teaching accounting
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Teaching Accounting. Mississippi Society of CPAs Educators Symposium October 29, 2010 Susan V. Crosson Santa Fe College, Gainesville, FL [email protected]. Friday Morning Potpourri. Introductions and Welcome - PowerPoint PPT PresentationTRANSCRIPT
Teaching AccountingTeaching Accounting
Mississippi Society of CPAs Mississippi Society of CPAs Educators SymposiumEducators Symposium
October 29, 2010October 29, 2010Susan V. CrossonSusan V. Crosson
Santa Fe College, Gainesville, FLSanta Fe College, Gainesville, [email protected]@sfcollege.edu
Friday Morning Potpourri • Introductions and Welcome • Teaching Fundamentals including
VARK learning modalities, learning levels, and the teach/learn/assess process.
• TPI: Teaching Perspectives Inventory• Encouraging Learning with
Technology: YouTube, iPads, Smart pens, Tablet pc
• Tackling Teaching Together Discussions
• Pathways Commission: Charting a National Higher Education Strategy for the Next Generation of Accountants
Teach/Learn/Assess Fundamentals
Susan V. Crosson, Santa Fe College
The Traditional Knowledge Process
Read Book, Come to Class TEACHTEACH Deliver content…
Do Homework,
Participate LEARNLEARNActivities toGain Confidencein Knowledge…
Write Papers, Exams ASSESSASSESS
DemonstrateKnowledge
Breadthand Depth…
VARK Teaching/Learning Modalities How to make the teach-learn connection
http://www.vark-learn.com
I See…visual learnersI Hear…aural learnersI Touch…read/write learnersI Do…kinetic learnersMulti-modal
The Knowledge Process...now
Identify ResourcesIdentify Resources TEACHTEACH
Deliver Knowledge, Skills, Abilities, Attitudes, and Deliver Knowledge, Skills, Abilities, Attitudes, and Values...Values...
Create ActivitiesCreate ActivitiesLEARNLEARNActivities toActivities toGain ConfidenceGain Confidencein Knowledge...in Knowledge...
Assess OutcomesAssess OutcomesASSESSASSESS
Demonstrate Demonstrate KnowledgeKnowledge
BreadthBreadthand Depth…and Depth…
Teach: Identify ResourcesDeliver Knowledge, Skills, Abilities, Attitudes, and Values...
The Developmental Stages of Learning
Absolute knowing means a student has knowledge of the facts and can answer questions like how, what, where, and when.
(Bloom: Knowledge and Comprehension)
Transitional knowing means a student can apply the methods or knowledge to specified situations and can compare and
contrast methods. (Bloom: Application)
Independent knowing means a student uses the knowledge to form opinions in nonspecific situations and can answer the
question why. (Bloom: Analysis and Synthesis)
Contextual knowing means a student has integrated the knowledge into a broad context and is able to evaluate
perspectives to make reasoned decisions and policies using this knowledge. (Bloom: Evaluation)
Learning Intervention ActivitiesEvaluation
What IfSynthesis
WhyAnalysis
WhyApplication
HowComprehension
WhatKnowledge
WhatBloom’s Taxonomy
• Find a real company example of the topic and create a video
•Create a graphic merging all the chapter topics into one graphic
•Compare two visuals•Create a flowchart
•Excel template problems with solutions
•Identify most important part of a text graphics
•Create visuals•Crosswords•Matching
I See
•Peer review (face-to-face or over the phone) another student’s work
• One minute audio journal/blog summary of the chapter
•Audio podcast about a learning objective and why it is important
•Verbally compare answers with a student consultant
•Explain the review problem or a graphic to other students
•Create audio notes•Speak answers•Develop neumonics
I Hear
•Prepare a written critique of another student’s work•Develop a review exam to study for the test
•Merge student notes into one page recap of chapter•Write quiz questions
•Compare notes with two other students and merge into one improved version
• Create how-to directions for an exercise•Answer end of chapter assignments
•Create one page of most important points •Reading guides
•Write notes•Recap notes I Touch
•Write a better homework problem•Give data on a real company and ask group to write a problem•Interview a business person about topic
•Chapter Expert led discussion forums, posted notes, and potential exam questions
•QuickBooks problems•Field trips with feedback •Group practice exam
•Excel templates•Working papers•Group homework•Student solutions to old exams
• Never ending text multiple choice and TF
•Create flashcards•Content checklists I Do
Learning/Assessment Focused Questions
I
What?
II
How?
III
Why?
IV
What If?
Assess Learning OutcomesPre and post to measure successful learning
Absolute Knowing: What
Transitional Knowing: How
Independent Knowing: Why
Contextual Knowing: What If
I SEE
Teaching exhibit fill-in-the-blank
Online quizzes T/F, MC, Match Prior knowledge
probe
Problem exams Excel problems Quickbooks practice
set ASP practice set
Essay exam with visual
Create visual on how & why
Critique flowchart or process diagram
Video case Case presentation by video or
PowerPoint Web page using annual
reports and web resources
I HEAR
Group T/F, MC Oral prior
knowledge probe
GradeHwkSwap Group Exams G/L software teams Team solutions
Telephone tutor for chapter
Oral exam
Oral case presentation Performance review done
by teams of class project
I TOUCH
One sentence summaries
Homework quizzes
T/F, MC, Match Prior knowledge probe
Short answer exams Written Hwk. Written exams Excel problems Written practice set
Memo to prospective student
Chapter e-mail journals
Essay exam Reflective course
journal Discussion forum chapter
expert
Written portfolio Written case Written team project using
annual reports and web resources
I DO
T/F, MC, Match Online quizzes Prior knowledge
probe
Web page Create Excel
templates Volunteer exp. ASP project
RFP scenario Field trip critique Service learning
Internship Team project using
problem-based scenario
TeachLearnAssess Process Spiral
Learning Outcomes are statements that describe what students are
expected to know, think, and able to do by the time of graduation.
align with school’s mission statementprogram level
stated from student perspective3-5 intended learning outcomes ( a student will)
specificcan be measured by multiple methods
Course Design
TEACHING PERSPECTIVE INVENTORY
WWW.TEACHINGPERSPECTIVES.COM
JOHN COLLINS, PHDDAN PRATT, PHD
RECONFIRM OR CHECK FOR CHANGE
The TPI can be taken again to see changes and “improvements”
Go to www.teachingperspectives.com if you wish to take the assessment again
Why I got involved with Technology
To create a learning process as individual as each student requires to master the course content and actively apply with confidence what's learned.
Google me
YouTube site:http://www.youtube.com/SusanCrosson
Financial Accounting playlists:http://dept.sfcollege.edu/business/susan.crosson/Fall%202007/Flip%20Videos%20Fall%202007/FA%20Videos.htm
Managerial Accounting playlist: http://dept.sfcollege.edu/business/susan.crosson/Fall%202007/YouTube.htm
HELP
Question:
How do you currently use technology?
Video…..Consider the possibilities
Record and playback classes
Chapter overviews—highlight favorite pages or LOs (learning objectives)
End-of-chapter coaching of review problem to model problem solving process
Explanations of textbook visuals, i.e., exhibits, figures
Student created using cell phones & YouTube i.e., interview experts, FAQs
Pecha Kucha-a structured voice over powerpoint slide presentation limited to a 20 second format per slide for no more than 20 slides. Use instead of term paper or for chapter expert. Forces students to focus.
Learning Interventions for Student Learning Outcomes (accreditation documentation)
I see and hear, therefore I learn
Create Videos using Camera or Cell phone
Create Videos with a Smart Pen
LiveScribe Help
Tablet pc and iPad
PowerPoints with Voiceovers
Narrated PowerPoint Presentations
Camtasia produced Videos
Sponsored by the American Accounting Association (AAA) and the American Institute of CPAs (AICPA)
(Fill in Organization and Date)
Send your input via the Pathways Commission space:
http://pathwayscommission.org Or send your input to Bruce Behn (
Pathways Commission (AAA and AICPA) 30