LET'S BE HONEST
David F. Feldon in his article Why Magic Bullets Don't Work (Change ) encourages us to "let our students in on the secret once we have figured out what content needs to be taught." He notes that students "sincerely appreciate knowing up front what they will be learning, what is expected of them, how they will be assessed, and how all of these elements fit together." Sharing this, he explains, prevents them from "extraneous effort."
MEETING STUDENTS EXPECTATIONS
Rediscovered this op-ed by Steven J. Bell in which he opines that many professors are perplexed by their students’ entitlement complex. To their way of thinking, say the faculty, students see themselves as customers who deserve being treated as “always right” no matter how wrong, rude, inconsiderate, or otherwise bizarre they behave. Bell suggest that "faculty members should try designing an actual experience for their students, modeled on the principles and qualities of iconic user experiences."
FLIPPING DONE RIGHT
If you are open to trying some new techniques to ramp up student learning in your classes, take a look at this short post by Anthony Persico. The use of videos in his mathematics class has proven to him that active learning is enhanced by flipping. "My students’ final-exam pass rates nearly doubled from the previous year," he writes. Read the entire post here.
Showing posts with label flipping the classroom. Show all posts
Showing posts with label flipping the classroom. Show all posts
Wednesday, October 29, 2014
FORGET THE REPETITIVE DRILLING METHOD
Drs. Bob Bjork, Tim Lee, and Dick Schmidt partnered together to see if they could use their repetitive drill research results culled from the sports world to good use in their classrooms. Schmidt explains that repetitive drilling on the same task is called “block practice.” You do the same thing, over and over, in one block of activity. He argues that a better way to learn is to practice several new things in succession, a technique called “variable practice” or “interleaving.” So a golfer would interleave her exercises at the range by aiming at different targets each time, by mixing up the kinds of shots she takes or switching the clubs she uses. Researchers say that the problem with “drill and kill” and other kinds of blocked study isn’t just that they’re boring. They also stunt student learning. “There are always two steps to solving a problem: identify the solving strategy, and then execute it,” Dr. Doug Rohrer said. “In blocked study, [students] know that this is a unit on, say, the Pythagorean theorem, so they don’t need to choose a strategy. All they have to do is execute, over and over.” When instructors give homework sets made up of only one kind of problem, they deny their students the chance to practice choosing a solving strategy. Later, when students are faced with a mix of types of problems on an exam, they’re unprepared. Read more here. You can listen to a vlog post about some of the big ideas coming out of brain science here.
WHAT'S NEXT FOR PBL
That is the question being asked by Suzie Boss in her blog post about Project-based learning. She writes, we don't have a crystal ball, but there's ample evidence to suggest that we're at a PBL inflection point. Increasing numbers of schools and entire districts are adopting project-based learning for at least part of their students' learning experience. Some districts that have had success with PBL at the high school level are starting to introduce this instructional strategy earlier, creating a pipeline that starts in the elementary years. These systemic shifts are happening in public schools, charters, and independent schools. We expect the phrase "deeper learning" will continue to gain traction to describe the multifaceted outcomes of project-based learning. Deeper learning gets at the increased academic rigor called for in the Common Core State Standards, but it doesn't stop there. It's also about preparing young people to be good citizens, developing their sense of agency. What's more, deeper learning involves the habits of mind, dispositions, and skills like collaboration that are reinforced through PBL.
FLIPPING CREATES NEW TEACHING OPPORTUNITIES
Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement. One of the most important benefits of flipped learning is that it takes the instructor away from the front of the room. No longer is class focused on information dissemination, but instead, time can be spent helping students with difficult concepts and extending the learning to deeper levels. Perhaps the greatest benefit of flipped learning is that it gives instructors more time to interact with students one-to-one and in small groups. Instructors are using the time that was once used for direct instruction in a variety of ways to deepen student learning. Jon Bergmann offers three tips on how you can use the extra time you create in classrooms by using a flipped active learning method to enhance deeper learning.
Drs. Bob Bjork, Tim Lee, and Dick Schmidt partnered together to see if they could use their repetitive drill research results culled from the sports world to good use in their classrooms. Schmidt explains that repetitive drilling on the same task is called “block practice.” You do the same thing, over and over, in one block of activity. He argues that a better way to learn is to practice several new things in succession, a technique called “variable practice” or “interleaving.” So a golfer would interleave her exercises at the range by aiming at different targets each time, by mixing up the kinds of shots she takes or switching the clubs she uses. Researchers say that the problem with “drill and kill” and other kinds of blocked study isn’t just that they’re boring. They also stunt student learning. “There are always two steps to solving a problem: identify the solving strategy, and then execute it,” Dr. Doug Rohrer said. “In blocked study, [students] know that this is a unit on, say, the Pythagorean theorem, so they don’t need to choose a strategy. All they have to do is execute, over and over.” When instructors give homework sets made up of only one kind of problem, they deny their students the chance to practice choosing a solving strategy. Later, when students are faced with a mix of types of problems on an exam, they’re unprepared. Read more here. You can listen to a vlog post about some of the big ideas coming out of brain science here.
WHAT'S NEXT FOR PBL
That is the question being asked by Suzie Boss in her blog post about Project-based learning. She writes, we don't have a crystal ball, but there's ample evidence to suggest that we're at a PBL inflection point. Increasing numbers of schools and entire districts are adopting project-based learning for at least part of their students' learning experience. Some districts that have had success with PBL at the high school level are starting to introduce this instructional strategy earlier, creating a pipeline that starts in the elementary years. These systemic shifts are happening in public schools, charters, and independent schools. We expect the phrase "deeper learning" will continue to gain traction to describe the multifaceted outcomes of project-based learning. Deeper learning gets at the increased academic rigor called for in the Common Core State Standards, but it doesn't stop there. It's also about preparing young people to be good citizens, developing their sense of agency. What's more, deeper learning involves the habits of mind, dispositions, and skills like collaboration that are reinforced through PBL.
FLIPPING CREATES NEW TEACHING OPPORTUNITIES
Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement. One of the most important benefits of flipped learning is that it takes the instructor away from the front of the room. No longer is class focused on information dissemination, but instead, time can be spent helping students with difficult concepts and extending the learning to deeper levels. Perhaps the greatest benefit of flipped learning is that it gives instructors more time to interact with students one-to-one and in small groups. Instructors are using the time that was once used for direct instruction in a variety of ways to deepen student learning. Jon Bergmann offers three tips on how you can use the extra time you create in classrooms by using a flipped active learning method to enhance deeper learning.
Thursday, July 10, 2014
SEND AN EMAIL, CHANGE A LIFE
The numerous students we are seeing at the orientation sessions this summer tells me we are going to have a very busy fall semester. We have been stressing to all of the incoming students that the key to success is preparation. While you have some time, why not sift through your class lists from the spring semester and identify some students who could benefit from the College Success Skills class we offer. An email from you could be just the inspiration they need to take better control of their academic career. As we continue to focus on student success strategies that work, I encourage you to try some intrusive advising.
MULTIFACETED MISSION IS HARD TO MEASURE
Dr. Peter Riley Bahr has developed a new way to classify community colleges based on their use by students. As it is important for us to understand patterns like this to fully understand and prepare to meet the Grad Act benchmarks, I encourage you to read the full article that appeared in the Research in Higher Education journal (June 2013). Bahr writes, "The implementation of performance accountability systems for community colleges is complicated by the multifaceted mission of these institutions. This mission often is divided into the three categories of workforce development, upward transfer to four-year institutions, and community education. In addition, it is not uncommon for a fourth category to be mentioned, though the specifics vary. Some argue that the fourth category is remediation, while others suggest that it is general education.”
ACTIVE LEARNING IMPROVES STUDENT SUCCESS
Active learning is most commonly defined as several models of instruction that focus the responsibility of learning on learners. To enhance learning, teaching must encourage students to do more than just listen: they must read, write, discuss, and be engaged in solving problems. We are currently working on updating the Active Learning Manual but the current version is still available and we will forward a copy to you if you send us an email request (pourciaut@mybrcc.edu). A recent article in Faculty Focus extolled the virtues of the one-minute paper, an active learning standard. Problem-based learning is another good active learning technique that can be used by any discipline. The aforementioned article notes, "Case studies are a form of problem-based learning that encourage the student to think critically and apply “book knowledge” to everyday practice and problems that will occur in the workplace. A literature review reveals very little research on using case studies in fields other than health, law, and business. However, case studies could certainly be written for any field of study." You can also use video in your courses to promote active learning. Whether you are just getting started in the active learning realm or have moved far to the right of the continuum mid-point, there is always room for improvement. I have found that as I use some of the suggested active learning methods, new ideas begin to emerge. Sometimes the students themselves suggest new ideas.
The numerous students we are seeing at the orientation sessions this summer tells me we are going to have a very busy fall semester. We have been stressing to all of the incoming students that the key to success is preparation. While you have some time, why not sift through your class lists from the spring semester and identify some students who could benefit from the College Success Skills class we offer. An email from you could be just the inspiration they need to take better control of their academic career. As we continue to focus on student success strategies that work, I encourage you to try some intrusive advising.
MULTIFACETED MISSION IS HARD TO MEASURE
Dr. Peter Riley Bahr has developed a new way to classify community colleges based on their use by students. As it is important for us to understand patterns like this to fully understand and prepare to meet the Grad Act benchmarks, I encourage you to read the full article that appeared in the Research in Higher Education journal (June 2013). Bahr writes, "The implementation of performance accountability systems for community colleges is complicated by the multifaceted mission of these institutions. This mission often is divided into the three categories of workforce development, upward transfer to four-year institutions, and community education. In addition, it is not uncommon for a fourth category to be mentioned, though the specifics vary. Some argue that the fourth category is remediation, while others suggest that it is general education.”
ACTIVE LEARNING IMPROVES STUDENT SUCCESS
Active learning is most commonly defined as several models of instruction that focus the responsibility of learning on learners. To enhance learning, teaching must encourage students to do more than just listen: they must read, write, discuss, and be engaged in solving problems. We are currently working on updating the Active Learning Manual but the current version is still available and we will forward a copy to you if you send us an email request (pourciaut@mybrcc.edu). A recent article in Faculty Focus extolled the virtues of the one-minute paper, an active learning standard. Problem-based learning is another good active learning technique that can be used by any discipline. The aforementioned article notes, "Case studies are a form of problem-based learning that encourage the student to think critically and apply “book knowledge” to everyday practice and problems that will occur in the workplace. A literature review reveals very little research on using case studies in fields other than health, law, and business. However, case studies could certainly be written for any field of study." You can also use video in your courses to promote active learning. Whether you are just getting started in the active learning realm or have moved far to the right of the continuum mid-point, there is always room for improvement. I have found that as I use some of the suggested active learning methods, new ideas begin to emerge. Sometimes the students themselves suggest new ideas.
Monday, June 16, 2014
FINDING GOLD IN JERSEY
I am very excited to be one of the select few that will be heading to New Jersey to participate in Ken Bain's last Best Teachers Summer Institute later this week. Judging by the pre-conference homework (Dr. Bain's version of flipping), this promises to be an exceptional learning event. I wanted to share just a small sliver of what we are working on before coming together as a group. Dr. Bain has asked us to do some critical self-reflection (one of my favorite topics) and to specifically look at how we construct our syllabi. He asks, "how can a colleague develop a sense of you as a scholar by examining the various features of your course?" I hope that you do what I did when I saw that question and that is, quickly pull up one of your syllabi and begin to deconstruct it to determine the answer to this brilliant question. If our syllabi are truly the guiding documents for our partnerships with our students, shouldn't they reflect our teaching philosophy, our passion for the subject matter, and what we think is most important for student learning? In the same way, the assessment instruments we indicate on our syllabi are also telling an interesting story. I hope to bring back much more of this type of faculty development from the conference and am sure that our programming for the 2014-15 academic year will be shaped by what happens this week.
CRITICAL THINKING IN AN ONLINE ENVIRONMENT
Drs. S. Michael Putman, Karen Ford, and Susan Tancock have written an interesting article about enhancing critical thinking abilities using discussion boards in online classes. They write, "The asynchronous online discussion (AOD) is a communicative tool that has been observed to promote “a level of reflective interaction often lacking in a face-to-face, teacher-centered classroom.” Inherent within successful AODs is the use of meaningful discourse to facilitate critical engagement with the content that is the focus of the experience. Numerous studies have shown that effective AODS produce an increased level of cognitive thinking and knowledge construction within participants. Potential for these outcomes were maximized when learning objectives were linked to real-life experiences within moderately complex tasks. Participants in the AODs were more effectively able to understand the applicability of the content within the greater context of learning. Knowledge development increased as participants shared information regarding their beliefs and experiences. Critically engaging with and reflecting on content prior to sharing was theorized to account for differences." They encourage the use of "facilitative Prompts" to fully realize the effects of online discussion.
BOREDOM BLOCKERS
Boredom is one of the most common complaints among university students, with studies suggesting its link to poor grades, drop out, and behavioral problems according to an article by Drs. Steven J. Kass, Stephen J. Vodanovich, and Jasmine Y. Khosrav. They note that "Boredom proneness was found to be significantly and negatively related to course grade and measures of satisfaction." They conclude that "students need and desire the opportunity to use the variety of skills learned in class. Putting these skills into practice allows students to see the connection between what they learned and the context within which it is applied , thus increasing satisfaction and internal motivation which they may demonstrate through greater class attendance and engagement. Students may also benefit by allowing them to make their own decisions and develop individualized approaches (i.e., autonomy) to completing coursework. Consistent with many different theories on training and learning, students must be provided with in formative feedback to help direct efforts toward accomplishing their goals." Certainly another reason to look at experiential learning and the use of problem-based situations in our courses.
I am very excited to be one of the select few that will be heading to New Jersey to participate in Ken Bain's last Best Teachers Summer Institute later this week. Judging by the pre-conference homework (Dr. Bain's version of flipping), this promises to be an exceptional learning event. I wanted to share just a small sliver of what we are working on before coming together as a group. Dr. Bain has asked us to do some critical self-reflection (one of my favorite topics) and to specifically look at how we construct our syllabi. He asks, "how can a colleague develop a sense of you as a scholar by examining the various features of your course?" I hope that you do what I did when I saw that question and that is, quickly pull up one of your syllabi and begin to deconstruct it to determine the answer to this brilliant question. If our syllabi are truly the guiding documents for our partnerships with our students, shouldn't they reflect our teaching philosophy, our passion for the subject matter, and what we think is most important for student learning? In the same way, the assessment instruments we indicate on our syllabi are also telling an interesting story. I hope to bring back much more of this type of faculty development from the conference and am sure that our programming for the 2014-15 academic year will be shaped by what happens this week.
CRITICAL THINKING IN AN ONLINE ENVIRONMENT
Drs. S. Michael Putman, Karen Ford, and Susan Tancock have written an interesting article about enhancing critical thinking abilities using discussion boards in online classes. They write, "The asynchronous online discussion (AOD) is a communicative tool that has been observed to promote “a level of reflective interaction often lacking in a face-to-face, teacher-centered classroom.” Inherent within successful AODs is the use of meaningful discourse to facilitate critical engagement with the content that is the focus of the experience. Numerous studies have shown that effective AODS produce an increased level of cognitive thinking and knowledge construction within participants. Potential for these outcomes were maximized when learning objectives were linked to real-life experiences within moderately complex tasks. Participants in the AODs were more effectively able to understand the applicability of the content within the greater context of learning. Knowledge development increased as participants shared information regarding their beliefs and experiences. Critically engaging with and reflecting on content prior to sharing was theorized to account for differences." They encourage the use of "facilitative Prompts" to fully realize the effects of online discussion.
BOREDOM BLOCKERS
Boredom is one of the most common complaints among university students, with studies suggesting its link to poor grades, drop out, and behavioral problems according to an article by Drs. Steven J. Kass, Stephen J. Vodanovich, and Jasmine Y. Khosrav. They note that "Boredom proneness was found to be significantly and negatively related to course grade and measures of satisfaction." They conclude that "students need and desire the opportunity to use the variety of skills learned in class. Putting these skills into practice allows students to see the connection between what they learned and the context within which it is applied , thus increasing satisfaction and internal motivation which they may demonstrate through greater class attendance and engagement. Students may also benefit by allowing them to make their own decisions and develop individualized approaches (i.e., autonomy) to completing coursework. Consistent with many different theories on training and learning, students must be provided with in formative feedback to help direct efforts toward accomplishing their goals." Certainly another reason to look at experiential learning and the use of problem-based situations in our courses.
Wednesday, April 16, 2014
WHY DO UNICORNS ALWAYS LAND ON ALL FOUR LEGS
Are you ready to discuss your ideas and solutions with your colleagues about how to improve student success at BRCC? As academics, we are at the teaching front-line. The success of our institution is squarely on our shoulders. Having seen the passion you have for the success of your students, I know that the community of scholars at BRCC is ready to start the movement. On Thursday, April 24 beginning at 1:00 pm, we will gather in the Teaching+Learning Center to discuss the happiness effect, strategies for rewiring our brains, random acts of kindness, and how to create a flourishing campus. Engagement specialists Dr. Sandra Guzman and Mr. Paul Guidry will facilitate the session along with me. We need for you to come and have a frank, honest discussion with your colleagues. Will you answer the call? You can register now. Then watch this TEDx video (it is only 13 minutes long) to help prepare yourself for the gathering.
ACADEMIC ADVISING PROGRAM NEEDS YOUR INPUT
Student success depends on many things and one of the most important components is academic advising, as indicated by the coverage it it receiving in the press. That is why many of your faculty and professional staff members came together on April 2 to hear what the current academic advising landscape looks like. The webinar presented several different models for success and we need to adopt our own version to create an advising program of excellence. The next opportunity for you to have input into that process is April 29. We will gather in the Teaching+Learning Center at 1:00 pm to discuss how we plan to move forward. During the last session, we asked that academic advising be defined and we have received a number of suggestions. As we pare the suggestions to one, it is important to receive input for each of you. That is one of the topics up for discussion at the session on the 29th. We will also discuss the creation of an academic advising handbook and how we can build a sustainable model that maximizes student success.
FREE RESOURCES ON FLIPPING THE CLASSROOM
Inside Higher Ed is today releasing a free compilation of articles and essays -- in print-on-demand format -- about the flipped classroom. The articles and essays reflect key discussions about pedagogy, technology and the role of faculty members. Download the booklet here. This booklet is part of a series of such compilations that Inside Higher Ed is publishing on a range of topics. On Thursday May 8, at 1 p.m. Inside Higher Ed editors Scott Jaschik and Doug Lederman will conduct a free webinar to talk about the issues raised in the booklet's articles. To register for the webinar, please click here.
Are you ready to discuss your ideas and solutions with your colleagues about how to improve student success at BRCC? As academics, we are at the teaching front-line. The success of our institution is squarely on our shoulders. Having seen the passion you have for the success of your students, I know that the community of scholars at BRCC is ready to start the movement. On Thursday, April 24 beginning at 1:00 pm, we will gather in the Teaching+Learning Center to discuss the happiness effect, strategies for rewiring our brains, random acts of kindness, and how to create a flourishing campus. Engagement specialists Dr. Sandra Guzman and Mr. Paul Guidry will facilitate the session along with me. We need for you to come and have a frank, honest discussion with your colleagues. Will you answer the call? You can register now. Then watch this TEDx video (it is only 13 minutes long) to help prepare yourself for the gathering.
ACADEMIC ADVISING PROGRAM NEEDS YOUR INPUT
Student success depends on many things and one of the most important components is academic advising, as indicated by the coverage it it receiving in the press. That is why many of your faculty and professional staff members came together on April 2 to hear what the current academic advising landscape looks like. The webinar presented several different models for success and we need to adopt our own version to create an advising program of excellence. The next opportunity for you to have input into that process is April 29. We will gather in the Teaching+Learning Center at 1:00 pm to discuss how we plan to move forward. During the last session, we asked that academic advising be defined and we have received a number of suggestions. As we pare the suggestions to one, it is important to receive input for each of you. That is one of the topics up for discussion at the session on the 29th. We will also discuss the creation of an academic advising handbook and how we can build a sustainable model that maximizes student success.
FREE RESOURCES ON FLIPPING THE CLASSROOM
Inside Higher Ed is today releasing a free compilation of articles and essays -- in print-on-demand format -- about the flipped classroom. The articles and essays reflect key discussions about pedagogy, technology and the role of faculty members. Download the booklet here. This booklet is part of a series of such compilations that Inside Higher Ed is publishing on a range of topics. On Thursday May 8, at 1 p.m. Inside Higher Ed editors Scott Jaschik and Doug Lederman will conduct a free webinar to talk about the issues raised in the booklet's articles. To register for the webinar, please click here.
Tuesday, April 8, 2014
HEALTHY LIVING CREATES BRAINS FOR LEARNING
One of the many topics we teach in the College Success Skills course offered at BRCC is the benefits of being healthy. The discussion centers on how your lifestyle really impacts your ability to learn. Part of the lesson is about diet and how foods affect your brain. Another aspect discussed is the benefits of exercise. I like to use some of the examples from Dr. Terry Doyle's book Learner-Centered Teaching. Doyle surveyed faculty members at different institutions to find out how they got their students moving rather than just having them sit and talk. One method he discovered is the "moving discussion" which allows student to walk for 15 to 20 minutes with a partner or a group and discuss various topics which are assigned by the instructor. When they return, they are asked to share their conclusions with the class. An even simpler method he shared allows students time to stand and stretch when needed during class. It provides a respite from boredom and allows you to recapture your student's attention. Research shows that having built in breaks during your class, will improve learning as it battles short attention spans and encourages deeper thinking about the subject at hand.
ASK FOR FEEDBACK REGULARLY
With all this talk about flipping, here is an idea about how you can increase the participation rate of your students on the end-of-the-semester ratings they are asked to complete. Ask your students to complete their student ratings on your teaching effectiveness based on their learning and explain to them that you plan to use their feedback to update and improve your approach based on their feedback. Ask them to give you specific comments on the things that helped them learn. Also, ask them to give you some examples of things they think would have helped them learn better in your classes. This is a continuation of the Stop-Start-Keep Doing periodic method that I have been encouraging you to use throughout the semester, so it ties in nicely if you have utilized this process. In addition, you might want to spend some time throughout the semester talking about the specific things that the student ratings are meant to capture. Sometimes students don't complete the ratings because they aren't really sure what we are asking of them. The flip in all of this is to move away from a mandate and towards a request for help.
CELEBRATING LEARNING
We continue to celebrate learning at BRCC. One of our Engaged Scholars, Paul Guidry who teaches criminal justice, sent us the following pictures from some of his classes. All of the students pictured increased their exam scores by one or more letter grades from the last exam. That is quite an accomplishment and illustrates the importance of having your students think about their preparation regimen when they receive their graded material back. Research shows that by having your students journal about how they prepared for the current test, they can begin to alter their preparation approach for the next assessment. Another technique that has been proven to improve performance on assessment instruments (like exams or papers) is to have the student correct the errors they made on the original assignment. It reinforces the right answers or methods and prepares them for the next time they are asked to apply the same knowledge. As I have shared with you in a previous tweet, research by Dr. Daniel Schacter shows that it takes both repetition and elaboration over time to form long-term memories. Dr. Carol Dweck's research also informs us that it is important when students fail, to focus the feedback on having them increase their effort and use improved strategies.
One of the many topics we teach in the College Success Skills course offered at BRCC is the benefits of being healthy. The discussion centers on how your lifestyle really impacts your ability to learn. Part of the lesson is about diet and how foods affect your brain. Another aspect discussed is the benefits of exercise. I like to use some of the examples from Dr. Terry Doyle's book Learner-Centered Teaching. Doyle surveyed faculty members at different institutions to find out how they got their students moving rather than just having them sit and talk. One method he discovered is the "moving discussion" which allows student to walk for 15 to 20 minutes with a partner or a group and discuss various topics which are assigned by the instructor. When they return, they are asked to share their conclusions with the class. An even simpler method he shared allows students time to stand and stretch when needed during class. It provides a respite from boredom and allows you to recapture your student's attention. Research shows that having built in breaks during your class, will improve learning as it battles short attention spans and encourages deeper thinking about the subject at hand.
ASK FOR FEEDBACK REGULARLY
With all this talk about flipping, here is an idea about how you can increase the participation rate of your students on the end-of-the-semester ratings they are asked to complete. Ask your students to complete their student ratings on your teaching effectiveness based on their learning and explain to them that you plan to use their feedback to update and improve your approach based on their feedback. Ask them to give you specific comments on the things that helped them learn. Also, ask them to give you some examples of things they think would have helped them learn better in your classes. This is a continuation of the Stop-Start-Keep Doing periodic method that I have been encouraging you to use throughout the semester, so it ties in nicely if you have utilized this process. In addition, you might want to spend some time throughout the semester talking about the specific things that the student ratings are meant to capture. Sometimes students don't complete the ratings because they aren't really sure what we are asking of them. The flip in all of this is to move away from a mandate and towards a request for help.
CELEBRATING LEARNING
We continue to celebrate learning at BRCC. One of our Engaged Scholars, Paul Guidry who teaches criminal justice, sent us the following pictures from some of his classes. All of the students pictured increased their exam scores by one or more letter grades from the last exam. That is quite an accomplishment and illustrates the importance of having your students think about their preparation regimen when they receive their graded material back. Research shows that by having your students journal about how they prepared for the current test, they can begin to alter their preparation approach for the next assessment. Another technique that has been proven to improve performance on assessment instruments (like exams or papers) is to have the student correct the errors they made on the original assignment. It reinforces the right answers or methods and prepares them for the next time they are asked to apply the same knowledge. As I have shared with you in a previous tweet, research by Dr. Daniel Schacter shows that it takes both repetition and elaboration over time to form long-term memories. Dr. Carol Dweck's research also informs us that it is important when students fail, to focus the feedback on having them increase their effort and use improved strategies.
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| Rosalind and Kiara with Mr. Guidry |
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| Xiaotang, Tarlesha, Devin, William, Felicia, Corey, Gloria, Hannah, Brandon, and AJ with Mr. Guidry |
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| Terrance, Honore, Tyler, Ridge, Kiara, Maria, Juan-Guevara, Kimberly, and Guysthaino with Mr. Guidry |
Tuesday, August 27, 2013
YOU ARE DRIVING THE BUS
Metacognitive thinking has come to be described as thinking about thinking by most of us. Matt Birkenhauer wants us to apply that to our teaching by making thinking visible. He suggests that we become "helicopter instructors" mimicking the best of what helicopter parents do, which is basically "pestering." I am not sure I would agree with him but the basics of his idea bear further discussion. Many of our students at BRCC are not only first-generation but may not have ever thought that they would be attending college. Some of them may have decided at the last moment to pursue a college degree. We know that without the proper preparation for anything, you typically set yourself up to fail. Realizing this, then the pestering or hovering that Birkenhauer recommends may have merit. We should certainly offer to mentor our students and that is a form of hovering. Asking questions to prompt deeper thinking and perhaps advanced planning can only be beneficial for our students. Here are just a few ways that you can begin to build an engaged relationship with your students that may pay off in the form of higher retention and graduation rates for BRCC. Remind them that this is not year thirteen of high school. College will require less time of them in the classroom but subsequently more time on things like homework, reading, and pre-class assignments. They will more likely experience being in larger classes in college. This can create problems for them but also opportunities to network extensively and usually larger classes allow them the opportunity to work in groups, a valuable life-skill that will be used in the workplace. The negative may mean less personal attention in some cases but they should be encouraged to make the effort to talk with you. College is typically less concerned about attendance although it is very important for our financial aid reporting that we capture this information. The idea here is to help them realize that they are “driving the bus.” That means they need to create a schedule and attempt to stick to it to help them manage their time wisely. Finally, you should remind them that they may have come from a culture that valued standardized tests but college requires them to think critically using empirical and quantitative methods. They will be asked to communicate their thoughts in various ways and they will be evaluated. Don’t forget to remind them that the rewards on the other side are substantial both economically and otherwise.
WHAT MAKES A TEACHER GREAT
The Common Reader Faculty Learning Community has attracted a number of you but there is room for more. If you are interested in joining the FLC that is set to begin on September 4, send an email indicating your interest to Barbara Linder (8228) at adulted@mybrcc.edu. Some of the most promising and effective professional development opportunities involve learning communities. Learning communities provide opportunities for faculty members to interact with others as they explore new assumptions and try out new approaches to teaching and learning. Learning communities enable faculty members to explore and experiment with new approaches to teaching in an environment that simultaneously provides challenge and support. The initial FLC at BRCC will be using What the Best College Teachers Do by Ken Bain as the text and promises to be interactive and useful.
VISION AND CHANGE IN CURRICULUM DEVELOPMENT
Dr. Jo Dale Ales, who serves as Dean of the Division of Science, Technology, Engineering and Mathematics and I have been invited to participate in an ongoing project focused on designing biology curriculum for the future. Vision and Change in Undergraduate Biology Education, a group coordinated by the American Association for the Advancement of Science (AAAS), is holding a conference designed to mobilize people to focus on undergraduate biology education by engaging them in shared, directed, provocative, and ongoing discussions that lead to action in the immediate future. Dean Ales and I will be traveling to Washington DC later this week to join with colleagues from across the U.S. I will share some of the outcomes with you next week. One of the more interesting ideas I have come across in the pre-conference reading (guess they are using a flipped classroom approach) is by Dr. Ann Austin who writes, "Improving student learning requires: (a) knowledge about how students learn; (b) knowledge of effective teaching strategies; (c) faculty members who understand processes of learning and what strategies are effective under what conditions; and d) faculty decisions to implement such knowledge of learning processes and teaching strategies into their own practice. Each part of this constellation of ingredients is necessary to encourage student learning."
KEEP CALM AND BE ENGAGED
Some of the team members from the Division of Innovative Learning and Academic Support "caught" Department Chair Amy Pinero working hard to create lasting partnerships with her students. We rewarded her with a coveted peaceful green shirt. As you can see from the picture, she donned her green shirt immediately. Mrs. Pinero is Department Chair of Social Sciences and is also serving as Interim-Department Chair of Business. We know from testimony of her past students that she is very focused on creating a learner-centered environment. She was recognized as the BRCC Outstanding Faculty Member of the Year for 2012 adding to her already impressive list of academic accomplishments. When she is in the classroom, criminal justice is her area of expertise. Thanks to Mrs. Pinero, one of the folks who makes BRCC a better place.
Metacognitive thinking has come to be described as thinking about thinking by most of us. Matt Birkenhauer wants us to apply that to our teaching by making thinking visible. He suggests that we become "helicopter instructors" mimicking the best of what helicopter parents do, which is basically "pestering." I am not sure I would agree with him but the basics of his idea bear further discussion. Many of our students at BRCC are not only first-generation but may not have ever thought that they would be attending college. Some of them may have decided at the last moment to pursue a college degree. We know that without the proper preparation for anything, you typically set yourself up to fail. Realizing this, then the pestering or hovering that Birkenhauer recommends may have merit. We should certainly offer to mentor our students and that is a form of hovering. Asking questions to prompt deeper thinking and perhaps advanced planning can only be beneficial for our students. Here are just a few ways that you can begin to build an engaged relationship with your students that may pay off in the form of higher retention and graduation rates for BRCC. Remind them that this is not year thirteen of high school. College will require less time of them in the classroom but subsequently more time on things like homework, reading, and pre-class assignments. They will more likely experience being in larger classes in college. This can create problems for them but also opportunities to network extensively and usually larger classes allow them the opportunity to work in groups, a valuable life-skill that will be used in the workplace. The negative may mean less personal attention in some cases but they should be encouraged to make the effort to talk with you. College is typically less concerned about attendance although it is very important for our financial aid reporting that we capture this information. The idea here is to help them realize that they are “driving the bus.” That means they need to create a schedule and attempt to stick to it to help them manage their time wisely. Finally, you should remind them that they may have come from a culture that valued standardized tests but college requires them to think critically using empirical and quantitative methods. They will be asked to communicate their thoughts in various ways and they will be evaluated. Don’t forget to remind them that the rewards on the other side are substantial both economically and otherwise.
WHAT MAKES A TEACHER GREAT
The Common Reader Faculty Learning Community has attracted a number of you but there is room for more. If you are interested in joining the FLC that is set to begin on September 4, send an email indicating your interest to Barbara Linder (8228) at adulted@mybrcc.edu. Some of the most promising and effective professional development opportunities involve learning communities. Learning communities provide opportunities for faculty members to interact with others as they explore new assumptions and try out new approaches to teaching and learning. Learning communities enable faculty members to explore and experiment with new approaches to teaching in an environment that simultaneously provides challenge and support. The initial FLC at BRCC will be using What the Best College Teachers Do by Ken Bain as the text and promises to be interactive and useful.
VISION AND CHANGE IN CURRICULUM DEVELOPMENT
Dr. Jo Dale Ales, who serves as Dean of the Division of Science, Technology, Engineering and Mathematics and I have been invited to participate in an ongoing project focused on designing biology curriculum for the future. Vision and Change in Undergraduate Biology Education, a group coordinated by the American Association for the Advancement of Science (AAAS), is holding a conference designed to mobilize people to focus on undergraduate biology education by engaging them in shared, directed, provocative, and ongoing discussions that lead to action in the immediate future. Dean Ales and I will be traveling to Washington DC later this week to join with colleagues from across the U.S. I will share some of the outcomes with you next week. One of the more interesting ideas I have come across in the pre-conference reading (guess they are using a flipped classroom approach) is by Dr. Ann Austin who writes, "Improving student learning requires: (a) knowledge about how students learn; (b) knowledge of effective teaching strategies; (c) faculty members who understand processes of learning and what strategies are effective under what conditions; and d) faculty decisions to implement such knowledge of learning processes and teaching strategies into their own practice. Each part of this constellation of ingredients is necessary to encourage student learning."
KEEP CALM AND BE ENGAGED
Thursday, March 21, 2013
WE GOT FLIPPED
The Teaching+Learning Center was filled to overflowing today for Dr. Bill
Wischusen's Flipping the Classroom seminar. Dr. Wischusen, the tall gentleman
at the front of the T+LC in the pictures above, is associate chair of the
Department of Biological Sciences at LSU. He has a number of papers about the
scholarship of teaching and learning. The main discussion at today's seminar
focused on teaching students skills versus content. Most of the faculty
attending agreed that skills were the more important of the two and that
content is used to develop the necessary skills. Several of the faculty
described how they planned to use what they learned at the interactive seminar
today in their classes tomorrow. Sandra Guzman, biology, plans to use video
power-points in her courses. Idell Adams, liberal arts, plans to use paired
argumentative essays. DeWayne Logan, chemistry (who also picked up the door
prize for being the first registrant), wants to implement the use of
pre-quizzes. Becky Adcock, veterinary technology, plans to allow her
students to make mistakes in the class and then challenge them to discover the
correct solution. Wes Harris, English, plans to develop creative and engaging
activities to teach skills in-class. Dr. Wischusen led the group through
several activities designed to help them determine how they could flip their
own classes. The discussion was lively as many of the participants shared their
own versions of a flipped classroom using content from their own discipline.
GRANT WORKSHOPS PLANNED FOR APRIL
The Grant Resource Center and Teaching+Learning Center are
teaming up to bring you two exciting grant proposal writing workshops. The
first is set for April 4 at 3:00 PM and will focus on project construction and
approval, researching funding sources, and an explanation of the needs
assessment process. The second workshop set for April 11 at 3:00 PM will help
you gain insight about the BRCC internal grant process, approval of projects,
and proposal writing. Both of the interactive sessions will be held in the
Teaching+Learning Center (311 Magnolia). To reserve your spot now, send an
email to Ann Zanders at zandersa@mybrcc.edu. Space is limited for both events.
HELPING YOUR STUDENTS LEARN TO LEARN
Dr. Elizabeth Barkley encourages us to help our students to
develop learning strategies. She says that we need to help learners become
better able to direct and manage their learning by showing them how to use
learning strategies. Learning strategies are devices or behaviors that help us
retrieve stored information as well as acquire and integrate new information
with existing knowledge. They include, for example, previewing, summarizing,
paraphrasing, imaging, creating analogies, note taking, and outlining. You can
read more about this in Dr. Barkley's outstanding book Student Engagement
Techniques: A handbook for college faculty (LB2342.92.B34).
Friday, March 15, 2013
PINERO RECOGNIZED
Congratulations to Amy Pinero, Interim Department Chair of Social Sciences, for being selected as the BRCC Outstanding Faculty Member of the year. Pinero, who teaches criminal justice courses, received her recognition at the LCTCS luncheon today. She is a very active member of the BRCC faculty and currently serves on the eLearning Faculty Learning Community among other things. Well-deserved recognition for a terrific teacher!
READY TO FLIP YOUR CLASS
There are still a few slots open for the Flipping the Classroom seminar to be held on Thursday, March 21 at 3:00 PM in the Teaching+Learning Center (311 Magnolia). Dr. Bill Wischusen, associate chair of the Department of Biological Sciences at LSU, will deliver this seminar. Although the concept of flipping has been around for some time now, new ideas continue to emerge that allow us to improve the innovative teaching approach. In essence, flipping means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. You might want to take a look at the Flipped Learning Network website for some additional information. To reserve your seat, send an email to Todd Pourciau at pourciaut@mybrcc.edu.
COOPERATIVE LEARNING REVISITED
Returning to the topic covered by Dr. Barbara Millis, the most recent distinguished speaker in the Teaching+Learning Center's ongoing series, cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Considerable research demonstrates that cooperative learning produces higher achievement, more positive relationships among students, and healthier psychological adjustment than do competitive or individualistic experiences. The research notes that this can lead to reduced attrition rates and hirer completion for students. Dean McManus who implemented cooperative learning into his classes notes, "For the students, change began on the first day. They learned that they would be expected to discuss the assigned reading and to teach it to other students. Furthermore, they would be writing one-page and two-page summaries of readings often, and five-page reports every couple of weeks. The emphasis would be on their ability to express themselves in terms of the science they were studying." Here are a few other resources for you to supplementthe material that Dr. Millis shared with us during her visit.
BEARS ENTER THE TIGER'S DEN
The Tiger Bridge Program is an innovative new academic opportunity that combines the on-campus living experience unique to LSU, with the smaller class setting of Baton Rouge Community College. This academic collaboration between LSU and BRCC is an invitation-only, year-long program that allows students the chance to make a seamless transition into college life at LSU. After the successful completion of this one-year program, students will transfer fully to LSU for their sophomore year coursework and beyond. Space is limited in the Tiger Bridge Program, and students will enter on a first-come, first-served basis. “I think it will be a great collaborative effort between BRCC and LSU," says Vice Chancellor of Academic Affairs Monique Cross. “This gives them additional options,” she said. “This is an alternate path students can take to get to LSU and they will also be able to earn an associate degree from BRCC.”
Congratulations to Amy Pinero, Interim Department Chair of Social Sciences, for being selected as the BRCC Outstanding Faculty Member of the year. Pinero, who teaches criminal justice courses, received her recognition at the LCTCS luncheon today. She is a very active member of the BRCC faculty and currently serves on the eLearning Faculty Learning Community among other things. Well-deserved recognition for a terrific teacher!
READY TO FLIP YOUR CLASS
There are still a few slots open for the Flipping the Classroom seminar to be held on Thursday, March 21 at 3:00 PM in the Teaching+Learning Center (311 Magnolia). Dr. Bill Wischusen, associate chair of the Department of Biological Sciences at LSU, will deliver this seminar. Although the concept of flipping has been around for some time now, new ideas continue to emerge that allow us to improve the innovative teaching approach. In essence, flipping means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. You might want to take a look at the Flipped Learning Network website for some additional information. To reserve your seat, send an email to Todd Pourciau at pourciaut@mybrcc.edu.
COOPERATIVE LEARNING REVISITED
Returning to the topic covered by Dr. Barbara Millis, the most recent distinguished speaker in the Teaching+Learning Center's ongoing series, cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Considerable research demonstrates that cooperative learning produces higher achievement, more positive relationships among students, and healthier psychological adjustment than do competitive or individualistic experiences. The research notes that this can lead to reduced attrition rates and hirer completion for students. Dean McManus who implemented cooperative learning into his classes notes, "For the students, change began on the first day. They learned that they would be expected to discuss the assigned reading and to teach it to other students. Furthermore, they would be writing one-page and two-page summaries of readings often, and five-page reports every couple of weeks. The emphasis would be on their ability to express themselves in terms of the science they were studying." Here are a few other resources for you to supplementthe material that Dr. Millis shared with us during her visit.
BEARS ENTER THE TIGER'S DEN
The Tiger Bridge Program is an innovative new academic opportunity that combines the on-campus living experience unique to LSU, with the smaller class setting of Baton Rouge Community College. This academic collaboration between LSU and BRCC is an invitation-only, year-long program that allows students the chance to make a seamless transition into college life at LSU. After the successful completion of this one-year program, students will transfer fully to LSU for their sophomore year coursework and beyond. Space is limited in the Tiger Bridge Program, and students will enter on a first-come, first-served basis. “I think it will be a great collaborative effort between BRCC and LSU," says Vice Chancellor of Academic Affairs Monique Cross. “This gives them additional options,” she said. “This is an alternate path students can take to get to LSU and they will also be able to earn an associate degree from BRCC.”
Monday, March 11, 2013
MILLIS EVENT A HUGE SUCCESS
Thank you to all of you who were able to attend the faculty development workshop by Dr. Barbara Millis on February 28. We had close to 100 participants from almost every discipline at BRCC. Dr. Millis left Baton Rouge with a great impression and found our faculty to be "friendly, sharp and committed to the cause." Dr. Amy Atchley, Speech Communications, noted that she plans to "start small" but eventually to move to using "cooperative learning as my method rather than lecture." Mary Miller, Biology, plans to use the jigsaw approach in her classroom. Kathleen Schexnayder, English, said that she plans to use the double-entry journal in her classroom. Russell Nolan, Biology, plans to use problem solving groups in his classroom. I want to remind you that the Library does have three of Dr. Millis' books and she has a number of articles and IDEA papers that could prove useful for you as you use this new tool from your expanded teaching toolkit.
GET READY TO FLIP YOUR THINKING
The next opportunity you have to add a tool in on March 21 at 3:00 PM. Dr. Bill Wischusen, Associate Chair of the Department of Biological Sciences at LSU, will visit BRCC to deliver a powerful seminar entitled Flipping the Classroom. This teaching approach has been especially effective for teachers who (among other things) are struggling with having their students complete reading assignments or who are focused on improving their student's critical thinking skills. Flipping demonstrates to your students that they can acquire knowledge in other ways than listening to a lecture. It is a method that stresses student accountability and promotes cooperative and deeper learning. Space is limited and registration has been brisk. If you would like to participate, send an email to Todd Pourciau at pourciaut@mybrcc.edu. This event is part of the Teaching+Learning Center's distinguished speakers series and will be held in 311 Magnolia Building.
CREATE SOME CREATORS
New research continues to emerge about the current generation of college students (sometime called Millennials, Gen Y or boomerangs). For instance, Jean Twenge, the author of the book Generation Me, considers Millennials to be part of a generation called Generation Me. This is based on personality surveys that showed increasing narcissism among Millennials compared to preceding generations when they were teens and in their twenties. Skip Downing, who wrote the ground breaking On Course: Strategies for Creating Success in College and in Life series, suggests that we need to help the current student population to develop a Creator mindset. It is built on self-responsibility designed to help you build the life you want. Downing writes, "when psychologist Richard Logan studied people who survived ordeals such as being imprisoned in concentration camps of lost in the frozen Arctic, he found they shared a common belief. They all saw themselves as personally responsible for creating the outcomes and experiences of their lives." Downing pits the Creator Mindset (people look at multiple options, choose wisely among them and take effective actions to achieve the life they want) against the Victim Mindset (beliefs and attitudes that prevent good choices and decisions; the blame is always on other people or things). His personal guideline is 10 minutes for griping then on to being a Creator and finding a solution. If you have a class full of victims, I recommend that you read Downing's book for strategies that can turn your students into Creators.
Thank you to all of you who were able to attend the faculty development workshop by Dr. Barbara Millis on February 28. We had close to 100 participants from almost every discipline at BRCC. Dr. Millis left Baton Rouge with a great impression and found our faculty to be "friendly, sharp and committed to the cause." Dr. Amy Atchley, Speech Communications, noted that she plans to "start small" but eventually to move to using "cooperative learning as my method rather than lecture." Mary Miller, Biology, plans to use the jigsaw approach in her classroom. Kathleen Schexnayder, English, said that she plans to use the double-entry journal in her classroom. Russell Nolan, Biology, plans to use problem solving groups in his classroom. I want to remind you that the Library does have three of Dr. Millis' books and she has a number of articles and IDEA papers that could prove useful for you as you use this new tool from your expanded teaching toolkit.
GET READY TO FLIP YOUR THINKING
The next opportunity you have to add a tool in on March 21 at 3:00 PM. Dr. Bill Wischusen, Associate Chair of the Department of Biological Sciences at LSU, will visit BRCC to deliver a powerful seminar entitled Flipping the Classroom. This teaching approach has been especially effective for teachers who (among other things) are struggling with having their students complete reading assignments or who are focused on improving their student's critical thinking skills. Flipping demonstrates to your students that they can acquire knowledge in other ways than listening to a lecture. It is a method that stresses student accountability and promotes cooperative and deeper learning. Space is limited and registration has been brisk. If you would like to participate, send an email to Todd Pourciau at pourciaut@mybrcc.edu. This event is part of the Teaching+Learning Center's distinguished speakers series and will be held in 311 Magnolia Building.
CREATE SOME CREATORS
New research continues to emerge about the current generation of college students (sometime called Millennials, Gen Y or boomerangs). For instance, Jean Twenge, the author of the book Generation Me, considers Millennials to be part of a generation called Generation Me. This is based on personality surveys that showed increasing narcissism among Millennials compared to preceding generations when they were teens and in their twenties. Skip Downing, who wrote the ground breaking On Course: Strategies for Creating Success in College and in Life series, suggests that we need to help the current student population to develop a Creator mindset. It is built on self-responsibility designed to help you build the life you want. Downing writes, "when psychologist Richard Logan studied people who survived ordeals such as being imprisoned in concentration camps of lost in the frozen Arctic, he found they shared a common belief. They all saw themselves as personally responsible for creating the outcomes and experiences of their lives." Downing pits the Creator Mindset (people look at multiple options, choose wisely among them and take effective actions to achieve the life they want) against the Victim Mindset (beliefs and attitudes that prevent good choices and decisions; the blame is always on other people or things). His personal guideline is 10 minutes for griping then on to being a Creator and finding a solution. If you have a class full of victims, I recommend that you read Downing's book for strategies that can turn your students into Creators.
Friday, November 2, 2012
TEACH THE STUDENTS YOU HAVE
Yesterday's seminar Engaging Millennial Learners was well attended and the participation during the session was terrific. The seminar focused on the active learning experience of class discussion and how to best implement that very effective method. Here are just a few of the many responses we got on the evaluation sheets from the seminar participants. Becky Adcock, Veterinary Technician program, said that she intends to use the Muddiest Point learning experience along with more discussion and less lecturing in her classes. Mary Miller, Science Department, plans to utilize more videos in her classes. Kathryn Arrington, CSSK instructor, plans to give her students a test covering the topics on her syllabus and will work to build a more conducive climate in her classes. Marty Lensing, Criminal Justice Program, plans to allow his students to think about the questions he poses to them for a few minutes, asking them to write down their thoughts, before he calls on them to respond. What I learned was how terrific and devoted our faculty are at BRCC. We were all united on the fact that our focus is all about improving student learning.
BECOMING THE GREAT MOTIVATOR
Elizabeth Barkley, in her book Student Engagement Techniques (LB 2342.92 .B.34), offers a number of tips for fostering motivation in your students. She notes that "Teacher personality and behavior have a powerful impact on whether students feel motivated in a course." Building on studies by industrial and organizational psychologists, educational researchers have found that even students who are intrinsically motivated by their studies will put forth reasonable effort if they like and admire their teacher, just as they may become apathetic or resistant if they view their teacher negatively (Brophy, 2004). She concludes, "This does not mean that you have to be false to your basic personality but it does suggest that students will be more likely to engage in your class if you cultivate and display attributes of well-liked and respected teachers, such as energy, enthusiasm, passion, approachability, fairness, and optimism."
WHAT IS ACTIVE LEARNING
Drs. Marcella Hackney and Margaret McMichael will present a faculty development seminar on Monday, November 19 at 2:00 PM in the Teaching+Learning Center. Active Learning Methods Revealed will offer insight into a variety of the best teaching methods that can help you to improve student learning while increasing the tools in your teaching toolkit. Hackney and McMichael participated in the Gulf Coast Summer Institute this past summer held on the LSU campus. Look for more information in your email-box soon.
LIGHTING THE FIRE OF INQUIRY
Here is a great learning experience utilizing video clips offered by fellow blogger Julia Phelan. We often start a topic, at least in the sciences, by outlining the background of the topic, creating a simple picture, and building up an understanding of something complex. But what about starting with the complex, interesting thing, and then gaining the tools to understand that complex idea through a variety of activities? You might show students an object, picture, or video of something a little confusing or curious and ask them to generate a series of “I wonder” questions. In the sciences, this could be achieved with many existing YouTube or other videos of interesting phenomena by simply turning off the sound, leaving students to view the phenomena without hearing the explanation. These “I wonder” questions can then be used to lead into activities or lecture, tailored to students’ innate curiosity and questions. They can also be used to generate inquiry questions for a laboratory or other hands-on activity, providing authentic motivation for students to explore a phenomenon. For example, a video showing a levitating superconducting magnet could lead into questions such as “is the magnet cold?” “What kind of material is that?” “Will it still float if you put a piece of paper between the two magnets?” These questions could be used to generate inquiry activities about magnets and superconducting magnets.
Yesterday's seminar Engaging Millennial Learners was well attended and the participation during the session was terrific. The seminar focused on the active learning experience of class discussion and how to best implement that very effective method. Here are just a few of the many responses we got on the evaluation sheets from the seminar participants. Becky Adcock, Veterinary Technician program, said that she intends to use the Muddiest Point learning experience along with more discussion and less lecturing in her classes. Mary Miller, Science Department, plans to utilize more videos in her classes. Kathryn Arrington, CSSK instructor, plans to give her students a test covering the topics on her syllabus and will work to build a more conducive climate in her classes. Marty Lensing, Criminal Justice Program, plans to allow his students to think about the questions he poses to them for a few minutes, asking them to write down their thoughts, before he calls on them to respond. What I learned was how terrific and devoted our faculty are at BRCC. We were all united on the fact that our focus is all about improving student learning.
BECOMING THE GREAT MOTIVATOR
Elizabeth Barkley, in her book Student Engagement Techniques (LB 2342.92 .B.34), offers a number of tips for fostering motivation in your students. She notes that "Teacher personality and behavior have a powerful impact on whether students feel motivated in a course." Building on studies by industrial and organizational psychologists, educational researchers have found that even students who are intrinsically motivated by their studies will put forth reasonable effort if they like and admire their teacher, just as they may become apathetic or resistant if they view their teacher negatively (Brophy, 2004). She concludes, "This does not mean that you have to be false to your basic personality but it does suggest that students will be more likely to engage in your class if you cultivate and display attributes of well-liked and respected teachers, such as energy, enthusiasm, passion, approachability, fairness, and optimism."
WHAT IS ACTIVE LEARNING
Drs. Marcella Hackney and Margaret McMichael will present a faculty development seminar on Monday, November 19 at 2:00 PM in the Teaching+Learning Center. Active Learning Methods Revealed will offer insight into a variety of the best teaching methods that can help you to improve student learning while increasing the tools in your teaching toolkit. Hackney and McMichael participated in the Gulf Coast Summer Institute this past summer held on the LSU campus. Look for more information in your email-box soon.
LIGHTING THE FIRE OF INQUIRY
Here is a great learning experience utilizing video clips offered by fellow blogger Julia Phelan. We often start a topic, at least in the sciences, by outlining the background of the topic, creating a simple picture, and building up an understanding of something complex. But what about starting with the complex, interesting thing, and then gaining the tools to understand that complex idea through a variety of activities? You might show students an object, picture, or video of something a little confusing or curious and ask them to generate a series of “I wonder” questions. In the sciences, this could be achieved with many existing YouTube or other videos of interesting phenomena by simply turning off the sound, leaving students to view the phenomena without hearing the explanation. These “I wonder” questions can then be used to lead into activities or lecture, tailored to students’ innate curiosity and questions. They can also be used to generate inquiry questions for a laboratory or other hands-on activity, providing authentic motivation for students to explore a phenomenon. For example, a video showing a levitating superconducting magnet could lead into questions such as “is the magnet cold?” “What kind of material is that?” “Will it still float if you put a piece of paper between the two magnets?” These questions could be used to generate inquiry activities about magnets and superconducting magnets.
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