The document provides an overview of effective teaching and learning principles from research. It discusses seven principles of good practice in undergraduate education: encouraging student-instructor contact, cooperation among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Specific strategies are suggested for applying each principle, such as encouraging group work, frequent assessment and feedback, and minimizing lecturing.
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7 Principles Of Good Practice
1. Good Practice in Undergraduate Education: Supporting Effective Learning Biggio Center Staff Auburn University [email_address] Biggio Center for the Enhancement of Teaching & Learning
2. Presentation Goals To Provide an Overview to Effective Teaching & Learning To Approach Teaching & Learning from a Research Based Perspective To Suggest Teaching & Learning Strategies Based on Principles of Good Practice
3. Getting to know you… (1) My current role is: Academic Content Tutor (I am still in college myself) Academic Aide (I have a college degree) Academic Advisor Other academic professional Random visitor
4. Getting to know you… (2) How long have you been tutoring/advising etc.? First year One to three years More than three years
5. “ Fish is Fish” by Leo Lionni A parable for how people learn
14. View inside students’ mind Do you know what picture they are building from your teaching? Are they learning what you are teaching ? Actively engage your students so you can also gauge how much they are retaining How you present information & how your students assimilate that information Do these match? How do you assess student learning?
15. Finally… One day, the fish was curious about life on the land He jumped to the shore but then he could not breathe… Luckily, his friend the frog came by and put him back in the water Frog: “What are you doing? You will die on land - fish is fish and you must stay in the water!” - The End -
16. The Seven Principles Chickering, A.W., & Gamson, Z.F. 1987. Seven Principles for Good Practice in Undergraduate Education . American Association of Higher Education Bulletin.
17. Basic Assumptions Faculty/Staff knowledge of learning is critical We need to understand how our students learn Without this knowledge we run the risk of being inefficient, ineffective and possibly counterproductive Faculty/Staff knowledge of learners is critical We need to understand what our students bring to the learning situation Research-based principles can be applied by ALL faculty/staff to improve teaching and learning College teaching is complex and difficult Faculty/staff must figure out how these general principles apply to their own work, disciplines, courses, and students
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20. Good Practice In Undergraduate Education Encourages Student - Instructor Contact Develops and Encourages Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of Learning
21. In your group, complete the following chart with your thoughts based on the titles of the Principles. Activity: Your Turn
22. Name of the Principle: _____________________________________ What does it mean? Why is it important? How would you apply this idea? What are 5 things you could do?
23. Good Practice In Undergraduate Education… Encourages Student - Instructor Contact Develops and Encourages Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of Learning
24. Principle 1: Good Practice Encourages Student-Instructor Contact “ Student-faculty interaction has significant positive correlation with every academic attainment outcome” Alexander Astin 05:11 PM
25. Student-Instructor Contact Improves Student Motivation Reduces Attrition and Improves Retention Enhances Intellectual Commitment Breaks Cycle of Anonymity
26. Where should you sit in class? Professor A B C D E Whiteboard Front of class Rear of class
27. Applications to Teaching Provide students a workplace that encourages individual and group interaction Attend student activities / Advise clubs Be accessible: Utilize email, computer conferencing Maintain office hours & campus presence Evenings? Create undergraduate teaching & research experiences
28. Principle 2: Good Practice Encourages Cooperation Among Students “ All for one and one for all” Alexandre Dumas 05:11 PM
31. Directions Add up and record the number on logos you remembered individually Form a team of __, integrate individual lists to come up with one team list Count up the total number of logos for your team (this is your team score) Calculate the individual average Compare individual average with team score Which is greater and why?
32. Encourage Cooperation Among Students Good Learning is Collaborative and Social Collaborative Learning Increases Involvement in Learning Improves Understanding and Thinking Is More Effective than Individualistic or Competitive Learning
33. “ The best answer to the question, ‘What is the most effective method of teaching?’ is that it depends on the goal, the student, the content, and the teacher. The next best answer is, students teaching other students .” Dr. Wilbert McKeachie
34. Factual Question Traxoline is a new form of zionter. It is montillated in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. Based on this information, how is traxoline quaselled? A. Via gristerlation B. Via bracteration C. Via lukization D. Via montillation (Duncan, 2005)
35. What Do Employers Want? Group Skills: Teamwork Ability to Learn Communication Skills Computation Skills Adaptability: Creative Thinking and Problem Solving Skills Personal Management Skills Leadership Skills
37. Who would you want on your team? A B Leadership Skills Tom Brady Vince Young
38. Applications to Teaching Encourage the use of: cooperative and collaborative learning group projects Problem Based Learning Form study groups and learning teams Utilize email, Web-meeting tools Use “engaged” lecture format Use “A-T-A” approach
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40. Principle 3: Good Practice Encourages Active Learning “ What I hear, I forget; what I see, I remember; what I do, I understand” Chinese Proverb “ Learning is not a spectator sport” Chickering & Gamson 05:12 PM
41. “… it’s certainly great for our young guys to be able to get enough reps, not just watching the tempo, but doing the tempo. If you watch it, it’s one thing, if you do it, it’s another.” Coach Gene Chizik, August 2009
42. Encourage Active Learning Students Must Do Something to Learn Students Are Active Constructors, Transformers of Their Own Knowledge Action Leads to Meaningfulness
43. If they walk it, and walk it, they will remember…
44. Eric Mazur Peer Instruction video http://www.youtube.com/watch?v=lBYrKPoVFwg
46. Applications to Teaching Incorporate discussion, experiments, problem solving Utilize aspects of Groups, Projects, Case Studies, Problem Based Learning, Think-Pair-Share, Jigsaw Minimize lecturing Utilize email, clicker technologies, discussion boards, Web 2.0 (blogs, Facebook etc.) Consider computer simulation, virtual reality, games Provide incomplete lecture notes Require, collect, grade, return homework Require note taking, journaling
47. Principle 4: Good Practice Gives Prompt Feedback “ Supposing is good, but finding out is better” Mark Twain 05:12 PM
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49. Give ( and Get ) Prompt Feedback Helps Students Assess Competencies Provides Frequent Opportunities to Perform Focuses Learning Activities Also Helps Improve Teaching
50. Survey the class How is this workshop going so far? Pretty well – I am learning new things Its fine – I am just here to fulfill an obligation I am a little confused – have questions I am so confused I don’t even have questions I am asleep and not answering…zzzz
52. Effectiveness of Feedback Synthesis of over 500 meta-analyses found that of the 100+ factors influencing educational achievement feedback fell in the top 5 to 10 highest influences Hattie (1999)
53. Applications to Teaching Don’t assume students understand Provide feedback early and often Assess Frequently
55. Applications to Teaching Utilize email (Blackboard) to send grades, comments, feedback Have students assess own progress and needs Encourage the use of reflective techniques (i.e., learning journals, self-assessment inventories, critical incident reports) Incorporate peer feedback mechanisms Use “Classroom Assessment Techniques” (i.e., One-Minute Paper, Brookfield’s Critical Incident Questionnaire) Use rubrics Use mid-semester feedback (SGIF)
56. Feedback on Teaching: Mid-Semester Feedback Small Group Instructional Feedback ( SGIF ) is one form of mid-semester feedback that is designed to channel student perceptions into opportunities for instructional improvement
59. From Checking for Understanding, King Features Syndicate. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT
60. Mid-Semester Feedback SGIF asks 3 questions: What is going well in this class so far to assist your learning? What suggestions do you have to improve your learning? What other comments do you have?
61. Feedback on Teaching Most Effective When… Information is gathered from multiple sources (including self) Sources of feedback are credible, knowledgeable and well intended Mediated by a consultant
62. Feedback Is Most Effective When… The person delivering the feedback exhibits Empathy Respect Specificity Genuineness Self-disclosure Confrontation Immediacy Concreteness
63. Principle 5: Good Practice Emphasizes Time on Task “ Time is something we never seem to have enough of; but when you think about it, we have all there is” James Groccia 05:12 PM
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65. Emphasize Time on Task Time + Effort = Learning Organize Course and Plan Efficiently Establish Clear and Realistic Course Schedule Help Students Develop Good Time Management Skills http://www.youtube.com/watch?v=se8Xncrpn24 (Time Management Fairy)
66. Key Research Findings Learning increases when teachers focus their questions on content that is most important, not what they think will be most interesting to students. (Alexander, Kulikowich, & Schulze, 1994; Risner, Nicholson, & Webb, 1994) Advance organizers , including graphic ones, help students learn new concepts and vocabulary (Stone, 1983). Presenting information graphically as well as symbolically in an advance organizer reinforces vocabulary learning and supports reading skills. (Brookbank Grover, Kullberg, & Strawser, 1999; Moore & Readence 1984).
67. Justin: When I’m learning concepts for a test, I like to put things in my own words, so that they make sense to me. Dave: But putting things in your own words doesn't help you learn. The textbook was written by people who know the stuff really well. You should learn things the way the textbook presents them. I agree almost entirely with Justin. Although I agree more with Justin, I think Dave makes some good points. I agree (or disagree) equally with Justin and Dave. Although I agree more with Dave, I think Justin makes some good points. I agree almost entirely with Dave.
68. Applications to Teaching Provide time management & lecture note taking tips Provide outline of activities at beginning of each class (“ Advance Organizers ”) Build in preview and review time into class (Knowledge that is applied immediately is better learned) Teach students to make use of teams to divide up work Learning does not occur by surprise!
69. 50 = [5+50+5] Allocate 5 minutes BEFORE class to mentally prepare – review notes, check the syllabus, locate the chapter in the textbook, review graded hw 50 minute lecture/class Allocate 5 minutes AFTER class to summarize the experience Make sure your notes are complete (work w/group?) Fill out an index card: One thing I learned today was: One thing I am still unclear about is:
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71. Activity : Your Turn Based on what you have learned so far create a Graphic Organizer for the (first 5) “Principles of Good Practice in Undergraduate Education.”
72. Principle 6: Good Practice Communicates High Expectations “ People tend to perform to the level expected of them” 05:12 PM
74. Communicate High Expectations Expect More and You Will Likely Get It Becomes Self-Fulfilling Prophecy Encourage Extra Effort Set High, Yet Reachable Standards
75. Academic Motivation via Athletic Terminology “ Yes, I Can” “ If I have the will to do it, I can do it” “ If you don’t have high hopes, you will be average” “ Don’t tell me how rough the waters are; just bring in the ship” “ Don’t give up, keep pushing” Doug Collins, Professor of Psychology and Academic Counselor for Student Athletes, University of Findlay (Ohio)
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77. Applications to Teaching Communicate your expectations early and often Assess what students expect of themselves Tell students what they can expect from you Successful academic experiences early to build confidence Have successful former students talk to new students Provide success role models and mentors
78. Principle 7: Good Practice Respects Diverse Talents and Ways of Learning “ Difference is not a qualitative variable” James Groccia 05:12 PM
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80. Respect Diverse Talents and Ways of Learning There Are Many Paths to Learning Students have Different Talents and Experiences http://www.youtube.com/watch?v=hqQ56IBNeJw http://www.youtube.com/watch?v=I39LPOYfE5c (British suit-guy)
81. Applications to Teaching Use varied teaching methods (visual, auditory, sensory, examples, diagrams, small groups, electronic) Assess your learning style—we teach according to how we , not our students, learn best Expect conflict in group problem solving due to cognitive diversity Encourage formation of support groups
82. Jess and Mia are working on a physics homework assignment together... Jess : O.K., we just got problem #1. I think we should go on to problem #2. Mia : No, wait. I think we should try to figure out why the thing takes so long to reach the ground. Jess : Mia, we know it’s the right answer from the back of the book, so what are you worried about? If we didn’t understand it, we wouldn’t have gotten the right answer. Mia : No, I think it’s possible to get the right answer without really understanding what it means. I agree almost entirely with Jess. I agree more with Jess, but I think Mia makes some good points. I agree (or disagree) equally with Mia and Jess. I agree more with Mia, but I think Jess makes some good points. I agree almost entirely with Mia.
83. The Millennial Student Exposed to a world of instantaneous communication with no boundaries of distance or time
86. A Student Athlete’s Schedule Fall semester, 13 credit hours 6:00 AM start time Workout Morning classes Afternoon practice Watching video of track meets Weight room Training room Evening Study (9pm until falling asleep) Jessica Gall, Indiana University, Track & Field Eating, Resting, Socializing?
87. Helping Students: From Failure to Recovery Help them accept it Help them see failure as a learning opportunity Explain “failure” as a transition stage Failure is what you cannot do yet Getting it wrong is an effective step to “get it right” Those who fail work together to figure out how to succeed You are not a failure, you failed to perform a task Race, Phil and Sally Brown. 500 Tips for Tutors
88. Summary: Good Practice In Undergraduate Education Encourages Student - Instructor Contact Encourages Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of Learning
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90. James Groccia: [email_address] S. Raj Chaudhury: [email_address] Stacey Nickson: [email_address]
Editor's Notes
Leo Lionni is a well known author of children’s books.
They live in a pond and play in the weeds – having a good time (look they are smiling at each other)
Tadpole becomes a Frog (undergoes a transformation) but the fish just becomes a bigger fish.
They don’t like this change that has occurred because there is nothing in there conceptual framework to account for this. So they have to take it on faith without understanding the cause.
His friend the fish was wondering “I wonder where he is and what he is doing?” Then the frog returns and is very excited to tell his friend the fish all the wonderful things he has seen.
Frog says:”I have seen things called birds ….”
Frog says:”I have seen things called cows….”
Frog says:”I have seen things called people….”
This goes to the point that sometimes even if we want the real hands-on experience with a phenomenon, it is not possible. We all have limitations. IF we want to study Mars, it can only be through remote spacecraft that send us data.