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ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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Page 1: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

ENGAGING STUDENTS IN LEARNING

Conversations about Teaching and Learning Diane Salter

Vice Provost Teaching and Learning KPU

Dec. 10, 2013

Page 2: 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????

Page 3: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

What are these people doing ?

Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.

HelloAreyou

Heartrate

Page 4: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

Heart Rates in Uninterrupted Lectures

Bligh, 2000; Bonwell & Eison, 1999; Hartley & Davies, 1978.

Page 5: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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.

Page 6: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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Lecture Breaks Increase Students’ Attention

Bligh, 2000; McKeachy, 1999.

Page 7: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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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.

Page 8: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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

Page 9: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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.

Page 10: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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

Page 11: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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!

Page 12: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

The Old Britannia School House, Ontario

Smaller Classes are not immune to the didactic approach!!

Page 13: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013
Page 14: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013
Page 15: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013
Page 16: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

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Strategies to Engage

Which have you used?

Which might you use?

p. 3, 4

Page 17: ENGAGING STUDENTS IN LEARNING Conversations about Teaching and Learning Diane Salter Vice Provost Teaching and Learning KPU Dec. 10, 2013

THANK YOU!