Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused...
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![Page 1: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/1.jpg)
Establishing and Assessing the Paradigm Shift:
From Instructor-focused Teaching to Student-Focused Learning
Carrie BartekDr. Mary Pearce
Dr. Christopher Roddenberry
Wake Technical Community College Raleigh, NC <www.waketech.edu>
![Page 2: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/2.jpg)
The Wake Tech Way:Best in the World
www.nbcolympics.com
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President of the Year
![Page 4: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/4.jpg)
What can we do to prepare our students for a global advantage?
Help them learn how to Analyze problems, Evaluate options and
Create solutions
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![Page 6: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/6.jpg)
ACE—Thinking for Life Student Learning Initiative (ACE)
• Provide a conceptual model – Bloom’s Taxonomy
• Create measurable student learning outcomes
• Assess and report these outcomes
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The Conceptual Model:A New Kind of Vision
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Our Conceptual Model
Anderson, L.W., et al. A Taxonomy For Learning, Teaching, And Assessing: A Revision Of
Bloom’s Taxonomy Of Educational Objectives. New York: Longman Press, 2001.
![Page 9: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/9.jpg)
Creating Design, Develop, Propose
Evaluating Critique, Justify, Predict
Analyzing Classify, Compare, Differentiate
Applying Apply, Compute, Role-play
Understanding Explain, Identify, Summarize
Remembering Define, Identify, Recall
Bloom’s Levels Related Verbs
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ACE Initiative(The Process)
1. Teach the model to teachers
2. Develop questions and grading rubrics emphasizing Bloom’s model (and verbs)
3. Become more systematic in creating and evaluating student work
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Mathematical Reasoning as CT:Interpreting a Data Table
Evaluate the graph below.What factors affect GDP in Africa?
9.4
19.4
10.4
38.2
0
10
20
30
40
50
Unstable Stable
Political Stability
GDP in Millions
Poor Infrastructure
Good Infrastructure
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Creating Design, Develop, Propose
Evaluating Critique, Justify, Predict
Analyzing Classify, Compare, Differentiate
Applying Apply, Compute, Role-play
Understanding Explain, Identify, Summarize
Remembering Define, Identify, Recall
Bloom’s Levels Related Verbs
![Page 13: Establishing and Assessing the Paradigm Shift: From Instructor-focused Teaching to Student-Focused Learning Carrie Bartek Dr. Mary Pearce Dr. Christopher.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55151ca3550346c77d8b5001/html5/thumbnails/13.jpg)
Quantifying Student Performance
5
11
8
ExceedsExpectations
MeetsExpectations
Does Not MeetExpectations
Number of Students in
Each Category
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Example of Results - MathLearning Objective 11 - After completing this course, the student will analyze data. This will be demonstrated by their ability to analyze the data in a table and create the appropriate model.
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Example of Results -MathThe handout Functions by Graphs is used for generating a discussion of key concepts the students must know for Test 1 in MAT 161. Upon completion, students will successfully analyze the graph of the function and interpret the rate of change of the function.
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Example of Results: Sciences•Objective 16: Evaluate the risks associated with geologic hazards.
Objective 16: Geologic Hazards
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Fall 2007Unit Tests
Fall 2007FinalExam
Spring2008
Spring2008 Final
Exam
Su
cces
s R
ate
100% Mastery
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Assessment
• Instructor Portfolio Samples
• Common questions on exams or common exams
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The Spectrum of ACE Implementation
Divisions
ARTMusic
Humanities EnglishPsychology
ScienceMath
Foreign Language
Quantitative DataQualitative Data
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The Paradigm Shift
•Instructor- Centered•Content-driven•Passive learning•Individual learning•Instructor as knowledge disseminator
•Learner Centered•Outcome driven•Active-learning•Collaborative learning•Instructor as learning facilitator
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Challenges