo comparison group
Use same test items over consecutive yearsUse same test items over consecutive years Use similar test items over timeUse similar test items over time Compare across different instructorsCompare across different instructors
No random samplingNo random sampling entire sample usedentire sample used
No pretestNo pretest Control key factorsControl key factors
What Do You Do With What Do You Do With It?It?
Check the literature
Implement(& Publish)
Ask the Question
Design a study
Collect Data
Scrutinize Teaching
and Learning
Share it with colleagues, publish it, or just use it to teach better.
Sharing can be Informal: The KEEP Toolkit
ConclusionsConclusions
Teacher Teacher research/SoTL is research/SoTL is pragmatic pragmatic pedagogypedagogy
Scrutinizing your Scrutinizing your teaching and teaching and student learning student learning can be can be invigoratinginvigorating
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