CHECO Retreat - Changing landscape of teaching
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Transcript of CHECO Retreat - Changing landscape of teaching
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THE CHANGING LANDSCAPE OF TEACHING
DR. JEFF LOATSDEPARTMENT OF PHYSICSMSU DENVER
CHECO RETREAT, APRIL 2013
OUTLINE
Blended Learning Initiative at MSU Denver• Goals & important features
Three 21st century teaching techniques:• Just in Time Teaching• Classroom response systems• The Flipped Classroom
Which of these bests reflects the efforts at your institution to help faculty adopt evidence-based teaching techniques involving technology?
A) Yes, with long-term personal support
B) Yes, via regular workshops & presentations
C) Yes, but rarely (occasional workshops)
D)No, those that exist do not involve tech.
E) No, there are virtually no efforts, involving technology or otherwise
BLENDED? HYBRID? MIXED-MODE? Start from research-based strategies
For us, the difference is trading class time or not:
• Blended courses incorporate evidence-based pedagogies that take advantage of technology without any reduction in face-to-face class time.
• Hybrid courses move some learning activities to online formats and face-to-face class time is somewhat reduced. Incorporate evidence-based pedagogies throughout.
BLENDED LEARNING INITIATIVECommon:
Target intro courses with large enrollments(instructors teaching First Year Success courses)
Offer small incentive/acknowledgement (laptop)
Perhaps uncommon:
Invite potential participants (vs. them applying)
Offer a small “menu” of teaching techniques
Sustained support - 6-8 “meetings”1-on-1, small-group meetings, workshops.
WARMUP: ED. TECH FOCUS
How much of the educational technology efforts at your institution have been focused on replicating the traditional classroom vs. creating teaching and learning opportunities that simply weren't possible before?
“There is much of use of software, computers and AV. 50% guess.”
WARMUP: ED. TECH FOCUS
“We are currently exploring ways to bring more content online. I don't really have a percentage but there seems to be a larger push after we just hired a Directory of eLearning.”
THREE BLENDED TECHNIQUESJust in Time Teaching
Classroom response system (“clickers”)
Flipped Teaching
FEEDBACK THAT WORKS
“Improvement of performance is actually a function of two perceptual processes. The individual’s perception of the standards of performance, and her/his perception of his/her own performance.”
The Feedback Fallacy – Steve Falkenberg(via Linda Nilson)
Think about a typical class at your institution. Is there a method for holding students accountable for preparing for class?
A) Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D)Just in Time Teaching.
E) Some other method.
JUST IN TIME TEACHING
Online pre-class assignments (“WarmUps”)
First half:• Conceptual questions, answered in
sentences• Graded on thoughtful effort
Learner
Teacher
JUST IN TIME TEACHING
Online pre-class assignments (“WarmUps”)
First half:• Conceptual questions, answered in
sentences• Graded on thoughtful effort
Second half:• Responses are read “just in time”• Instructor modifies the plan accordingly• Aggregate and individual (anonymous)
responses are displayed in class.
Learner
Teacher
JUST IN TIME TEACHING
A different student role:• Actively prepare for class
(not just reading/watching)• Actively engage in class• Compare your progress & plan accordingly
A different instructor role:• Actively prepare for class with you
(not just going over last year’s notes )• Modify class accordingly• Create interactive engagement
opportunities
Learner
Teacher
For an average class at your institution, estimate the fraction of students who do their preparatory work before class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D)60% - 80%
E) 80% - 100%
STUDENT FEEDBACK315 students in 7 classes over 4 terms (roughly ±6%)
The WarmUps have…Agreed or Strongly Agreed
…helped me to be more prepared for class than I would otherwise be.
70%
…helped me to be more engaged in class than I would otherwise be.
80%
…helped me to learn the material better than I otherwise would
64%
…been worth the time they required to complete 57%
MORE JITT?
Much more information to be had:• Theoretical basis for effectiveness• Empirical evidence for effectiveness• Writing good questions• Using metacognitive questions• Practical questions and pitfalls
Think about a typical class at your institution. What fraction of class time is spent on lecture-based delivery of content?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D)60% - 80%
E) 80% - 100%
FLIPPED TEACHING18
"the Flipped Classroom isn't a methodology. It's an ideology.“ – Brian Bennet
“Lecture at home, homework in class”
Take the passive delivery portions of traditional teaching and move them online.
Online videos are often “screencasts”, or may be small snippets of recorded lectures.
Students held responsible, directly or indirectly
FLIPPED TEACHING VS. LECTURE CAPTURE
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My take:
Capturing an entire lecture has limited benefits. It somewhat extends a passive technique.
The goals of the flipped classroom video conflict with the results of capturing traditional lecture.
FLIPPED TEACHING20
Students held responsible for viewing:
• Directly: JiTT, preparation quiz, notes check…
• Indirectly: Prep. Material is not repeated, value of prep work is made apparent.
Class time is dedicated to problem solving, discussions, applying skills, etc.
CLICKERS: VERY WELL STUDIED
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Quick/easy attendance in large class sizes.
Everyone participates and retains anonymity
Encourages active learning
Improved concentration
Improved learning and retention
Improved exam scores
Efficient use of class time
Engages students in metacognition.
WARMUP: FEEDBACK LOOPS
In a typical face-to-face college course, discuss one example of a feedback loop that is present and the time-scale of the feedback.
“My work is not close enough to academics for me to comment appropriately.”
WARMUP: FEEDBACK LOOPS
“As a student writes a research paper for a class the student may or may not get feedback until after the paper is submitted.”
“Student use of "office hours" for clarification and extra help.”
A VARIETY OF GOOD QUESTION TYPES
24
Factual recall
Peer Instruction (a.k.a. vote-share-vote)
Polling/survey
Poll-teach-poll
Thought questions
Teach-Test-Review or Teach-Test-Retest
Students have developed a robot dog and a robot cat, both of which can run at 8 mph and walk at 4 mph.
A the end of the term, there is a race!
The robot cat must run for half of its racing time, then walk.
The robot dog must run for half the race distance, then walk.
A) The cat wins B) The dog wins C) They tie
TECHNOLOGY26
Hardware:
iClicker, CPS, TurningPoint, PRS…
Software
Poll Everywhere, Top Hat Monocle, Echo 360…
COMBINATIONS!27
The most effective blend may be a combination:• JiTT with Classroom response (my
model)• Flipped teaching videos with JiTT
questions• Flipped teaching Classroom response • All three!
FINAL COMMENT
What to do?• Scholarly teaching• Evidence-based practices• Imitate!
YOUR SUMMARY
For yourself… or to share?
What was the biggest shift in your thinking during this discussion?
What is the biggest question you feel needs more attention from the discussion?
Visit slideshare.net/jeffloats to see these slides