reflective learning: how getting students education to
TRANSCRIPT
Higher Education Campus Conference (HECC 2019)18 Nov 2019
REFLECTIVE LEARNING: HOW GETTING STUDENTS TO SPOT MISTAKES ENHANCES LEARNING
DARREN CHIAN SIAU CHENDEPT OF CIVIL AND ENV ENGINEERING
FACULT Y OF ENGINEERING
Conventional education systems focus on teaching rather than learning.
Amount of materials taught does not equate toamount of learning acquired by students.
Memorising of course materials mistaken for learning.
Assessment of students often through rigid, standardised and closed-ended questions.
Leads to students focusing on the methodology of solving questions, rather than understanding.
BACKGROUND
GRADED ASSIGNMENT –CONVENTIONAL APPROACH
Description: Question given, student told to solve it
Limitations: Boring, no innovation in learning/assessment
Student resort to finding similar tutorial questions and refer to the answers for clue
Student graded based on complete is the student’s attempt
Student cannot learn from common mistakes until assignment has been marked; too late
GRADED ASSIGNMENT –CONVENTIONAL APPROACH
Suggestion: Student can identify and learn to avoid common mistakes
Interesting and innovative learning approach
Style of question has to be unique and distinct from tutorial questions
Lecturer able to grade students also based on their understanding of concepts
GRADED ASSIGNMENT –CONVENTIONAL APPROACH
“People are quick to judge others faults but never quick to point out their own.” Anonymous
GRADED ASSIGNMENT –ALTERNATIVE APPROACH
Considerations (what to take note): Question and hidden mistakes must test concept of
subject matter
Lecturer to select appropriate examples
A reference point/basis for comparison 1 alternative, 1 conventional
How to read students’ thoughts on the alternative style assignment Anonymous survey form (students not required to
indicate name/id)
SETTING UP THE ALTERNATIVE GRADED ASSIGNMENT
Measureable (how to measure): Students understanding of concept can be quantified Marking scheme (higher makes for more serious mistakes)
Pitfalls (what could have gone wrong): Students unclear about requirements of assignment Convey in lecture, invite students to ask questions, indicate
what is expected
Cultural shock To be assessed
Students learn mistakes assuming they are correct To be assessed
SETTING UP THE ALTERNATIVE GRADED ASSIGNMENT
CE2112 SOIL MECHANICS –CONVENTIONAL ASSIGNMENT
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
Marking scheme
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
Marking scheme
CE2112 SOIL MECHANICS –ALTERNATIVE ASSIGNMENT
Marking scheme
CE2112 SOIL MECHANICS –SURVEY FORM
(Alternative style) (Conventional style)
CE2112 SOIL MECHANICS –SURVEY FORM
(Alternative style) (Conventional style)
CE2112 SOIL MECHANICS –SURVEY FORM
CE2112 SOIL MECHANICS –SURVEY FORM
Degree of Liking
SURVEY RESPONSES
AlternativeStyle
V Positive
Positive
Neutral
Negative V Negative
V Positive
PositiveNeutral
Negative
V Negative
ConventionalStyle
SURVEY RESPONSES
69%
31%
61%
39%
53%47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Alternative Assignment Conventional Assignment
Which style interest you more?
Which style enhances your learning better?
Which style enhances your thinking ability better?
Learning Experience (Group X)
SURVEY RESPONSES
110 Responses
24%
48%
23%
2% 3%
Much More A Litte More Neutral A Little Less Much Less
Much More
A Little More
Neutral
A Little Less
Much Less
Confidence doing better than the provided workings?
SURVEY RESPONSES
I t g ives a head star t to so lve the quest ion; some kind of reference Prov ide a f ramework for organis ing answers Given answer can act l ike a h int or reminder Safe ass ignment ; no need to th ink too much Helps to quest ion me concepts and equat ions I can get an idea of what to do Ver y creat ive ; a l ternat ive way of th inking; Innovat ive way of doing homework; New
and interest ing sty le of ass ignment ; Di f ferent approach as compared to other ass ignments
Picking up others ’ er rors is fun Help avoid the same mistakes Easy Ident i fy ing and solv ing f rom a d i f ferent perspect ive Learning about common mistakes and correct ing them Spott ing mistakes is an ef fect ive way to learn We can feel l ike a teacher, interest ing sty le Helps me understand some pr inc ip les better by correct ing mistakes Al low us to th ink f rom marker ’s point of v iew I can have more conf ident to do the ass ignment when there is a suggested working
prov ided I t tests on the fundamental concept , instead of how much you know about your notes
What do you like best about the alternative assignment?
SURVEY RESPONSES
Quite d i f f icu l t May be unable to spot the mistakes, re inforce wrong concepts The working g iven are mis leading, make me doubt whether my understanding is
wrong Unnecessar y t ime is spent on spott ing the mistakes I don’ t know how to comment on other people ’s work Not sure where to refer to lecture notes Didn’ t g ive me a chance to do anything Sometimes cannot understand the g iven answer Didn’ t get through the th inking of the work prev iously done The inst ruct ion could be c learer More work Unsure i f our marking is correct Not fami l iar wi th th is s ty le I t can be too easy i f the sample answer is not craf ted carefu l ly Can be qui te confus ing i f the concept is not so l id enough You don’ t have to th ink as much I don’ t know i f I managed to detect ever y mistakes in the student ’s working Some mistakes are qui te s i l l y but I s t i l l have to correct them Solut ion is sor t of exposed, so approach has cer ta in r ig id i ty Concepts must be st rong
What do you dislike most about the alternative assignment?
SURVEY RESPONSES
109 Responses32%
55%
9%
3% 1%
A B C D E
C
A
B
DE
Expected Grade
GRADES OBTAINED
Students fare better in Assignment BMore accustomed style?
Students misunderstood question?
5%
76%
25%
7%
28%
8%
23%
1%
9%3%
10%5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Alternative Assignment Conventional Assignment
A B C D E F
AlternativeAssignment
ConventionalAssignment
29%34%
23%
4% 5% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade (Actual)
A B C D E F
Expected A ≈ Actual A
Expected B ≈ Actual B + C
Students overestimating their grade performance
SURVEY VS ACTUAL GRADES
ACTUALGRADES
32%
55%
9%3% 1% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade (Expected)
A B C D E F
EXPECTED GRADES(SURVEY)
Findings:Students prefer Alternative Assignment style
Interests them more, enhances learning and thinking
More V Positive and Positive responses for liking
Majority of students feel they can do better than their seniors
Higher confidence
Many students overestimated their grade performance
FINDINGS
Objectives met??? Impart knowledge, create interest New learning approach
Graduating students should be confident in subject area and looking forward to apply their knowledge in their career Confidence in identifying mistakes of peers
LINKING BACK TO TEACHING PHILOSOPHY
Teaching aimed to ensure students understand and follow the contents covered Lecturer would be able to assess students’ understanding
of concept in another perspective
Incorporate ways to enhance subject retention and deep impression of what has been taught Learning from other people’s mistakes
Connect to students and pinpoint key pitfalls of learning Common errors of past students identified
LINKING BACK TO TEACHING PHILOSOPHY
THANK YOU