analytical techniques ws 2015/2016

Analytical Techniques WS 2015/2016

Introduction

Organizational matters

• Planning and conducting one Analytical Technique Session independently

• Session needs to include at least one interactive element– Groups of two Fellows (90 minutes)– Single Person (60 minutes)

• Minimize overlap to other groups

• Remember the group size (39 Fellows)

Schedule

Preparation of the Session (Organization)

• You can start planning today

• One preparation meeting before the Session– 2 weeks before the session– With Virginia and Jenna– Session plan needs to be done– Draft of the materials needs to be ready

• One week before: Hand in the complete materials (short topic‐specific feedback; Virginia and a PI/expert)

Be prepared!

Expert of the field

• Find an expert regarding your topic, who can attend you Analytical Techniques Session for further support

• Tell us who this person till November the 1st

• Send an email to Virginia ([email protected]‐berlin.de)

Basics

• Build on prior knowledge

• Filter the information

• Get to the heart of things

• Focus on the most important things

• Know what you are talking about

Planning a Seminar

The triangle of principles of teaching

• Describes the interdependence between the components within the process of teaching and learning

Teacher – Student ‐ Topic

• "Interdependence" = everyone of the components has an influence on the learning situation Cohn, 1997

Ecker et al., 2009

Topic

StudentTeacher

learningpreparing

teaching

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Lesson planning

• Systematic process• Development of a method to achieve a goal Possible foundation: circular model

Ecker, Geiger, Hofmeister, Lux, Penzinger, Sturm & Treptow, 2009

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Verification & Application

Organization oflearning (media)

Organization oflearning (methods)

Topic (content)

Goals

Analysis of theaudience

The circular model of lesson planning

Ecker et al., 2009

Feedback

(Self‐)Reflection

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Analysis of audience

• Analysis of teaching and learning requirements– Only preliminary determinable– Consistent actualization through feedback necessary

• Important aspects:

Ecker et al., 2009


Goals

Topic (content)Organization oflearning(methods)



Feedback

(Self‐)Reflection

– Prior knowledge & competences– Working attitude– Group structure– Special learners

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Teaching‐/Learning‐goals

• „Goals are selection criteria for the planning process“ Narrowing down the topic Choosing fitting content Determining adequate learning organization

• Learning goals = desired learning outcomes• Learning goals describe observable behavior of students (activities,

statements) at the end of the lesson

Ecker et al., 2009

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Goals




Feedback

(Self‐)Reflection

Levels of learning goals

Key Objective (headline goal)

Strategic goal

Operational goal (macro)

Operational goal (micro)

http://www.gs‐klieken.bildung‐lsa.de/images/homepage_clips/schulhaus.gifhttp://www.tensing‐brunsbuettel.de/img/start/tuer.gif

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Goals




Feedback

(Self‐)Reflection

Example: Goals for today`s session

• Key Objective: Quality of SALSA Analytical Techniques

• Strategic goal: Acquisition of basics in lesson planning including planning, conducting and evaluating

• Operational goal (macro): The Fellows can plan a session using a structural template.

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Example: Goals for today`s session

• Operational goal (micro):

– The Fellows can name the basics of lesson planning.

– The Fellows can formulate operational goals (macro and micro) for their own analytical technique session.

– The Fellows can independently plan their Analytical Technique session based on the basics of lesson planning.

Bloom`s Taxonomy

Bloom, 1956 https://www.baruch.cuny.edu/assessment/creating.htm

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Goals




Feedback

(Self‐)Reflection

Exercise

Formulate operational goals on the macro and micro level for your Analytical Technique session. Define your topic more precisely while formulating the goals.

Time: 25 minutes

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Goals




Feedback

(Self‐)Reflection

Advantages and Disadvantages

Pro• Structuring of the lesson

• Transparency• Reflection and Analysis• Assessment of lessons

Becker, 1994; Jank & Meyer, 1991; Kirchner, 2007

Contra• Product‐centered approach

• External goal definition• Confinement

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Topic, Content

• Choice of Topic• Selection of the content (Setting of priorities!)• Search for information• Development of a content related sequence

Ecker et al., 2009

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Goals




(Self‐)Reflection

Feedback

• Example:– Flashlight– Fishbowl– Learning with models– Station learning course– Mind‐mapping– …

Methods

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Goals




(Self‐)Reflection

Feedback

Media

• Example:– Print media– Presentations– Experiments– Audio‐visual media– Worksheets– Games

Hofmeister, Penzinger & Treptow, 2009

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Goals




(Self‐)Reflection

Feedback


• Governance & Consultation• Moderation (e.g. discussions)• Tutorial und lab courses• Assessment of performance

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Goals




(Self‐)Reflection

Feedback

Feedback

• Results of a Teaching‐ and Learning‐interaction – Output perspective (Observations, Feedback, …)– Input perspective (Reason for adaptation of future planning)

• Evaluation with focus on learning Reaction possibilities for future

learning possibilities

Sturm, 2009

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Goals




(Self‐)Reflection

Feedback

(Self‐)Reflection

• Detailed mental processing of feedback• Active thinking about and/or discussion about teaching and

learning processes • Forms:

Adressaten‐analyse

Ziele

Thema (Inhalt)Lernorganisation (Methoden)

Lernorganisation (Medien)

Überprüfungen & Anwendungen

Rückkoppelung (Feedback)

(Selbst‐) Reflexion

Coaching Group reflection Individual reflection Consultations with colleagues Supervision

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Organization of learning (media)

Organization of learning (methods)

Topic (content)

Goals

Analysis of the audience

The circular model of lesson planning

Ecker et al., 2009

Feedback

(Self‐)Reflection

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Basic Structure

• Entry Point– Introduction to the topic– „Attunement“– …

• Developmental Stage– Information– tasks– …

• Securing results– exercises– tests– discussion– …

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Meyer, 1990

Example of a lesson plan

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Time Topic/content Method Media

Entry point

09.20 Presentation PPP

Developmental stage

09.45 Mind‐map PPP

10.00 PPP, WS

10.10 PPP

10.30 PPP

Securing results

10.45 AB

Active Learning and

Teaching Methods

Active Learning

• Centre the responsibility of learning on learners

• Investment of a significant amount of mental energy and a high level of psychological involvement in the learning process

• Any learning activity students engage in other than just listening passively to an instructor‘s lecture

(http:// schoolweb.missouri.edu/stoutland/elementary/active_learning.htm)

Active Learning I

• Students studying ideas, solving problems, and applying what they learn in practice;

• Active learners energetically strive to take a greater responsibility for their own learning. They integrate new information, concepts, or skills into their own mental schema through rephrasing, rehearsing, and practice;

• Students engage in the process of building their own mental models from the information they are acquiring.


Active Learning II

• Through active learning students become their own teachers;

• Classroom strategies such as social interaction (students working together) and less competition should get students more involved in the subject matter;

• Teachers teach students how to function actively and how to get the task done. The learning responsibility is distributed among the students and the teacher;


Active Learning III

• Students are put into situations which compel them to read, speak, listen, think critically, solve problems and write;

• Students must engage in such higher‐order thinking tasks as analysis, synthesis and evaluation in contrast to simple absorption of new information.

• Teachers become facilitators of learning, and students become active participants, engaging in a dialog with their colleagues and with the instructor;


Methods

• Selection of 12 different possible methods

• Please note: There are a lot of other possible methods!

Exercise I

• Form groups of two.

• Every group prepares one method.– Make sure that you can explain the method.– Think about possible advantages, disadvantages.– Develop a science learning context in which the method

could be used reasonably. (What science content could be taught with this method?, What would you need to do so?)

• Take notes. Time: 20 minutes

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Exercise II

• Form groups of six.

• Explain your method to the other group members.Also talk about advantages, disadvantages and possible science contents.

• At the end of this period every group member should be able to explain all six methods.

• Time: 30 minutes

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Exercise III

• Form groups of twelve

• Explain the methods quickly to the other group members.(Focus only on the method itself.)

• Discuss similarities and differences of the methods.• What do all methods have in common?• How do the methods relate to the construct of active learning.

• Time: 20 minutes

1 12 23 34 45 56 67 78 89 910 1011 1112 12

Task of the Teacher?

Active Learning by the students

Teacher‘s job?

analytical techniques ws 2015/2016

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