teaching that sticks - ilene's slide set
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Teaching that Sticks!
Principles & Practices for Creating Memorable Presentations and Courses
Developed and Presented byIlene Alexander
Jane O’BrienChristina Petersen
RESO
UR
CES
http://slideshare.net/uminnteachlearn
MEM
OR
AB
LE?
Arts & Humanities
STEM SciencesNatural Sciences
Social Sciences
OV
ER
VIE
W 1
• Beginnings
• Overview
• Course Design Meets SUCCESS
• Concluding Thoughts
• Break at 10.30ish
• Lunch arrives at noon
OV
ER
VIE
W 2
•Active Learning
•Aligned Course Design
•SUCCESS
•Learn
•Unlearn
•Relearn
•Cognitive Dissonance• Identify Gaps
•Creativity
OU
TC
OM
ES
• Apply the principles of aligned course design.
• Draw on sticky teaching to build savvy teaching practices.
• Design course objectives, assessments and activities to provoke learning.
• Reflect on diverse practices for creating learning presentations.
Starting with a Story
or three…
Christina
Jane
Ilene
significant changes
individuals, groups, organisations or society
Photo Collage at CoffeeHag,Mankato, Minnesota
LearningLearning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society.
Frank Coffieldhttp://z.umn.edu/coffield
CreativityBy [creativity] I mean the directional trend which is evident in all organic and human life - the urge to expand, extend, develop, mature - the tendency to express and activate all the capacities of the organism, or the self.
Carl Rogers 1961
Active Learning Learners
Intended Learning Outcomes
Learning & Teaching Activities
Assessment
Outcomes
Instruction
Feedback & Assessment Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
ALIGNED COURSE DESIGNAdapted from L. Dee Fink, and from John Biggs & Catherine Tang
Intended Learning Outcomes
Learning & Teaching Activities
Assessment
Outcomes
Instruction
Feedback & Assessment Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
Intended Learning
Outcomes
Learning & Teaching Activities
Assessment
Outcomes
Instruction
Feedback & Assessment Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
Intended Learning Outcomes
Learning & Teaching Activities
Assessment
Outcomes
Instruction
Feedback & Assessment Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
Intended Learning Outcomes
Learning & Teaching Activities
Assessment
Outcomes
InstructionFeedback & Assessment
Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
Intended Learning Outcomes
Learning & Teaching Activities
Assessment
Outcomes
Instruction
Feedback & Assessment Components/Tasks
Situational ContextEnvironment
Environmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
Environmental Context – Basic Questions
•What do you (need, presume to) know about the students in our classes?
•What do the students (need, presume to) know about your discipline, course topics?
•What are the gaps, the most difficult concepts for students to master, especially at the start of your course?
•What do you know about who, what, when, why, where and how students stumble when they encounter these concepts?
What will learners “to learn”?•List 3 specific (vivid, clear, discriminating/discerning, defining verbs) that capture this.•List 3 ways students could demonstrate their learning – informal or formal, in or out of class, solo or collaborative.
What will students need “to unlearn”?• What misconception must students confront? • Note how / where they get stuck overall.
What do you want to be the impact of this “relearning” on students…• While they are in the course?• Five years after the course?
Credible
Credible
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