engaging students in learning conversations about teaching and learning diane salter vice provost...
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ENGAGING STUDENTS IN LEARNING
Conversations about Teaching and Learning Diane Salter
Vice Provost Teaching and Learning KPU
Dec. 10, 2013
What was your best learning experience????
What are these people doing ?
Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.
HelloAreyou
Heartrate
Heart Rates in Uninterrupted Lectures
Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.
Why plan for ‘Active’ Lectures?Problem of Attention span
Psychological constraints on learning:
Concentration drops with sustained and unchanging low level activity (such as sitting and listening). To follow lecture content concentrated effort is required.
Students attention is typically maintained for ???? __________ minutes.
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Lecture Breaks Increase Students’ Attention
Bligh, 2000; McKeachy, 1999.
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Bligh, D.A. 2000. Factors Affecting Student’s Attention. In: What’s the use of Lectures? San Francisco, CA: Jossey Bass Publishers, 2000. p.51.
Effect of intervention and discussion on attention decline during lecture.McKeachy, W.J. Teaching Tips: Strategies, Research and Theories for College and University Teachers. (10th Edition). Boston: Houghton Mifflin, 1999.
Discussion methods are superior to lectures in students’ retention of information at the end of the course, transfer of knowledge to new situations, development of problem solving.
Comparing Lectures to Discussions (Pascarella & Terenzini, 1991, review of 17 studies)
Lectures = Discussions Learning Low Level Factual Material
Discussions > Lecture Retention of Information
Transfer of Knowledge to New Situations Motivate students to learn more
Challenging assumptions: Biggs and Tang (2007) suggest:
Stop thinking about the next lecture that we have to give, and start considering how to create ‘situations for student learning’. (within the class time as well as out of class )Shift the focus from ‘how do I teach this’ to ‘whatshould the student to do to ‘learn this’.
Stop assuming that all learning takes place within a teacher-directed classroom.
Teaching for Quality Learning at University, Third Edition. John Biggs and Catherine Tang Open University Press, New York, 2007.
Challenging assumptions: Biggs and Tang (2007) suggest a shift :
From To
Coverage mode Assignment/Task Centred Mode
What am I going to teach? What do I want the students to learn?
I must cover … They must do…
Teaching Tasks Learning Tasks
Monologue Dialogue
Teach content Engagement with content/class asassess for mastery dialogue/assess for deep learning
Typical University Lecture HallTraditional Didactic Approach
Assumption: My job is to talk. Your role is to listen.
PLEASE LET ME KNOW IF YOU FINISH FIRST!
The Old Britannia School House, Ontario
Smaller Classes are not immune to the didactic approach!!
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Strategies to Engage
Which have you used?
Which might you use?
p. 3, 4
THANK YOU!