Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in Blended Learning
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Transcript of Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in Blended Learning
Closing the 2-Sigma Gap Eight Strategies to Replicate
One-to-One Tutoring in Blended Learning
David W. Denton David A. Wicks Vicki Eveland
Seattle Pacific University
Sloan Consortium Blended Learning Conference, 2013
Closing the 2 Sigma Gap
Definitions
(Bloom, 1984)
Effects
(Bloom, 1984)
How can instructors replicate characteristics of one-to-one tutoring in blended learning courses?
Variables for Consideration Improving instructional materials Enhancing peer interactions Considering student differences Engaging higher mental processes
Eight Strategies Improving instruc/onal materials
1 Quan/ty of Instruc/on 2 Cues and Explana/ons
Enhancing peer interac/ons
3 Coopera/ve Learning 4 Class Environment
Considering student differences
5 Tutorial Instruc/on 6 Feedback
Engaging higher mental processes
7 Metacogni/ve Training 8 Goals
Improving Instructional Materials
1 Quan/ty of instruc/on 2 Cues and explana/ons
1 Quantity of Instruction The amount of guidance, prepara/on, & coaching provided to students in a course
Blended learning offers the opportunity for increased quan/ty of instruc/on
BeOer prac/ces
Concise organiza/on of materials, management
Differen/ate between online and face-‐to-‐face components
Realis/c expecta/ons regarding complexity of content
Accountability, feedback, and reflec/on
Metacogni/ve training
(Abdullah, 2012; Nissen & Tea, 2012)
Improving Quantity of Instruction
Online resources showing what or how
Face /me to coach students through applica/on
Linking students to addi/onal resources
Access to review material for par/cularly challenging content
Providing resources and instruc/on for a student to access at convenience
2 Cues and Explanations
Informa/on or ques/ons shared by instructor or students to help scaffold understanding
Improving Cues and Explanations
Instruc/onal decision-‐making tree Face /me to understand nonverbal expressions Asynchronous discussions to allow /me to reflect prior to responding Web conference to understand nonverbal expressions if face /me isn't available
(Frey & Fisher, 2010)
Enhancing Peer Interactions
3 Coopera/ve learning 4 Class environment
3 Cooperative Learning
Use of small groups so that students work together to maximize their own and each others' learning
(Johnson, Johnson, & Smith, 1991)
Cogni/ve Presence
(Rourke, Anderson, Garrison, & Archer, 2001)
Collaborate on Deliverable
(Charter, Essay, or Presenta/on)
Complete Deliverable, Reflect on process
Review Collabora/ve
Script Ques/ons
Post to Personal Area, Outline Collabora/ve Response
Post to Personal Area, Outline Collabora/ve Response
Review Collabora/ve
Script Ques/ons
Complete Deliverable, Reflect on process
Collaborate on Deliverable
(Charter, Essay, or Presenta/on)
Improving Cooperative Learning
1. Choose an appropriate small group project 2. Iden/fy suitable collabora/ve tools 3. Incorporate a collabora/ve script 4. Organize the project with phases for major milestones 5. Include specific deadlines for individual and group work 6. Form homogenous or heterogeneous teams 7. Provide training for technology and collabora/on techniques 8. Assess evidence of individual-‐group par/cipa/on acer each phase (process) 9. Request student reflec/on on collabora/ve process acer each phase 10. Assess deliverables or products acer each phase (product)
(Wicks, Lumpe, Denton, 2012)
4 Class Environment
Communica/on Characteris/cs of an Effec/ve LMS
(Elias, 2010; Higgins et al., 2005)
Improving Communication through LMS Organization
Equitable use All content online
Simple and intui/ve
Interface Naviga/on
Tolerance for error Edit posts Resubmission
Instruc/onal climate
Regular email contact Individual consulta/on
Simple and Intuitive
Organize content
Labels
Considering Student Differences
5 Tutorial instruc/on 6 Feedback
5 Tutorial Instruction
Individualized instruc/on that supports regular classroom instruc/on
Improving Tutorial Instruction
Replace or enhance lectures with short, interac/ve online tutorials Provide background material, example problems, problem-‐solving opportuni/es Supply immediate automated feedback Include face-‐to-‐face tutorials using PIM
(Garrison & Vaughan, 2011)
6 Feedback
Informa/on provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding
(Hattie & Timperley 2007)
Characteristics of Effective Feedback
Performance criteria, direc/on for improving Opportunity for correc/ons Efficient, /mely delivery Customized Developed
Improving Feedback
Developed Conversa/onal tone Opening or closing comment Support comments throughout Avoids iden/fying same error Beyond brief comments "good"
(McGrath, Taylor, & Pychyl, 2011)
Engaging Higher Mental Processes
7 Metacogni/ve training 8 Goals
7 Metacognitive Training Metacogni/on -‐ engaging higher mental processes involves metacogni/ve and cogni/ve dimensions
Metacogni/on focuses on the ac/ve par/cipa/on of the individual in his or her thinking process
(Stewart and Landine 1995)
Kinds of Metacogni/ve Knowledge
Strategy
Task
How, when, why, where to apply strategy
Self
Learner awareness of strengths and weaknesses
Improving Metacognitive Training
Students engaging in blended learning struggle with managing /me, priori/zing ac/vi/es, and organizing learning materials so they may need explicit training in all of the areas of metacogni/ve knowledge
(Yang, 2012)
8 Goals
Goal -‐ the end toward which effort is directed
Outcome -‐ something that follows as a result
Objec/ve -‐ an aim, goal, or end of ac/on
Characteristics of Goals
Fact, idea, principle, capability, skill, concept, technique, value, feeling
Specific
Self-‐assess
Evidence
Improving Goals
Reflec/ve Wri/ng 1. Cita/on of goal
2. Presenta/on of evidence 3. Asser/on of evidence-‐competence 4. Summary of what was learned 5. Iden/fica/on of future steps
(Guldberg & Pilkington, 2007)
Eight Strategies Improving instruc/onal materials
1 Quan/ty of Instruc/on 2 Cues and Explana/ons
Enhancing peer interac/ons
3 Coopera/ve Learning 4 Class Environment
Considering student differences
5 Tutorial Instruc/on 6 Feedback
Engaging higher mental processes
7 Metacogni/ve Training 8 Goals
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