from palette to painting: a practical flair using learner ... · 7% completely internet-based; 38%...
TRANSCRIPT
From Palette to Painting: A Practical Flair Using Learner-Centered Teaching
Neil A. KnoblochAnna L. Ball
University of Illinois, Urbana-Champaign
What is experiential learning?John Dewey
All learning is experienced, not all is ELScientific application of concepts through solving real problems
Principle of Continuity (Habit & Growth)Principle of Interaction (Individual & Environment)
Is Experiential Learning Authentic?Knobloch (2003). JAE, 44(4)http://pubs.aged.tamu.edu/jae/
Dewey’s Philosophy“Anything which can be called a study, whether arithmetic, history, geography, or one of the natural sciences, must be derived from materials which at the outset fall within the scope of ordinary life experience”(Dewey, 1938).
CreditsAnna Ball, Co-PIEmily Morehouse & Sheila SettleAdvisory Panel
Kirby Barrick, UIUCJimmy Cheek, UFBarbara Kirby, NCSULH Newcomb, OSU
USDA HEC Grant2003-38411-13447
OverviewWorkshop
ChallengesDefine, Discuss, & Showcase LCTTeacher Assessment
0:20 BreakWorkshop con’t
BarriersDevelop a plan to integrate a LCT activity next yearResources
ObjectivesIdentify challengesDefine LCTACT: Assess your LCTIdentify teaching methods used in AFNRSpotlight LCT Exemplars
Active LearningInquiry LearningService Learning
ACT: Assess yourself as a teacherACT: Identify barriers to implementing LCTACT: Create a planDiscuss LCT resources
ExpectationsReflectionInteraction and discussionApplicationFeel free ask questions
What does learning look like in your classroom?
This…
…or this?
Is it getting more difficult to teach?Greater diversity of learnersMore content to teachIncreased demands on faculty timeHigher expectations of graduates to think
critically and work in teams
What challenges do professors face as teachers?
Discussion, please…
Ten Challenges of UI Faculty1. Motivating students2. Managing time
Not enough time to prepare; difficulty balancing with research and outreach/service
3. Accommodating student needs Diverse learning styles, educational preparation and background
4. Remaining current with the course content5. Communicating content6. Extending students’ thinking7. Lack of university support8. Reaching and inspiring students for life long learning9. Self improvement10. Teaching concepts for student understanding
Focus on Learning
University
Teaching
Learning
Faculty• Have Rigorous Workloads• Need to Make Teaching a Priority• Become Reflective Practitioners, Learners, and Scholars of T&L
If you are wondering…Effective teaching begins with a motivated teacher
DesireConfidence
Teaching methods influence StructureRoles of teacher and learnersOutcomes
Different ways of learning needs multiple methods
Not a single method for everyoneTeacher makes the choice
What is LCT?Students construct knowledge based on
Applying conceptsSolving problems that are relevant to students’ experiencesPerforming authentic learning tasks
LCT AssumptionsMeaning is created from experience
Is grounded in real-life situationsEncourages participation
Creativity and discovery in and outside of the classroom
Multiple sources of knowledgeCreating and forming concepts, thinking critically, and solving problems
As a teacher…In what ways are you learner-centered?
ACTIVITY1. Reflect individually2. Discuss with a partner
Introduce yourself, discuss class(es) & how you are LC3. Share with the group
Record on OHT, select reporter, share with audience
National Status Survey (N = 330)Teaching Methods (quite-a-bit & always)
Teacher-Directed (2 out of 3)77% lecture63% class discussions
Active Learning (1 out of 3)45% student presentations33% cooperative learning
Inquiry Learning (1 out of 3)52% problems35% cases26% simulations
Service Learning (1 out of 10)10% service-based learning
Other26% field trips7% completely Internet-based; 38% web-enhanced
National Status Survey (N = 330)
Faculty Agreed80% - LCT help students make connections with each other60% - wanted to learn more about LCT40% - LCT frustrate students20% - students do not learn as much15% - not interested in LCT
Who uses LCT approaches?Active LearningInquiry LearningService Learning
Please register in the LCT Networklct.aces.uiuc.edu
Active Learning“Anything that involves students in doing things and thinking about the things they are doing”(Bonwell & Eisen, 1991)
Engaging students to think at higher levels through purposefully created well-designed (classroom) activities
Students discuss and process content through cooperative learningLearning is made visible through technology
Examples of Active LearningGary Moore, NCSU
Three-stage examIndividual—Team—Class
Nancy Markee, U of NV-RStudents are assigned issuesClass debates
Rich Aldredge, WSUProjectsApplication of statistics
Ann Kenimer, TAMUOn the fly problemsModels problem-solving
Inquiry LearningScientific method of inquiry as a means to study a problem in depth
Contextualized, ill-structured problems to find meaningful solutions and conceptsInductive approach – in contrast assigning an application problem at the end of a conceptual unitProblems to motivate, focus, and initiate student learning
Problem-based learning
Examples of Inquiry LearningMark Ryan, U of MissouriRique Campa, Michigan State
Wildlife ConservationManagement problems
James Beierlein, Penn StateActive, collaborative case methodCovey’s Habits & Bloom’s taxonomy
Ed Deckard, NDSUReal-life, ill-structured problemsPlant science cropping systems
Service LearningEngaging students through thoughtfully-organized service in community-based environments outside of the classroom
Learn conceptsReflect about the context/cultureDevelop civic engagement
Engagement & Reflection
Examples of Service LearningTracy Hoover, Penn State
United Way projectSchool-based project
David Knauft, U of GeorgiaCollaborate with schoolsTeach science
Heidi Brady, Texas TechEquine therapyStudents help Ss with special needs
Tom Green, WIUArbor Day plantings - elementary schoolsCivic skills in communities
Pop QuizDIRECTIONS: Identify the LCT approach for each professor or project
InquiryInquiryInquiryServiceActiveActiveInquiry
1. Mill Design Project2. K-State Beef Sale3. Janice Swanson4. Patricia Fairchild5. Anita Dille6. Sharyn Freyermuth7. T. Polito & L. Gibson
Teacher AssessmentACTIVITY
Complete the Teacher AssessmentSelf-Score
Add the following items1, 6, 11, 16, 21 Transmission2, 7, 12, 17, 22 Apprenticeship3, 8, 13, 18, 23 Development4, 9, 14, 19, 24 Nurturing5, 10, 15, 20, 25 Social Change
≥15 = Teaching PerspectiveComplete instrument
www.teachingperspectives.com/
What roles do teacher beliefs play in teaching?Discussion
What assumptions do you have about learning?How do your assumptions inform your teaching?
CompareTeaching PerspectivesTeacher Practices
Teacher
Teacher-Directed
Active Learning Active Learning
Inquiry Learning Service Learning
Lecture
&
Class Discussions
ThinkingSocially
Thinking Individually
Learner-Centered
BarriersACTIVITY
What are the barriers to implementing LCT in practice?ScenarioCreate a list on OHT for each small group
ScenarioYou are a [please pick: (a) beginning untenured; (b) well-adjusted associate; or
(c) seasoned full] professor at a research-based land grant university. The expectations to be more productive and seek external funding are greater
now than they were just a few years ago. You have also noticed that your students have a much broader range of
experiences, most of which are not related to agriculture. You are interested in changing your teaching methods to be more engaging for
students. In doing so, you feel that your students would more prepared for their careers.
In the last five years, you have received feedback from employers that your graduates are not as prepared as they would like to see. As you ponder the possibilities of changing your course to be more learner-centered, you have a bit of hesitation.
What are some barriers that would keep you from making your course more learner-centered?
Discussion, please…
Faculty DevelopmentExperiences indicate
Teaching is complex with no easy answers Further, significant investment of time is necessary Faculty place low on agenda (Johnston, 1997)
Faculty development needs to change (Eleser & Chauvin, 1998)
Understand the goals and needs of professors within the organizational contextMore reflective and collaborative processes
Create a planACTIVITY
Select a LCT approach to implement in a course (WS) Identify a courseIdentify the biggest learning problem in the courseIdentify desired student outcomesIdentify a LCT approachIdentify idea/concept you can most readily practiceCreate an outline for implementation
GoalsStepsTimeline
Share ideas with small groupReport one best practice from each small group
What resources have helped you be more learner-centered?
Sometimes you need to be creative!
LCT ResourcesLCT website – lct.aces.uiuc.edu
Research & Resources | Showcase | NetworkLCT Network – register August, 2005
Active Learninghttp://www.active-learning-site.com/http://www.ncsu.edu/felder-public/Cooperative_Learning.html
Inquiry Learninghttp://www.udel.edu/pbl/http://www.samford.edu/pbl/
Service Learninghttp://www.gseis.ucla.edu/slc/http://www.compact.org/
Think about the paintings you will create using…
Please complete the workshop evaluation.Thank you!