seven levers for higher & deeper learning research-based guidelines and strategies a keynote...

Seven Levers for Higher & Deeper LearningResearch-based Guidelines and Strategies

A Keynote Session at the

University of Guelph’s 27th Annual Teaching & Learning Innovation Conference

30 April 2014

Tom AngeloAssistant Provost and Director

Center for the Advancement of Faculty ExcellenceQueens University of Charlotte, NC

[email protected]

Background Knowledge Probe

Please answer each question regarding Canada, the Ukraine, and Syria.

Guessing is encouraged!

Tom Angelo [email protected]

230 April 2014

A “Balcony” Question

If you participated actively:

Are you more interested in finding out the answers to these questions than you were a few minutes ago?


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Students’ prior knowledge and beliefs are among the most powerful influences on their learning – positive or negative Consequently, assessing that prior knowledge can provide powerful leverage


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Applications Card – p. 10

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS


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Page 2

Six Dimensions of Higher Learning Outcomes

% Then? % Now?____ Factual Learning _________ Conceptual Learning _________ Procedural Learning _________ Conditional Learning _________ Reflective Learning _________ Metacognitive Learning _____

100% 100%

Six Dimensions of Higher Learning Outcomes

Metacognitive

Reflective

Conditional

Procedural

Conceptual

Factual


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Which of those six dimensions needs and deserves the most

focus if we aim to foster:

Critical thinking? Problem-solving?

Professional practice?

Collaborative Learning Technique

Think-Pair-Share

This is a “Low-Threshold Application”•Low complexity – easy to use•Low cost – in time and effort•Low risk – to teachers or learners•Relatively high ROI (Return on Investment)•Potentially worth adapting?


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Plus-Minus-Question Mark

Please mark each item on the list with a plus sign, minus sign, or question mark

• Use the plus ( + ) if you understand it

• Use the minus ( – ) if you do not understand it• Use the question mark (?) if you’re unsure


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A “Balcony” Question

If you followed directions:

Did you read and think about the list on page 5 any differently than you would have if you had simply been asked to “read it”?


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[Draw your own Teaching-Learning-Assessment Pyramid on page 12.]

What percentage of your course/program’s curriculum can students . . .

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Learn best only from the faculty? -------------------------------- Learn best from more experienced UG and graduate students?------------------------------------Learn best from workingin structured groups/teams?----------------------------------------Learn best by teaching themselves?


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“It’s not what we do, but what students do that’s the important thing.”

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition.Berkshire: McGraw-Hill, p. 19.


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HOT HIPs!

Higher Order Thinking can be promoted effectively through

High-Impact Practices


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HIPs – High-Impact Educational Practices

• First-Year Seminars and Experiences• Learning Communities• Collaborative Assignments and Projects• Undergraduate Research• Diversity/Global Learning• Service Learning/Community-Based Learning• Internships/Co-ops• Capstone Courses and Projects• Writing-Intensive Courses


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What makes these HIPs so HOT?

• High expectations• Explicit direct instruction• Metacognitive scaffolding• Effective feedback• Deliberate practice• Focused collaboration


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A Quick Diagnostic Quiz – Part I

Please circle the best option in response to each question.


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Page 7 –

A Quick Diagnostic Quiz – Part II

Review your responses and self-assess your level of knowledge regarding each.


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A Detailed Assessment/Grading Rubric


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“From the student’s point of view, the assessment is the curriculum.”

Paul Ramsden


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Course/Teaching Feedback


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Applications Card – p. 10

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS


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The Parking Lot Test

As you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say?

The next slide is one way to prepare for that “parking lot test.”


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What, Why and HowChoose one of your possible applications from page 10.

Prepare to answer the three questions below about that specific application:

• What is it?

• Why do you think it might be useful?

• How do you think you might use it?


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Please complete the session evaluation

on page 13.

Thanks for your attention and participation


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