Improving Learning:  Improving Learning:  Best Practices for Teaching Best Practices for Teaching

in the Libraryin the LibraryCARLI I-Share Instruction ForumCARLI I-Share Instruction Forum

Heartland Community CollegeHeartland Community CollegeNovember 7, 2007November 7, 2007Beth S. WoodardBeth S. Woodard

Definition of “Good Teaching”Definition of “Good Teaching”

““Good teaching is the creating of those Good teaching is the creating of those circumstances that lead to significant learning circumstances that lead to significant learning in others.”in others.”

--Finkel, --Finkel, Teaching with Your Mouth ShutTeaching with Your Mouth Shut

Significant LearningSignificant Learning

Thinking back over your whole life, what were Thinking back over your whole life, what were the two or three most significant learning the two or three most significant learning experiences you ever had? That is, list the experiences you ever had? That is, list the moments (or events) in which you discovered moments (or events) in which you discovered something of lasting significance in your lifesomething of lasting significance in your life

Questions to ask yourself:Questions to ask yourself: Did it take place in a classroom? Did it take place in a classroom? Did it take place in a school?Did it take place in a school? Was a professional teacher instrumental in making Was a professional teacher instrumental in making

the learning experience happen?the learning experience happen? Was a teacher-like figure (e.g., coach, minister, Was a teacher-like figure (e.g., coach, minister,

school counselor, theater director) instrumental in school counselor, theater director) instrumental in making the learning experience happen?making the learning experience happen?

If the answer to 3 or 4 is “yes,” then what did the If the answer to 3 or 4 is “yes,” then what did the teacher (or other person) actually do to help you teacher (or other person) actually do to help you learn?learn?

In general, what factors In general, what factors werewere instrumental in bringing instrumental in bringing about the learning? about the learning?

Creating Conducive EnvironmentsCreating Conducive Environments Motivation or personal Motivation or personal

importanceimportance Development of self-Development of self-

efficacy of the learnerefficacy of the learner How student feels about How student feels about

the learningthe learning Brain-friendly Brain-friendly

environmentenvironment Sense of belongingSense of belonging Support for achievementSupport for achievement Sense of empowermentSense of empowerment

Tileston Tileston 10 Best Teaching Practices.10 Best Teaching Practices.

Natural Critical Learning Natural Critical Learning EnvironmentEnvironment

5 common elements:5 common elements: Intriguing question or problemIntriguing question or problem Guidance in helping the students understand the Guidance in helping the students understand the

significance of the questionsignificance of the question Engages students in some higher-order intellectual activity: Engages students in some higher-order intellectual activity:

encouraging them to compare, apply, evaluate, analyze, encouraging them to compare, apply, evaluate, analyze, and synthesize, but, never only to listen and remember. and synthesize, but, never only to listen and remember. Often that means asking student to make and defend Often that means asking student to make and defend judgments and then providing them with some basis for judgments and then providing them with some basis for making the decision.making the decision.

Environment also helps students answer the question.Environment also helps students answer the question. Leaves students with a question: “What’s the next Leaves students with a question: “What’s the next

question?”question?” Ken Bain Ken Bain

Address Different Learning StylesAddress Different Learning Styles

AuditoryAuditory VisualVisual KinestheticKinesthetic

Auditory PreferencesAuditory Preferences

Like to talk and enjoy activities in which they can Like to talk and enjoy activities in which they can talk to their peers or give their opiniontalk to their peers or give their opinion

Encourage people to laughEncourage people to laugh Are good storytellersAre good storytellers Usually like listening activitiesUsually like listening activities Can memorize easilyCan memorize easily

Teaching to Auditory LearnersTeaching to Auditory Learners

Use direct instruction, with guiding learning through Use direct instruction, with guiding learning through application and practiceapplication and practice

Employ peer tutoring, in which students help each Employ peer tutoring, in which students help each other practice the learningother practice the learning

Use group discussions, brainstorming, & Socratic Use group discussions, brainstorming, & Socratic seminars.seminars.

Verbalize while learning, and encourage students to Verbalize while learning, and encourage students to verbalize as wellverbalize as well

Use cooperative learning activities that provide for Use cooperative learning activities that provide for student interaction.student interaction.

Visual preferencesVisual preferences

Watch speakers’ facesWatch speakers’ faces Like to work puzzlesLike to work puzzles Notice small detailsNotice small details Like for the teacher to use visuals when Like for the teacher to use visuals when

talkingtalking Like to use nonlinguistic organizers (frames, Like to use nonlinguistic organizers (frames,

concept maps, mind maps, venn diagrams, concept maps, mind maps, venn diagrams, fishbone)fishbone)

Teaching to Visual LearnersTeaching to Visual Learners

Use visuals when teachingUse visuals when teaching Use visual organizersUse visual organizers Show students the patterns in learningShow students the patterns in learning Use metaphors Use metaphors

Example of a FrameExample of a Frame

CriteriaCriteria Scholarly JournalsScholarly Journals Popular MagazinesPopular Magazines

FormatFormat Grave, seriousGrave, serious Slick, glossySlick, glossy

GraphicsGraphics Graphs, chartsGraphs, charts Photos, illustrationsPhotos, illustrations

SourcesSources Footnotes, bibliographyFootnotes, bibliography Obscure, rarely citedObscure, rarely cited

AuthorsAuthors Scholars, researchersScholars, researchers Staff or free-lanceStaff or free-lance

LanguageLanguage Terminology, jargonTerminology, jargon SimpleSimple

PurposePurpose Inform, report researchInform, report research Entertain, persuadeEntertain, persuade

PublishersPublishers Professional groupsProfessional groups ProfitProfit

AdvertisingAdvertising SelectiveSelective ExtensiveExtensive

ExamplesExamples Harvard Business ReviewHarvard Business Review

JAMAJAMA

People WeeklyPeople Weekly

Sports IllustratedSports Illustrated

Example of a Spider MapExample of a Spider Map

Types of Contemporary Types of Contemporary MaterialsMaterials

Scholarly Journals

Sensational Publications

Contemporary Materials

Substantial News

Popular Magazines

Kinesthetic LearnersKinesthetic Learners

Need the opportunity to be mobileNeed the opportunity to be mobile Want to feel, smell, and taste Want to feel, smell, and taste

everythingeverything May want to touch their neighbor as May want to touch their neighbor as

wellwell Like to take things apart to see how Like to take things apart to see how

they workthey work

Teaching Kinesthetic LearnersTeaching Kinesthetic Learners

Use a hands-on approach to learningUse a hands-on approach to learning Provide opportunities to moveProvide opportunities to move Use simulations when appropriateUse simulations when appropriate Bring in music, art, and manipulativesBring in music, art, and manipulatives Break up lecture so that it is in manageable chunksBreak up lecture so that it is in manageable chunks Use discovery learning when appropriateUse discovery learning when appropriate Use discussion groups or cooperative learning so that Use discussion groups or cooperative learning so that

student have an opportunity to move about and to talk student have an opportunity to move about and to talk with their peers.with their peers.

Help Students Make ConnectionsHelp Students Make Connections

““Teachers should not assume that transfer will Teachers should not assume that transfer will automatically occur after students acquire a sufficient automatically occur after students acquire a sufficient base of information. Significant and efficient transfer base of information. Significant and efficient transfer occurs only if we teach to achieve it.”occurs only if we teach to achieve it.”

David Sousa. David Sousa. How the Brain LearnsHow the Brain Learns (1995) (1995)

Strategies for ConnectionsStrategies for Connections

AssociationAssociation Refer to previous lessonsRefer to previous lessons Ask about personal experiencesAsk about personal experiences Ask students to predict behaviors or eventsAsk students to predict behaviors or events

SimilaritySimilarity Critical attributesCritical attributes Context and degree of original learningContext and degree of original learning

Teaching for Long-Term MemoryTeaching for Long-Term Memory

Types of MemoryTypes of Memory SemanticSemantic EpisodicEpisodic ProceduralProcedural AutomaticAutomatic EmotionalEmotional

Teaching for Long-Term MemoryTeaching for Long-Term Memory

Put information into manageable “chunks” 7 +/- 2Put information into manageable “chunks” 7 +/- 2 Use questioning strategiesUse questioning strategies Use peer teachingUse peer teaching Use graphic and linguistic organizersUse graphic and linguistic organizers Use mnemonics, stories, and metaphors Use mnemonics, stories, and metaphors Use visualsUse visuals Use motion, such as role plays, drama, choral Use motion, such as role plays, drama, choral

readings, debatesreadings, debates Provide practiceProvide practice Engage positive emotionsEngage positive emotions

Using Higher-Level Thinking Using Higher-Level Thinking ProcessesProcesses

Help them create personal goals for learning.Help them create personal goals for learning. Critical ThinkingCritical Thinking Creative ThinkingCreative Thinking Problem solvingProblem solving

Bloom’s TaxonomyBloom’s Taxonomy

1.1. KnowledgeKnowledge

2.2. ComprehensionComprehension

3.3. ApplicationApplication

4.4. SynthesisSynthesis

5.5. AnalysisAnalysis

6.6. EvaluationEvaluation

Tools that help studentsTools that help students

ComparisonComparison ClassificationClassification InductionInduction DeductionDeduction Error analysisError analysis Construction supportConstruction support Abstracting or pattern buildingAbstracting or pattern building Analyzing perspectivesAnalyzing perspectives

Marzano 1992., R.J. Marzano 1992., R.J. A Different Kind of ClassroomA Different Kind of Classroom

Collaborative learningCollaborative learning

Good teacher to student communicationGood teacher to student communication Student to student communicationStudent to student communication

Bridging Gaps between LearnersBridging Gaps between Learners

Build self-efficacyBuild self-efficacy Eliminate biasEliminate bias

LinguisticLinguistic StereotypingStereotyping ExclusionExclusion IsolationIsolation SelectivitySelectivity

Using Authentic AssessmentsUsing Authentic Assessments

What is it that we want students to know and to What is it that we want students to know and to be able to do as a result of learning?be able to do as a result of learning?

Examinations and assignments become a way to Examinations and assignments become a way to help students understand their progress in help students understand their progress in learning, and they also help evaluate teaching.learning, and they also help evaluate teaching.

Evaluation and assessment stress learning rather Evaluation and assessment stress learning rather than performancethan performance

Real-World PracticeReal-World Practice

Starter KnowledgeStarter Knowledge Relational KnowledgeRelational Knowledge Globalized KnowledgeGlobalized Knowledge Expert KnowledgeExpert Knowledge

Selected Resources:Selected Resources: Association of College and Research Libraries. 2003. Association of College and Research Libraries. 2003. Characteristics of Programs of Characteristics of Programs of

Information Literacy that Illustrate Best Practices: A GuidelineInformation Literacy that Illustrate Best Practices: A Guideline http://http://www.ala.org/ala/acrl/acrlstandards/characteristics.htmwww.ala.org/ala/acrl/acrlstandards/characteristics.htm

Bain, Ken. 2004. What Makes Great Teachers Great? Bain, Ken. 2004. What Makes Great Teachers Great? The Chronicle ReviewThe Chronicle Review, vol. 50, , vol. 50, issue 31, p. B7. issue 31, p. B7. http://chronicle.comhttp://chronicle.com

Bain, Ken. 2004. Bain, Ken. 2004. What the Best College Teachers DoWhat the Best College Teachers Do. Cambridge, MA: Harvard . Cambridge, MA: Harvard University Press.University Press.

Chickering, Arthur W. & Gamson, Zeld F.1987. Seven principles of good practice in Chickering, Arthur W. & Gamson, Zeld F.1987. Seven principles of good practice in undergraduate education. undergraduate education. AAHE Bulletin, 39AAHE Bulletin, 39, 3-7. , 3-7.

Donald, Janet. 1997. Donald, Janet. 1997. Improving the Environment for Learning: Academic Leaders Improving the Environment for Learning: Academic Leaders Talk about What WorksTalk about What Works. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Finkel, Donald L. 1999. Finkel, Donald L. 1999. Teaching with Your Mouth ShutTeaching with Your Mouth Shut. Portsmouth, NH: . Portsmouth, NH: Boynton/Cook Publishers.Boynton/Cook Publishers.

Livesey, Rachel C. in collaboration with Parker Palmer. Livesey, Rachel C. in collaboration with Parker Palmer. The Courage to Teach: A The Courage to Teach: A Guide for Reflection and Renewal. SanGuide for Reflection and Renewal. San Francisco: Jossey-Bass. Francisco: Jossey-Bass.

Palmer, Parker. 1998. Palmer, Parker. 1998. The Courage to Teach: Exploring the Inner Landscape of a The Courage to Teach: Exploring the Inner Landscape of a Teacher’s LifeTeacher’s Life. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Tileston, Donna Walker. 2005. Tileston, Donna Walker. 2005. 10 Best Teaching Practices 10 Best Teaching Practices Thousand Oaks, CA: Thousand Oaks, CA: Corwin Press.Corwin Press.