AFACCT 2016 Conference at the College of Southern Maryland, La Plata, MD

Session 2.6: This is not your Father’s ClassroomPresenters: Elizabeth Benson (embenson@csmd.edu) Rose Miller (rosem@csmd.edu) from the College of Southern Maryland

Jan. 7, 2016 from 11:40am to 12:40pm

This is Not Your Father’s Classroom!

Presenters: Elizabeth Benson & Rose Miller

AFACCT – January 7, 2016

The attendee will be able to:

1. Apply the 3 Cs to their course content

2. Design specific activities to support the 3 Cs in their course

Learning Outcomes:

Write down two teaching strategies you currently use.

Activity 1

Before and immediately following World War II, the difference between the average wages of high school and college graduates was small and shrinking.

After 1950, the trend moved in the opposite direction and accelerated as the demand for highly skilled labor increased.

In 1975, BS earned 1.5x HS diploma only

By 1999, that ratio had risen to 1.8.

In 2012, BS earned 1.65x HS diploma only (down slightly due to the economic downturn)

The Economic Impact of Education

According to a 2015 report sponsored Achieve, a national nonprofit education reform organization: Only 14 % of professors believe that their

students are prepared for college work,.

Just 29 % of employers in the same study reported that graduates were equipped to succeed in today’s workplace.

Both of those numbers have plummeted since 2004.

Education in America – 1950s

In March of 1957, the Nation magazine ran a feature called "The Careful Young Men," with this subtitle: "Tomorrow's Leaders

Analyzed by Today's Teachers." Photo used with permission.

1950s Faculty used:◦ the blackboard and the ditto machine ◦ Lessons were initially wholly instructor-directed

(e.g., lectures, reliance upon the textbook, dittoed “study guides,” occasional film or film strip).

Late-1950s and early 1960s classroom technologies from the vantage point of 2016

appear archaic.

Education in America -current

Current Faculty use:◦ TECHNOLOGY

desktop computers, laptops, tablets mobile devices and apps in and out of

schools

◦ Problem and project based learning Problem: Follows prescribed steps

Specific solutions are expected Project: General guidelines

Students create the results Based on real-world scenarios

3 Cs:

1. Critical thinking

2. Communication

3 Creativity

Bloom’s Taxonomy and Critical Thinking

Jerome Bruner’s 5 Es Instructional Model

and Critical Thinking 1. Engagement 2. Exploration 3. Explanation 4. Elaboration 5. Evaluation

Communication Includes:

1. verbal 2. non-verbal 3. written 4. audio 5. visual 6. digital

Creativity

This skill maybe the most important of the 3 Cs.

A creative employee is an exceptional employee!

Learning Styles and Assessment Strategies

See Handout for an overview of the seven

learning styles

See Handout for the Assessment Strategies

when implementing the 3 Cs

Design an activity or assignment to provide an opportunity for students to apply, analyze, or evaluate this current event topic using some part of your course.

Activity 2

Future Professional Development

Should emphasis “how” to incorporate the 3 Cs in the curriculum and assessments

Emphasis should be placed on “how” technology is used to increase students’ learning utilizing the 3 Cs.

The National Education Association says it best:

“To be competitive in the global market and to be engaged, productive citizens, students need to be critical thinkers, skilled communicators who are culturally competent, collaborative partners, and creative contributors.”

Questions?