34 th FYE Conference February 8, 2015 Barbara Tobolowsky Jillian - PowerPoint PPT Presentation

34 th FYE Conference February 8, 2015 Barbara Tobolowsky Jillian Kinzie James Groccia Wendy Troxel

Rationale — Questions about learning — Monolithic view of institutions and students — Shift to online options — Faculty interests and limitations

Table of Contents — Chapter 2. Research on Successful Learning Practices – Jillian Kinzie — Chapter 3. Historical Overview of Learning Theories – James Groccia et al. — Chapter 4. Critical Pedagogy and the Struggle for Social Change – Nana Osei-Kofi — Chapter 5. Embracing Contemplative Pedagogy in a Culturally Diverse Classroom – Laura Rendon and Vijay Kanagala

Table of Contents — Chapter 6. Strengths-Oriented Teaching: Pathways to Engaged Learning – Laurie Schreiner — Chapter 7. Interactive Group Learning – James Groccia et al. — Chapter 8. Engaging Students in Online Environments – Amy Collier — Chapter 9. Assessment of Classroom Teaching – Wendy Troxel — Chapter 10. Summary and Conclusion – Barbara Tobolowsky

Research on Successful Learning Practices Jillian Kinzie IU School of Education, Center for Postsecondary Research 34 th Annual FYE Conference February 8, 2015

in U.S. Higher Education — Global Competitiveness in Degree Attainment — Reduce persistence & graduation rate gaps — Questionable evidence of student learning — Challenging fiscal environment — Increased employer demands and needs in 21 st century economy

One way to addressing pressures: use research-based approaches to improve conditions for student learning and success. Fortunately, college educators are more interested in the learning processes of their students than ever before!

Overview of Chapter: Research on Learning Practices — Overview of learning research — Evidence-based practice frame — Neuroscience — Effective educational practice — Principles of good practice — Cumulative impact of principles — Other good instructional practices — Environments that foster educational success — Call to action – using research-based approaches

Learning Highlights -1 — Neuroscience & cognitive science advances — Pay attention to what learners bring in — “Culturally responsive” practice (Ladson- Billings) — Feedback — Metacognition What does this — Practice research suggest for teaching?

Learning Highlights -2 — Effective educational practice = what contributes to quality undergraduate learning — ECS 3 qualities & 12 attributes for undergraduate education — 7 principles for good practice (Chickering & Gamson)

Learning Highlights - 3 — Implement engaging pedagogies — Emulate practices of “outstanding teachers” (Ken Bain)

Learning Highlights - 4 — Techniques and tools — Effective group work — Active learning in large classes — Effective lecturing — Using technology

Learning Highlights - 5 — Student engagement (NSSE) — 7 principles +institutional conditions + HIPs — “Pedagogies of engagement” — Value of engagement for classroom instruction (Barkely) & teaching underprepared students (Gabriel) — Learning-centered environments

Practices and Student Success The challenge is using what we know. Aligning resources, removing impediments, to optimize success for all students.

Using Research to Inform Teaching — Creating learning activities & environments in harmony with research on learning — Try out new strategies (and assess to determine if they make the intended difference) • What might you do differently in your teaching? What have you wanted to try and what does research suggest?

Historical Overview of Learning Theories Chapter 3 Groccia, Nickson, Wang, & Hardin

Those seeking to understand learning have drawn from — Research — Philosophy — Traditional Wisdom — Theory

Behaviorism Pavlov Thorndike Watson Skinner

Behaviorism — Dominant 1920s—1950s — Focus on behavior key to understand learning — Learning shaped by consequences — Reinforcement — Punishment — Schedules

Behaviorism — 3 Key Suggestions: — Practice and engagement — Measureable outcomes — Chunking

Cognitivism Piaget Bandura BoBo

Cognitivism — Learning is internal mental process — Focus on how information acquired, organized, encoded, rehearsed, stored, retrieved — What students DO with information critical

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Factors that Control the Learning Process · Attention · Encoding Strategies · Recognition · Meaningfulness · Retrieval Strategies Input Sensory Short-term Long-term Environ- Register Memory Memory mental (SR) (STM) (LTM) Stimuli Output Responses Information-Processing Model of Learning

Cognitive Theory — Jean Piaget

Cognitive Theory — Jean Piaget

Cognitive Theory — Jean Piaget

Cognitive Theory — Jean Piaget

Cognitivism — 3 Key Suggestions — Active involvement — Emphasize structure and organization — Use of concept maps, mnemonic devices, advanced organizers, creative conflict

Constructivism Rousseau Kolb Montessori Bruner Vygotsky Dewey

Constructivism — Learning occurs by assigning meaning to new information based on one’s prior knowledge & experience — Contextualized connections — Culture major influence — Student not teacher focus of learning

Constructivism — 3 Key Suggestions — Reflection, problem solving, & critical thinking key — Discussion and group tasks — Authentic tasks and assessment

Humanism Rogers Maslow

Humanism — Focus on individual needs, potential, concerns, and how students seek to control their lives — Focus on emotions, values, self-perceptions — Student whole being striving toward self development

Humanism — 3 Key Suggestions — Provide whole person (students) with choices — Use social learning methods (groups) — Create safe, engaged learning environment

Transformative Mezirow Freire

Transformative — Learners use prior knowledge to construe new or revised meaning — Disorientation leads to critical self-reflection, action, and new learning — Teacher as mentor

Transformative — 3 Key Suggestions — Use critical reflection — Challenge and support (scaffolding) — Experiential exercises, reflective journal writing, content-based critical incidents

Andragogy Knowles

Andragogy — The art and science of helping adults learn — Learners — Self-directed — Rich prior experiences that guide learning — Ready & eager to learn what is applicable — Internally rather than externally motivated

Andragogy — 3 Key Suggestions — Share and hear experiences — Interactions and engagement critical — Treat all students as adult learners

Conclusions — Theory provides a framework for practice — Grounding practice on sound theory and research is essential to create high-quality teaching and learning — No “one size fits all” — Questions?

Interactive Group Learning (IGL) Chapter 7 Groccia, Ismail, & Chaudhury http://peeragogy.org/peer-learning-overview/

Define Interactive Group Learning

Interactive Group Learning (IGL) is — A variety of approaches involving joint intellectual effort by students in groups of two or more, or students & teachers together — An effective approach for enhancing social skills and producing deeper and significant learning outcomes for diverse learners — A learner-centered approach focusing on student exploration or application of course material, not just finding instructor’s right answer

Characteristics IGL creates opportunities for learners to socially construct knowledge within an interactive community of learners (Oxford, 1997) where: — learning is an active endeavor — learning depends on engaging students in challenging tasks or questions — learners are diverse — learning has affective and subjective dimensions, as it is socially involving and emotionally demanding (Smith & MacGregor, 1992)