STOP ENABLING STUDENTS!

BREAK THE DEPENDENCY AND HELP THEM LEARN TO

THINK CRITICALLY

Gavin HouseNovember 14, 2013Teaching and Learning Strategies Strand

PICK-ME-UP

REENERGIZE YOUR MIND!

Take a moment and identify a top five takeaway from the conference

Share it with your neighbor(s)

REFRESHER

Teaching and Learning Strategies are methods to help students learn more successfully

Enabling is making it easy

Dependency is relying on someone else to take care of you

A LITTLE MORE REFRESHER

Critical Thinking is clear, rational, open-minded, and informed by evidence

Accountability is being responsible and answerable

a Student is a person formally engaged in learning

a Journey is progress from one stage to another (as in educational journey)

CRUX OF THE MATTER

Student’s higher-level cognitive skills are under-developed

Solve ProblemsAnalyze ArgumentsSynthesize Information from different sourcesApply Learning to new and unfamiliar contexts

PLAUSIBLE REASON

Students have learned that someone, outside themselves, will tell them what to dowhen to do itand how to do it

OPINION POLL

Take a moment to think about your experiences with student autonomy

To what extent is this true

Please share your thoughts with us

METACOGNITION

METACOGNITION CONNECTION

Successful students connect with their learning

“Any fool can know. The point is to understand.” ― Albert Einstein

Less successful students disconnect from their learning

Angelo &

Cross, 1993

CLASSROOM ASSESSMENT

“… an approach designed to help teachers find

out what students are learning in the

classroom and how well they are learning it.”

Angelo &

Cross, 1993

CLASSROOM ASSESSMENT CHARACTERISTICS

Learner CenteredTeacher-DirectedMutually BeneficialFormativeContext SpecificOngoingRooted in Good Teaching Practice

Angelo &

Cross, 1993

CLASSROOM ASSESSMENT

Thomas A. Angelo and K. Patricia Cross developed their Classroom Assessment approach with seven basic assumptions in mind

Angelo &

Cross, 1993

FIRST OF SEVEN BASIC ASSUMPTIONS

“The quality of student learning is

directly, although not exclusively,

related to the quality of teaching.

Therefore, one of the most promising

ways to improve learning is to improve

teaching.”

Angelo &

Cross, 1993

SECOND BASIC ASSUMPTION

“To improve their effectiveness,

teachers need first to make their goals

and objectives explicit and then to get

specific, comprehensible feedback on

the extent to which they are achieving

those goals and objectives.”

Angelo &

Cross, 1993

THIRD BASIC ASSUMPTION

“To improve their learning, students

need to receive appropriate and focused

feedback early and often; they also

need to learn how to assess their own

learning.”

Angelo &

Cross, 1993

FOURTH BASIC ASSUMPTION

“The type of assessment most likely to

improve teaching and learning is that

conducted by faculty to answer

questions they themselves have

formulated in response to issues or

problems in their own teaching.”

Angelo &

Cross, 1993

FIFTH BASIC ASSUMPTION

“Systematic inquiry and intellectual

challenge are powerful sources of

motivation, growth, and renewal for

college teachers, and Classroom

Assessment can provide such

challenge.”

Angelo &

Cross, 1993

SIXTH BASIC ASSUMPTION

“Classroom Assessment does not

require specialized training; it can be

carried out by dedicated teachers from

all disciplines.”

Angelo &

Cross, 1993

SEVENTH BASIC ASSUMPTION

“By collaborating with colleagues and

actively involving students in Classroom

Assessment efforts, faculty (and

students) enhance learning and

personal satisfaction.”

CLASSROOM ASSESSMENT TECHNIQUES

Angelo &

Cross, 1993

CLASSROOM ASSESSMENT TECHNIQUES

Simple tools for collecting data on student learning in order to improve it

Feed-back devices

Immediate and useful answers to very focused questions about student learning

Supplement and complement formal evaluations of learning

THE CAT’S OUT OF THE BAGOur activities earlier in this presentation were modified CAT’s

“Share The Wealth” Susan Bowman (2010) and

“Opinion Polls” Angelo and Cross (1993)

Angelo &

Cross, 1993

LESSONS LEARNED FROM FACULTYFaculty adapt CAT’s to provide appropriate feedback

Academic Disciplines, Individual Goals, and Students

Classroom Assessment feedback stimulates and guides faculty as they adjust their teaching to improve learning

Angelo &

Cross, 1993

EFFECT ON STUDENTSIncreases active involvement in learning

Promotes Metacognitive development

Increases cooperation and a sense of the classroom as a “Learning Community”

Increases Student Satisfaction

May improve course completion rates

MANY THANKSThe following individuals and organizations supplied much of the support and content within this presentation

Classroom Assessment Techniques Angelo and CrossWin Them Over Patricia LinehanHow to Give It So They Get It Sharon BowmanEllen Radel and Patricia LinehanPine Technical CollegeMN State Colleges and Universities

AND THANK YOU

For attending and participating in this session

“I will teach you and you will learn not to need me.”― Gavin House