discuss the implications of 21st century learners in the...
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PLAN Workshop
Friday, August 9, 2013
10am-1pm
Michelle Rodems, Ph.D.
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Discuss the implications of 21st Century Learners in the classroom (understand how to work with students in higher education)
Describe a process for structuring your class based on Backwards Design and Fundamental and Powerful Concepts (time management, structuring)
Identify ways to assess student learning in your class (grading)
Explore activities, assignments, and strategies to promote active learning (time management, tips)
Develop a list of next steps and “to dos” to prepare for the year (practical advice)
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"The young people of today think of
nothing but themselves. They have
no reverence for parents or old age.
They are impatient of all
restraint. They talk as if they alone
knew everything and what passes
for wisdom with us is foolishness
with them. As for girls, they are
forward, immodest and unwomanly
in speech, behaviour and dress."
"I see no hope for the future of our
people if they are dependent on
frivolous youth of today, for certainly
all youth are reckless beyond
words... When I was young, we were
taught to be discreet and
respectful of elders, but the present
youth are exceedingly wise
[disrespectful] and impatient of
restraint" -- Attributed to Socrates by Plato
--Hesiod, 8th Century BC
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Also Called:
• Generation NeXt
• GenerationMe
• Millenials
• Gen Y
• The Next Great Generation
Defined as:
• Those born after 1980
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https://www.youtube.com/watch?v=c0xa98cy-Rw
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Model Traits • Reduced Self-efficacy
• Incivility and Caring Issues
• Consumer Orientation • Instant Gratification
• Negotiation
• Entertainment Orientation • Entitlement
• Self-Interested
• Diversity
• Techno-literate
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So what?
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COLLEGE STUDENT DEVELOPMENT
Perry’s Theory of
Intellectual Development King and
Kitchener’s
Reflective
Judgment Model Chickering &
Gamson’s
Identity
Development
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Picture: http://en.flossmanuals.net/class-acts/ch015_thexoisateachersdreammachine/
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report.
Austin, TX: The New Media Consortium.
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http://thecrispianadvantage.com/2011/03/20/complexity-the-new-normal-2-leading-to-the-essence/brain-plasticity/ http://www.flickr.com/photos/genista/
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http://www.consumerelectronicsnet.com/articles/viewarticle.jsp?id=1199487
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http://www.laurenmacewen.com/2012/01/04/picking-a-twitter-name-and-why-middle-initials-are-a-faux-paux/
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http://www.geekosystem.com/powerpoint-political-party/
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http://www.missiontolearn.com/2011/11/lifelong-learning-technology-tools/
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Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and
Instructions
• Plan with the end in mind
• Avoids the “twin sins” : activity-focused planning and coverage-focused
planning
• Process: iterative and unpredictable
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explain or help us think about a huge body of questions, problems, information, and situations.
are attached to a course theme
are to be contrasted with individual bits of information, or with less general concepts.
reflect the primary and essential thinking trait(s) you want students to achieve at the end of an assignment/course.
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6 months from now . . .
12 months from now . . .
2 years from now . . .
5 years from now . . .
What do you want students to remember about your course?
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Examples
English: Unreliable narrator
Finance: Conditions of uncertainty
Public Health: Health equity
Sociology: Ethnocentrism
Social Work: Evidence-based practice
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S: State it
E: Elaborate
E: Exemplify
I: Illustrate
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Using a SEE-I prompt requires you to clarify your thinking about an idea, concept or problem
Communicating about your ideas or thinking using the SEE-I can be a tool for checking the accuracy of your thinking
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State: The legal system of the U.S. is rigid, but nimble because it adapts to societal change.
Elaborate: Societal positions influence the law through the people it serves.
Exemplification: Sociological change brought about a major shift in the law as it relates to education, moving from segregated schools to integrated ones.
Illustration/Metaphor: We like to think of the dictionary as fixed and set, and therefore permanent. Yet it changes with society in a real ways—words enter the dictionary all the time, such as “unfriend” and “carbon footprint.”
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Use it as a starting point for discussion • “I’ll make a statement, and I want to someone to elaborate”
Use it between students or groups during a discussion.
During silence to help understanding SEEI can also be used as a catalyst.
• Provide an elaboration of a concept and ask students to provide examples. Connect it to other concepts and have them start the process over again.
“Who has an example of…?”
SEE-I Resource: http://en.wikipedia.org/wiki/SEE-I
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State one of your F&P concepts in 1 sentence:
Elaborate that definition:
“In other words…”
Exemplify the concept: “For example…”
Illustrate with an image, metaphor or simile
“It’s like…”
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Create
Evaluate
Analyze
Apply
Understand
Remember
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Summative
“Assessment of learning”
Occurs after instruction
Measures level of success or proficiency achieved
Generally results in grade
Formative
“Assessment for learning”
Occurs during instruction
Gathers feedback to guide improvement
Generally low-stakes
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Grading is not the Most Important Function
Focus on the learning outcome
Testing as opportunity to understand students’ intellectual progress
Decide what to assess
Aim for validity and reliability
Use a variety of testing formats
Types of tests
Create good questions – Bloom’s Taxonomy
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Prepare new exams each time you teach a course
Ask students to submit test questions
Be cautious about using item banks from textbook publishers or found online
Make your tests cumulative
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Summative
“Assessment of learning”
Occurs after instruction
Measures level of success or proficiency achieved
Generally results in grade
Formative
“Assessment for learning”
Occurs during instruction
Gathers feedback to guide improvement
Generally low-stakes
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Classroom Assessment
is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning
it.
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Planning Start small
Implementing Prepare students
Be clear
Read
Responding “Close the feedback loop”
Talk to students, inform them of adjustments
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When you hear the term
ACTIVE LEARNING
what thoughts or ideas come to mind?
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http://www.youtube.com/watch?v=EQKcxnFUMxk
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http://www.youtube.com/watch?v=pPhCmvpPorU
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What are the specific ways that each instructor attempted to engage with their students?
What worked and what didn’t?
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While instructors are lecturing, students are not attending to what is being said 40% of the time.
In the first 10 minutes of lecture, students retain 70% of the information; in the last 10 minutes, just 20%.
Students lose their initial interest, and attention levels continue to drop, as the lecture proceeds.
-Meyers & Jones, 1993
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The opportunity for students to take a more interactive relationship with the subject matter of a course
Encouraging students to generate rather than simply receive knowledge
Teachers as facilitators rather than “dictators” of student learning: guide on the side, not sage on the stage!
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It is an exceptionally effective teaching technique:
Students learn more material*
Retain information longer*
Enjoy their classes more*
It saves time:
Students learn in the classroom—with the help of the instructor and other students—rather than on their own
*Compared with traditional lecturing 48
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Confucius said:
What I hear, I forget.
What I see, I remember.
What I do, I understand.
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Lectures
Discussion
Groups
Activities and assignments
Case Studies
Simulations
Writing
Technologies
CATs
Relatable examples
Getting to know students
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Large classes
Middle-sized classes
Small classes
Laboratory classes
Experiential learning
Online
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• Theory Building
• Data-access & data bases
• Data collection
• Data analysis
Inquiry
• Document preparation
• Communication w/others
• Active Learning
• Collaborative tools
Communication
• Design and Robotics
• Control systems
• Content delivery
• Organization & time management
Construction
• Drawing, painting, recording
• Animation, hypermedia, interactivity Expression
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What are the outcomes you are hoping to achieve?
In what part of the process would utilizing technology help you? How and why?
What technologies are you prepared to use? What technologies are your students prepared to use?
How much time and support do you have?
How is it going? What do I need to do differently?
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Theory Building
Tabletop, Logo, Stella, Mathematica, ThinkerTools, ChemViz
Data access
Ebsco, ERIC, Itunes, government data bases
Data collection
Micro-observatory, micro-computers, online surveys
Data analysis
Excel, SPSS, Statistics Workshop, problem-solving programs
Search Engines
Google, Yahoo, Bing
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Document preparation Microsoft Word, Keynote, Adobe Acrobat, In-Design
Communication with others Email, listservs, text-messaging, Skype, Google Plus
Hangout, On-Air
Collaborative Tools Google Docs (Drive), wikis, LMS
Personal and Professional Development Social media: Linked-in, Twitter, Ning
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Control systems – using computers to affect the physical world
Robotics
Organization & Time Management
Grading, financial management, record-keeping
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Drawing and Painting Programs
Music making and accompaniment
Interactive video and hypermedia
Animation
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21st Century Learners’ traits
College Student Development Theory
Instructional Technology
Backwards Design
Fundamental & Powerful Concepts
Bloom’s Taxonomy
Summative & Formative Feedback
CATs
Active Learning
Brain-Based Learning
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Your
First
Week of
Class
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Before the First Day How to Prepare
• Obtain and review/alter/develop your
syllabus
• Course Design
• Big Goals → Unit Goals → Weekly Goals
→
Class Goals
• Personalize Blackboard
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Ethos
Characteristics of Good Teachers
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Syllabus
What to Include (http://louisville.edu/delphi/resources/syllabus
Policies
Review
Don’t Forget! (What do they call you? How to
communicate? Willingness to meet?)
Collect Student Information
Name, contact information, prior experience w/course
material, major,
interests & hobbies
Other Administrative Tasks (Roster, Pre-requisites)
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Ice Breakers
Mini-Lesson
Big Questions
What’s it like to think like a ____________?
What does a ____________ really do?
How will these classes in _________ be different in
college compared to high school?
Reading or Lab to set the tone
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The Second Day The Class Plan
Classroom Assessment
Techniques (CATs)
Planning for the Long-
Term
Keeping Up
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Syllabus Guidelines: http://louisville.edu/delphi/resources/syllabus
Blackboard Information: http://louisville.edu/delphi/blackboard
The Honolulu Community College Teaching Tips Website for the First Day (including links to icebreakers. The rest of the site is a great resource as well!): http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm#firstday
GTA Blackboard
GTA Handbook
Bibliography
CATs
Bloom’s Taxonomy
PLAN
GTA Website
Social Media