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Data-Guided Faculty Development Planning University of Alabama Birmingham
September 11, 2012Shelley A. Chapman, PhD
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Plan for this Session
OHelping underperforming teachers
OStrategic Use of IDEA for Planning Faculty Development
OCustomizing for School/College purposes
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Reflective Practice using Individual Reports
Help them use IDEA resources that are keyed to reports
Invite Conversations
Suggest new ideas to try
Help them usethe FIF well
Help them interpret Individual reports
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Recommended:Diagnostic Form
O More data O Specific
suggested action steps based on research
O IDEA resources (no cost) are keyed to reports
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UAB Spring 2012
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Research Based
Relationship:Teaching Methods to Learning Objectives
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I. Individual Faculty
1. Individual Consultations
O Faculty Information Form
O How to select objectives
O Adjusted and Converted scores
O Suggested Actions
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UAB Spring 2012
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UAB Core Learning Outcomes
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2. Help them Learn How to Log their Results on the
Faculty Worksheet
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Reflective Practice using Individual Reports
Help them use IDEA resources that are keyed to reports
Invite Conversations
Suggest new ideas to try
Help them usethe FIF well
Help them interpret Individual reports
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Suggested Action Steps from Page 3
#16#18#19
3. Help them to make connections
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IDEA Website
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POD-IDEA Notes
OBackgroundOHelpful HintsOAssessment OReferences and
Resources
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Reflective Practice using Individual Reports
Help them use IDEA resources that are keyed to reports
Invite Conversations
Suggest new ideas to try
Help them usethe FIF well
Help them interpret Individual reports
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4. Encourage “Conversations” about
IDEAO Coffee and ConversationsO Paired DiscussionsO Brown Bag Lunch/Supper
ConversationsO Testimonials at End-of-year Faculty
MeetingsO Classroom “Visitations” or
“Observations”
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Classroom Observations
Time
What Happened
What Was Said
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Classroom Observations
Time
What Happened What Was Said
8:05
8:10
8:15
Instructor shut door
Students are shuffling papers, opening books.
Student comes in late
Several students raise hands
Female in first row is called on
Instructor (I): OK, Class. Let’s begin. Make sure you turned in your homework as you came in.
Today we will begin our discussion on the brain. Turn in your textbooks to chapter 5.
Is your brain more like a computer or a jungle? Who would like to respond first?
Student (S) My brain is a jungle! I am so unorganized! (class laughs)…
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Flow of Communication MapInstructor
M
F
F
F
M M M M M
M M
M
F F F F
F
F
F
F F
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Encourage the Use of the IDEA Help CommunitySearch for informationAsk specific questionsTalk to other clients who use IDEAShare ideas about how to use IDEA
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II. Groups of Faculty1. Workshops (Sample Topics)
O Incorporating IDEA into a SyllabusO How to Select “Important” or “Essential”
ObjectivesO Encouraging High Response RatesO Interpreting Reports (Adjusted &
Converted Scores, Contextual data, etc.)O How to get better ratings: Focus on
learningO How to use POD IDEA Center Notes
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2. Use IDEA for feedback on Faculty Development
“Courses”O Example: Faculty Summer Institute
at PLNUUsing IDEA for Faculty Development
atPoint Loma Nazarene University
tile
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Using IDEA for Faculty Development at Point
Loma Nazarene University
Integrating IDEA with the TILE Program
tile
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Model the Good Use of IDEAOConsult IDEA research for
planning TILE activitiesOCorrelation Studies
ORelationship between Methods and Learning Objectives
ORelationship between Methods and Global Items (Excellence of Course and Excellence of Teacher)
tile
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Relationship of Teaching
Methods to Learning
Objectives
Use Proactively to Plan Faculty
Development Learning Activities
tile
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Relationship of Teaching Methods
to Global Items
Use Proactively to Plan Faculty
Development Learning Activities
tile
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Learning ObjectivesOHow to select “important” or
“essential” IDEA objectives related to the courseO Use the Teaching Goals Inventory to help select
objectives: Use the Three Guiding QuestionsO Is this a significant part of the course?O Do you do something specific to help students
accomplish this objective?O Is progress on it part of their grade? tile
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Incorporating IDEA into Syllabus
O Show examples of how faculty put IDEA Objectives in their syllabi with their specific course objectives.Example: My three objectives are for you to 1.1.learn to analyze and critically evaluate ideas, learn to analyze and critically evaluate ideas, arguments, and points of view. arguments, and points of view.
O • To do this, you will be reading and critiquing scholarly articles and participating in class discussions.
2.2.develop skill in expressing yourself in writing. develop skill in expressing yourself in writing. O • To do this, you will propose a written research
project in APA format. 3.3.learn how to find and use resources. learn how to find and use resources.
O • To do this, you will use scholarly books and articles for your research proposal. tile
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Bloom’s Taxonomy and IDEA
BLOOM’S TAXONOMYIDEA OBJECTIVES
1. Gaining factual knowledge
2. Principles, generalizations, theories
3. Application for improved thinking
4. This profession’s points of view, skills
5. Team skills
6. Creative capacities
7. Broad , liberal education
8. Expressiveness (written and oral)
9. Find & use resources
10. Personal values
11. Analyze and critically evaluate ideas
12. Learn more by asking questions
1
2, 7
3, 8, 9
10, 11
10, 11
6
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Average Ratings for Objectives
IDEA OBJECTIVES
1. Gaining factual knowledge
2. Principles, generalizations, theories
3. Application for improved thinking
4. This profession’s points of view, skills
5. Team skills
6. Creative capacities
7. Broad , liberal education
8. Expressiveness (written and oral)
9. Find & use resources
10. Personal values
11. Analyze and critically evaluate ideas
12. Learn more by asking questions
Objective # Average Rating
1 4.0
2 3.9
3 4.0
4 4.0
5 3.9
6 3.9
7 3.7
8 3.8
9 3.7
10 3.8
11 3.8
12 3.8
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Week 3: CATs and Midterm Feedback
O Think about your IDEA objectives and create a midterm evaluation just for yourself.
O Ask questions that get at whether they feel they are making progress on the types of objectives you said are relevant.
tile
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UAB Response Rates Spring 2012
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IDEA Response RatesO Talk about ways to boost response rates:
O Can’t “set it and forget it”O Create a culture of reflective practice
O Show sample reportO Put objectives is syllabusO Talk about how you use student feedbackO Explain its reciprocal value
tile
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End-of-TILE Assessment
O Administer the Diagnostic Form to participants
O Instructors use the FIF in a way to assess team teaching
tile
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3. Using IDEA in a Curriculum Caucus
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UAB CoreShared Vision for a UAB Graduate
Possible IDEA Learning Objectives
Communication 8, 11
Knowledge 1, 2, 7, 9
Problem Solving 3, 11, 12
Citizenship 2, 10, extra questions
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What learning are we targeting?
Name of Course 1 2 3 4 5 6 7 8 9 10 11 12
English Composition I X X X X
Introductory Biology I X X X X
Finite Mathematics X X
The Art Experience X X X
Western Civilization I X X X X
Introduction to Psychology
X X X X
IDEA Learning Objectives
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What learning are we targeting?
Name of Course 1 2 3 4 5 6 7 8 9 10 11 12
English Composition I X X X X
Introductory Biology I X X X X
Finite Mathematics X X
The Art Experience X X X
Western Civilization I X X X X
Introduction to Psychology
X X X X
IDEA Learning Objectives
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Using GSRs to Analyze Targeted Learning
Page 2
Percent of Classes Selecting Obj. as Important or Essential
This Group Institution IDEASystem
Objective 1 16% 70% 78%
Objective 2 13% 59% 75%
Objective 3 41% 58% 75%
Objective 4 32% 35% 55%
Objective 5 23% 19% 32%
Objective 6 32% 14% 25%
Objective 7 22% 27% 27%
Objective 8 78% 43% 47%
Objective 9 19% 23% 41%
Objective 10 7% 11% 23%
Objective 11 68% 42% 49%
Objective 12 20% 23% 41%
Average # of Obj. Selected
3.7 4.2 5.7
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How do students rate their learning?GSR page 3
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Do Students’ report of learning meet our expectations?
GSR,Pages 5 and 6
Raw Average
Adj.Average
# ofClasses
ThisReport
3.9 3.9 11
Institution
4.2 4.2 3,963
IDEA System
4.0 4.0 31,991
Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends)
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Which Teaching Methods Should We Target for
Improvement? % of Classes Where Method was “Infrequently” Used
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4. Use Data from IDEA to Target Specific Needs
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Overall Progress Ratings (Courses) Page 3Percent of Classes at or Above the
IDEA database Average
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Relationship of Teaching Methods
to Global Items
Plan workshops to target needs
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Correlation of Teaching Method Items to Summary
ItemsIDEA Teaching Method Excelle
ntTeacher
Excellent Course
6. Make it clear how each topic fits into the course .84 .80
10.Explain course material clearly and concisely
.90 .79
13.Introduce stimulating ideas about the subject
.83 .82
4. Demonstrate the importance and significance of the subject matter
.83 .80
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Other ConsiderationsO Consider sending faculty to the IDEA
User Group Meeting to do presentations
O Consider becoming a member of POD and joining these conversations on the international level
O Design a Faculty Development Day around some of these ideas
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Questions?