Responsibility for Learning - 2 Hr

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    Please reflect on how faculty might respondPlease reflect on how faculty might respond

    to these situationsto these situations Many students complain that we talk too fast for

    them to take good notes

    Many students complain that they do not know howto study for our tests or say the tests are impossibleor not fair

    We feel we have a huge amount of material tocover in our courses

    We want our students to read literature in our eld,so we give them specic articles to read and testthem on the material without discussing it in class

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    This is their course: GettingThis is their course: Gettingstudents to take greaterstudents to take greater

    responsibility for their learningresponsibility for their learning

    Phyllis Blumberg, Ph.D.Phyllis Blumberg, Ph.D.

    p.blumbeusp.edup.blumbeusp.edu

    mailto:[email protected]:[email protected]:[email protected]
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    Outcomes of this sessionOutcomes of this session

    Participants will be able to!Participants will be able to!

    "ssess the long term impact of who takes"ssess the long term impact of who takes

    responsibility for learningresponsibility for learning

    Discuss alternative ways to foster studentsDiscuss alternative ways to foster students

    to assume responsibility for learningto assume responsibility for learning Begin planning for changes in yourBegin planning for changes in your

    coursescourses

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    What are the consequences in terms ofWhat are the consequences in terms of

    student and faculty behaviors of thesestudent and faculty behaviors of these

    facts?facts? #ollege students are more diverse than#ollege students are more diverse than

    they were previouslythey were previously

    Many college students are unprepared inMany college students are unprepared interms of background and study skillsterms of background and study skills Many college students are non$Many college students are non$

    traditional, older or part$timetraditional, older or part$time Many college students hold additionalMany college students hold additional

    responsibilities such as %&$'& hours ofresponsibilities such as %&$'& hours ofemployment or dependent careemployment or dependent care

    Many college students have lessMany college students have lessmotivation to work hardmotivation to work hard

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    onsequences of currentonsequences of current

    student characteristicsstudent characteristics

    (ewer students may be autonomous,(ewer students may be autonomous,

    responsible learnersresponsible learners

    (aculty adapt their teaching to t(aculty adapt their teaching to t

    re)uests* needs of studentsre)uests* needs of students

    What do faculty do to respond?What do faculty do to respond?

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    When faculty assume more responsibility forWhen faculty assume more responsibility for

    the students! learningthe students! learning

    +hey direct how students learn+hey direct how students learn +hey determine what students will learn+hey determine what students will learn (aculty become the sole udges of how(aculty become the sole udges of how

    well students have learnedwell students have learned

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    When faculty assume more responsibility forWhen faculty assume more responsibility for

    the students! learningthe students! learning

    -tudents remain passive-tudents remain passive

    -tudents lack condence in their-tudents lack condence in their

    abilities to learn on their ownabilities to learn on their own

    -tudents do not become lifelong,-tudents do not become lifelong,

    self$directed learnersself$directed learners

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    "oes this sound familiar?"oes this sound familiar?

    #onsider the four situations you reected on#onsider the four situations you reected on

    initially in terms of who takes responsibilityinitially in terms of who takes responsibility

    for learningfor learning

    /ow do the data on the previous slides/ow do the data on the previous slidese0ect you, your students, and how youe0ect you, your students, and how you

    teach1teach1

    What have you done to assumeWhat have you done to assume

    responsibility for your students2 learning1responsibility for your students2 learning1 /ow would you like to help your students/ow would you like to help your students

    take more responsibility for learning1take more responsibility for learning1

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    #ow much do you trust your students#ow much do you trust your students

    to take responsibility for their ownto take responsibility for their own

    learning?learning? 3ot at all3ot at all -omewhat-omewhat

    MostlyMostly

    #ompletely#ompletely

    /opefully the rest of this workshop will/opefully the rest of this workshop will

    help you nd ways to increase your trusthelp you nd ways to increase your trust

    in students in this regard byin students in this regard byengendering skills so they can take thisengendering skills so they can take this

    responsibilityresponsibility

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    What should faculty do to assistWhat should faculty do to assist

    students?students?

    Most instructors do not use strategiesMost instructors do not use strategiesto help our students take responsibilityto help our students take responsibility

    for their own learningfor their own learning -ee the ne4t slide for 5-ciences data-ee the ne4t slide for 5-ciences data+his workshop will o0er some+his workshop will o0er some

    strategiesstrategies+hese strategies are part of an+hese strategies are part of an

    approach to teaching calledapproach to teaching calledlearning*learner centered teachinglearning*learner centered teaching

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    $se of strategies to help students take

    responsibility for learning

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    We will discuss the philosophicalWe will discuss the philosophical

    overview and % ways faculty canoverview and % ways faculty can

    assist students to take responsibilityassist students to take responsibilityfor learning &refer to blue sheet'for learning &refer to blue sheet'

    6.6. +aking responsibility for 7earning+aking responsibility for 7earning

    %.%. Developing skills for further learningDeveloping skills for further learning

    8.8. Developing self$directed, lifelongDeveloping self$directed, lifelonglearning skillslearning skills

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    % ways faculty can increase student% ways faculty can increase student

    taking responsibility for learningtaking responsibility for learning

    &continued'&continued'

    '.'. Developing their ability to assessDeveloping their ability to assess

    their own learningtheir own learning9.9. Developing prociency at self$Developing prociency at self$

    assessment of their strengths andassessment of their strengths andweaknessesweaknesses

    +his is not the same as self$grading+his is not the same as self$grading:. Developing prociency in:. Developing prociency in

    information literacy skillsinformation literacy skills

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    Peer teaching activity &() minutes'

    Divide into groups of 9. ;ach person is responsible to teach others

    in groups about 6 skill will be happy to answer )uestions, clarify ideas,etc.

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    hoose a skill or component you mighthoose a skill or component you might

    want to assist students to developwant to assist students to develop (rom among those you ust discussed,(rom among those you ust discussed,

    select a skill*component you want toselect a skill*component you want to

    focus onfocus on #hoose on the basis of what these#hoose on the basis of what these

    students need the most, or would helpstudents need the most, or would help

    students learn betterstudents learn better

    > have )uestions to help you you> have )uestions to help you you

    teach this specic skills$ 6& minuteteach this specic skills$ 6& minute

    individual e4erciseindividual e4ercise

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    ) part small group activity &)*) part small group activity &)*

    minutes'minutes' ?roups will be working on the same?roups will be working on the same

    skillskill

    Part 6$ consider possible changesPart 6$ consider possible changes #onsider which changes you might make#onsider which changes you might make

    "gree upon 6$% possible changes"gree upon 6$% possible changes

    Part %$ planning for transformationPart %$ planning for transformation Discuss the answers to the )uestions on theDiscuss the answers to the )uestions on the

    planning for transformation form for theplanning for transformation form for the

    selected componentselected component

    f

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    omplete the planning for

    transformation form &green sheet' as a

    group or individually 5se the form as a stimulus to plan

    how you can assist your students to

    take responsibility for their learningon this component

    Pay special attention to the following

    tactical )uestions

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    +nswer tactical planning questions+nswer tactical planning questions

    What do you need to do, decide priorWhat do you need to do, decide priorto making changes1to making changes1

    >dentify obstacles or challenges that>dentify obstacles or challenges that

    need to be overcomeneed to be overcome >dentify strategies for overcoming>dentify strategies for overcoming

    obstaclesobstacles

    >dentify necessary resources>dentify necessary resources /ow can you get students to accept/ow can you get students to accept

    this change1this change1

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    +ny questions or feedback?+ny questions or feedback?

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    ,eports from the groups