C’est si bon: Bach and Balance Sheets An Examination of Skill-Building Pedagogies
description
Transcript of C’est si bon: Bach and Balance Sheets An Examination of Skill-Building Pedagogies
C’est si bon: C’est si bon: Bach and Bach and Balance SheetsBalance Sheets
An Examination of Skill-An Examination of Skill-Building PedagogiesBuilding Pedagogies
Presented for the Faculty Center Presented for the Faculty Center for Teaching by Jamie Doran, for Teaching by Jamie Doran,
Diane Follet, Kathy WixonDiane Follet, Kathy Wixon
What do an accounting professor, a French What do an accounting professor, a French professor, and a music professor have in professor, and a music professor have in common?common? Peer partner relationshipPeer partner relationship
FECFEC
Introductory coursesIntroductory courses
MethodologyMethodologyTwo-summer studyTwo-summer study
1st summer1st summer• Researched theories of learningResearched theories of learning
General theoriesGeneral theories Discipline-specific theoriesDiscipline-specific theories
• Examined our coursesExamined our courses GoalsGoals SkillsSkills PedagogiesPedagogies
MethodologyMethodology
2nd summer2nd summer• Shared syllabi and assessmentsShared syllabi and assessments
• Discussed and shared commonalities and Discussed and shared commonalities and differences in pedagogiesdifferences in pedagogies
• Focused on common challengesFocused on common challenges
Common ChallengesCommon ChallengesWe teach languages…We teach languages…
Qu’est-ce qui t’est arrivé quand tu es allé à Besançon l’année dernière ? -- Je m’y suis perdu et je m’en veux au douanier qui m’a fait payer des arrhes.
Date ACCOUNT DEBIT CREDIT 2006
Mar 4 Cash 9,000 Accumulated Depreciation-Equipment 49,000 Loss on Disposal 2,000 Equipment 60,000
Common ChallengesCommon Challenges We teach “courses of accretionWe teach “courses of accretion””
““Accumulation of knowledge into established structures” Accumulation of knowledge into established structures” (Angelo) (Angelo)
Highly systematic approachHighly systematic approach Requires consistent student attention and effortRequires consistent student attention and effort
We desire similar outcomesWe desire similar outcomes PerformancePerformance
• ReadingReading• WritingWriting• ListeningListening• SpeakingSpeaking
ProficiencyProficiency
Common ChallengesCommon Challenges
We use ongoing assessment of student learningWe use ongoing assessment of student learning LOTS of LOTS of dailydaily preparation preparation
• ExercisesExercises• ProblemsProblems• EssaysEssays
Frequent quizzes and examsFrequent quizzes and exams
LOTS OF GRADING FOR USLOTS OF GRADING FOR US
Common ChallengesCommon Challenges
ANXIETYANXIETY
Common ChallengesCommon Challenges
We teach skillsWe teach skills MasteryMastery
KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis
ProficiencyProficiency Immediate response to a cueImmediate response to a cue
ActivityActivityWhat skills do your students need to perform What skills do your students need to perform
well in each of your courses?well in each of your courses?
What challenges do you find in building What challenges do you find in building these skills in your courses?these skills in your courses?
Our FocusOur FocusThree areas of great concern to all of us: Three areas of great concern to all of us:
ANXIETYANXIETYPedagogies of Skill-BuildingPedagogies of Skill-Building
Skill-Building ActivitiesSkill-Building Activities
Sources ofSources of AnxietyAnxiety• Preconceived notionsPreconceived notions
• ““I’ve heard it’s really hard.”I’ve heard it’s really hard.”• ““Isn’t there a lot of work?”Isn’t there a lot of work?”• ““I’m not good at… (math, languages).”I’m not good at… (math, languages).”
A lot is riding on itA lot is riding on it• Prerequisite/requirementPrerequisite/requirement• Entrance to the majorEntrance to the major
Need to be a risk-takerNeed to be a risk-taker• Speaking (singing) in classSpeaking (singing) in class• Displaying homeworkDisplaying homework
Need to be constantly preparedNeed to be constantly prepared
ReducingReducing Anxiety Anxiety Changing misconceptionsChanging misconceptions
Stating clear expectationsStating clear expectations
Providing supportProviding support
Working in small groupsWorking in small groups
Playing gamesPlaying games
Pedagogies of Skill-BuildingPedagogies of Skill-Building
MasteryMastery KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis
ProficiencyProficiency Immediate response to a cueImmediate response to a cue
Pedagogies of Skill-BuildingPedagogies of Skill-Building
MemorizingMemorizing RulesRules ExceptionsExceptions
Practicing skills develops understandingPracticing skills develops understanding
Skills… leading to… Concepts… leading to. . . New Skills…Skills… leading to… Concepts… leading to. . . New Skills…
Bounding creativity within acceptable/accessible limitsBounding creativity within acceptable/accessible limits
Skill-Building ActivitiesSkill-Building ActivitiesSample activitiesSample activities
First-day activitiesFirst-day activities
Collaborative workCollaborative work
Board workBoard work Role playingRole playing
GamesGames
Skill-Building ActivitiesSkill-Building ActivitiesSample activities, cont’d.Sample activities, cont’d.
DrillsDrills
““Back and forth” questioningBack and forth” questioning
Working through examplesWorking through examples ““Current events”Current events”
ActivityActivityWhat activities could you use to address the What activities could you use to address the
challenge(s) you listed earlier?challenge(s) you listed earlier?
Is it working? How do we Is it working? How do we know?know?
Ongoing assessmentOngoing assessment
Differentiating memorization from understandingDifferentiating memorization from understanding The “Aha!” moment(s)The “Aha!” moment(s)
The oral componentThe oral component
What We’ve LearnedWhat We’ve Learned CommonalitiesCommonalities
Research supports our strategiesResearch supports our strategies
Exchange of ideas fosters creativityExchange of ideas fosters creativity
Reevaluation of our assignments/assessmentsReevaluation of our assignments/assessments
What We’ve Learned, cont’d.What We’ve Learned, cont’d.Value of interdisciplinary discussionValue of interdisciplinary discussion
Different ways of thinkingDifferent ways of thinking
Working together isn’t always “comfortable”Working together isn’t always “comfortable”
Renewed appreciation for each other’s coursesRenewed appreciation for each other’s courses
Renewed appreciation for students’ collaborative Renewed appreciation for students’ collaborative effortsefforts
Implications for Our Implications for Our CurriculumCurriculum
The “lost skill” - oral communicationThe “lost skill” - oral communication ““Oral Expression - skills in speaking clearly and Oral Expression - skills in speaking clearly and
effectively in small groups or to larger audiences.” effectively in small groups or to larger audiences.” (Academic Skills, p. 35, Muhlenberg College catalog, (Academic Skills, p. 35, Muhlenberg College catalog, 2006-2007)2006-2007)
PerspectivesPerspectives Our work as a modelOur work as a model Principles of course designPrinciples of course design
RecommendationsRecommendations
FCT makes collaborations like ours possible.FCT makes collaborations like ours possible.
Talk to your colleagues about the possibility of Talk to your colleagues about the possibility of collaborations.collaborations.
A remarkably enriching experience!A remarkably enriching experience!