Roy Fisher
Anne Gordon
Garima Kamboj
Alison McNeil
Jeffrey Quinn
Donna Reynolds
Neelam Sanghera
Kimberly Williams
Richard Wood
Carol Yakiwchuk
Yu Ying Matha Yan
Tyler Offer
Robin Cook Bondy
Kimberly Buck
Vancouver Community College - Facebook School of Instructor
Discussion forum summary.....February 19, 2015
Martha: Self-directed learning
- Characteristics of adult learners: mature and self-directed, practical and results-oriented, intrinsically-motivated and with high-expectation, slower-learning but learning deeper, having rich experiences and multi-level responsibility.
- Adults learn best in a democratic, participatory and collaborative environment. Adults need to be actively involved in determining how and what they will learn, and they need active, not passive, learning experiences.
- Being a self-directed learner means that a person is able understand for himself what he needs in order to learn, go about obtaining what he needs, and do what it takes to learn new things.
- If the instructor can demonstrate that the learning is relevant and useful (thanks for that great little clip Doug) to the learner, within the context of the meaning that the learner ascribes to it, then the adult learner is likely to be more self-directed. The only way the instructor can be confident that the teaching strategies are relevant and useful, is to know the audience; to know what, why and how the learner needs to learn.
- “The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy. More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding.
- While an individual can be a Self-directed learner (they can memorize & regurgitate the info), they may not be self-regulated i.e. able to apply and implement what they have learned. Self-regulated learning involves more than a detailed knowledge of skill; it involves the self-awareness, self motivation and behavioral skill to implement that knowledge appropriately.
- The self-directed learner means that the learner has a goal, and/or a willingness to manage his or her learning. A self-regulated learner, on the other hand, performs self-management of his or her learning but is not necessarily autonomous in setting the goal/direction.
- Today’s educators are expected to play many different roles: a learner, a facilitator, a coach, a mentor, a lecturer, a supporter, a curator, a convenor, a role model, a leader, a coordinator, and an organizer. These roles need to be adjusted to different learning subjects, contents or situations as well as to different learners.
Andragogy (http://www.lifecircles-inc.com/Learningtheories/knowls.html)
Adult Learning Theory and Principles (http://www.qotfc.edu.au/resource/?page=65375)
8 Important Characteristics Of Adult Learners (http://elearningindustry.com/8-important-characteristics-of-adult-learners)
Heutagogy Community of Practice (https://heutagogycop.wordpress.com/perspectives-on-heutagogy/page/2/)
Teaching Learners to be Self-directed (http://thinkteaching.pbworks.com/f/Grow01.pdf)
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-determined Learning (http://www.irrodl.org/index.php/irrodl/article/view/1076/2113)
What is a self-directed learner? (http://www.lbspractitionertraining.com/pd-courses/practitioners/working-with-adult-learners/103-26-self-directed-learning)
Know your audience (http://www.ispringsolutions.com/blog/fine-tune-your-e-learning-program-with-these-instructional-design-tips/)
Pedagogy, andragogy and heutagogy compared (http://www.blog.lindymckeown.com/wp-content/uploads/2010/03/heutagogy-compared.jpg)
THE PUSH TOWARDS ANDRAGOGY . . . OR, WAIT, IS IT HEUTAGOGY? (http://educatorstudio.com/node/101)
21st Century Schools – Pedagogy Must Give Way to Andragogy (http://www.openeducation.net/2008/10/18/21st-century-schools-pedagogy-must-give-way-to-andragogy/)
Flow – A Measure of Student Engagement (https://usergeneratededucation.wordpress.com/2011/01/12/flow-a-measure-of-student-engagement/)
Heutagogy 101 (http://www.slideshare.net/fredgarnett/heutagogy101chriskenyon)
The Metamorphoses of Andragogy (http://moodle.vcc.ca/pluginfile.php/629029/mod_forum/post/415982/Draper%201998%20The%20Metamorphoses%20of%20Andragogy.pdf)
Pedagogy vs. Andragogy: A False Dichotomy? (http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/holmes.html)
Encouraging Self-Regulated Learning in the Classroom:
A Review of the Literature (http://www.self-regulation.ca/download/pdf_documents/Self%20Regulated%20Learning.pdf)
Self-directed Learner VS Self-regulated Learner ()
The Role of the Educator (http://www.huffingtonpost.com/stephen-downes/the-role-of-the-educator_b_790937.html)
What it Means to be a Self-Regulated Learner (http://www.facultyfocus.com/articles/teaching-and-learning/what-it-means-to-be-a-self-regulated-learner/)
The Role of the Educator (http://www.huffingtonpost.com/stephen-downes/the-role-of-the-educator_b_790937.html)
Videos
Self-worth theory ( )
10 Characteristics of Adult Learners ( )
Andragogy (Adult Learning) ( )
Pedagogy, Andragogy & Heutagogy ( )
Andragogy VS Pedagogy ( )
Kim: Learning Styles
http://elearninginfographics.com/the-myth-of-learning-styles-infographic/
http://www.voced.edu.au/content/ngv12401
http://www.brighthubeducation.com/study-and-learning-tips/62435-match-your-study-habits-to-your-learning-style/
http://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_create_magic
http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html
Should teachers accommodate their student’s learning styles?
http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no10.pdf
Universal Design for Learning
http://www.uoguelph.ca/tss/uid/uidchecklist.cfm
Learn Styles – how do we determine a learning style?
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
http://www.learning-styles-online.com/inventory/questions.php?cookieset=y
http://vark-learn.com/the-vark-questionnaire/
http://www.learning-styles-online.com/overview/
http://www.huffingtonpost.com/russell-poldrack/are-learning-styles-impor_b_398326.html
https://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://libweb.surrey.ac.uk/library/skills/study_skills/Self%20Evaluation%20of%20Learning%20Styles/self_evaluation_of_learning_styles.html
http://www.clinteach.com.au/assets/LEARNING-STYLES-Kolb-QUESTIONNAIRE.pdf
http://www.humanmetrics.com/cgi-win/jtypes2.asp
http://changingminds.org/explanations/learning/kolb_learning.htm
http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html
https://umanitoba.ca/student/academiclearning/media/Learning_Styles_NEW.pdf
http://fintrend.com/2012/12/05/learning-styles/
http://chronicle.com/article/Matching-Teaching-Style-to/49497/
http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford
http://elsinnetwork.com/conference-pages-2015.html
http://www.voced.edu.au/content/ngv12401
http://bccampus.ca/2015/01/13/building-better-curriculum-through-universal-design-for-learning/
http://www.businessballs.com/vaklearningstylestest.htm
Jeff:Positive Learning Environments
Overall, we had 6 different topics that were discussed.
Your Positive/Negative Learning Environment
Students in the positive learning environment
Technology and the positive learning environment
Class size and positive learning environments
Humour in the learning environment
and
Strategies for building your positive learning environment
http://www.facultyfocus.com/articles/online-education/seven-tips-for-creating-a-positive-online-learning-experience/
http://userpages.umbc.edu/~koconne1/605TheAdultLearner/environment.htm
http://www.learner.org/courses/learningclassroom/support/05_emotions_learning.pdf
http://www.brighthub.com/education/online-learning/articles/41064.aspx#imgn_0
Learning to Teach...Not Just for Beginners: The Essential Guide for All Teachers
http://adulted.about.com/od/teachers/a/disruptions.htm.
http://www.facultyfocus.com/articles/teaching-professor-blog/the-age-of-distraction-getting-students-to-put-away-their-phones-and-focus-on-learning/
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/09/25/why-a-leading-professor-of-new-media-just-banned-technology-use-in-class/
http://www.medicaldaily.com/why-using-pen-and-paper-not-laptops-boosts-memory-writing-notes-helps-recall-concepts-ability-268770
Gerjets and Hesse (2007)
https://etec512olc.wordpress.com/literature-review/a-framework-for-selecting-and-using-technology-bates-poole-2003/
http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom
http://www.theglobeandmail.com/report-on-business/economy/economy-lab/university-class-sizes-smaller-isnt-always-better/article620700/
http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/peer-assessment.html
http://www.freepatentsonline.com/article/Journal-Instructional-Psychology/249957357.html
article by JOLT
http://www.andy-masters.com/skins/userfiles/file/HUMOR.pdf
...and some references:
Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Blenda. (2012). Reflectionedu: An instructional strategies blog. Retrieved January 22, 2015 from: https://reflectionedu.wordpress.com/category/positive-learning-environment/
Bowen, Jose A. Teaching Naked: how moving technology out of your college classroom will improve student learning. San Francisco: Jossey-Bass, 2012. Print.
Eck, J. (2006). The analysis of the effectiveness of storytelling with adult learners in supervisory management. Retrieved January 26, 2015 from: http://www2.uwstout.edu/content/lib/thesis/2006/2006eckj.pdf
Kolb, Alice Y., and David A. Kolb. "Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education." Academy of Management Learning & Education: 193-212. Web. 24 Jan. 2015.
Lei, S.A., Cohen, J.L., Russler, K.M. (2010). Journal of Instructional Psychology. 37(4): Retrieved January 26, 2015 from: http://www.freepatentsonline.com/article/Journal-Instructional-Psychology/249957357.html
Rovai, A.P. (2002). Building sense of community at a distance. International Review in Research of Open and Distributed Learning. 3(1): Retrieved January 27, 2015 from: http://www.irrodl.org/index.php/irrodl/article/view/79/152
Tyler: Flipped Classroom
- The concept is still fairly new to most instructors
- Many people have trepidations around this technique
- Technology and workload to flip a class are a major concern
- Many advantages if done properly
- This technique doesn’t apply to all teaching situations
- Still research being done in this field
University of Guelph Quick Start Check List
What is a flipped class Edudemic
Upworthy Article about a flipped high school class
Article: Still more research needed
Flipped Learning Network
Article on how Flipped Class can help the traditional lecture
Active Learning Article – UBC Wikipedia
Understanding the flipped class
National Teachers Academy AUSL
Assistive learning software using symbols
Flipped Classroom for Special Needs (K-12)
Pros and Cons List
What to do with the extra class time
What to do if the students resist a flipped class
Advantages and disadvantages
Anne & Carol - Learning how to Learn
- Self-regulation is a deliberate and mindful approach that includes planning and goal setting, monitoring one’s progress, and adapting as needed throughout the learning process. We use metacognitive skills to think, plan, assess, perceive, evaluate, and reach goals in a learning experience
- Each learner has his or her own repertoire of metacognitive strategies to acquire new information. Students who deliberately think about and reflect on their own learning processes are better learners than those who do not. Students who perform less favourably may have struggles with organization and less prior knowledge. Students how believe that intelligence is fixed perform much less favourably in the learning environment.
- Learners can be hindered by many factors, for example: procrastination, over learning, choking, multi-tasking, intimidation, vulnerability-confidence issues, stress, competing priorities, illusions of learning, and a lack of sleep
- Teaching metacognition improves learning. Yet learning doesn’t always translate into thinking. We need to teach students to think by having them make distinctions between ideas, objects, and things; analyze systems; recognize relationships; and perspective-taking.
- Metacognitive strategies that we can use to help students more actively monitor and control their own learning processes and thus support student learning include:
- Helping learners realize that they can improve their metacognitive skills and increase their success in learning. We can help them become self-regulated learners by teaching them how to plan and set goals, evaluate their plans as they go, self-monitor and adapt as needed in order to reach their learning goals.
- Educators can also help by monitoring students learning, suggesting strategies as challenges arise, modeling critical thinking and self-regulation, and providing feedback and authentic assessment
- Reflective practice: teaching students to reflect on what they are learning through inquiry, journal writing, critical incident questionnaires, and more helps them to self-monitor their learning. There are a number of models that educators can use to assist them in facilitating reflection in their learning environments
- Self-assessment is critical to learning and self-regulation, and helps individuals take control over their learning.
- Recognizing value in error. Making mistakes is an important and powerful way of learning. As educators, we need to use mistakes, as an opportunity to promote learning and metacognition.
- The use of “wrappers” within students’ learning activities (lectures, homework, exams, etc.). A wrapper is a tool that that introduces the student to and encourages metacognition.
- Incorporating social learning opportunities as part of the learning experience. While at times challenging, social learning does provide rich opportunities for student engagement, peer support, learning through experience and doing, a sense of belonging in the learning community, shared responsibilities, increased self-esteem, confidence-builder, etc. A few examples of social learning activities include project or group work, small group discussions, dialogue, case studies, role play, group presentation, games, debates, etc.
- Other strategies that were proposed: experiential learning, giving learners a voice, using advanced organizers
- We all need to be aware of “confirmation bias”, a tendency by individuals to support our predispositions when we process information
- The “winds of change”. As educators we need to embrace change, and expect that we will be significantly impacted by new innovative technologies that challenge our ways of thinking, teaching, and learning.
- “Learning to Learn” is a huge topic with so much potential for discussion.
- We found our strategy of including a variety of discussions and learning activities successful. Providing choice and variety in the thread increased engagement. We had 103 total posts with a mean of 7 participants per thread.
- We used open-ended questions, but limited the number we posed to open doors for participation. In reviewing the postings, we noticed not all questions resulted in responses.
Cognitive and Metacognitive strategies:
- Learning how to learn: Powerful mental tools to help you master tough subjects: https://www.coursera.org/course/learning
- Chunking: http://psychology.about.com/od/cindex/g/chunking.htm
- List-making: http://www.independent.co.uk/arts-entertainment/books/features/why-do-we-like-making-lists-9765922.html
- Teaching metacognition improves learning: http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html
- Teaching metacognition PowerPoint: https://net.educause.edu/ir/library/pdf/ELI08104.pdf
- Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: John Wiley & Sons.
- Rubenfeld, M. G. & Scheffer, B. K. (2010). Critical thinking tactics for nurses: Achieving the IOM competencies (2nd ed.). Sudbury, MA: Jones & Bartlett.
- Facilitating self-reflection: "Facilitating Reflection.": A Manual for Leaders and Educators. Web. 5 Feb. 2015. <http://www.uvm.edu/~dewey/reflection_manual/>.
- A framework for self-reflection: Saferhealthcare. (n.d.). Why is SBAR communication so critical? Retreived from http://www.saferhealthcare.com/sbar/what-is-sbar/
- Teaching thinking: Ironside, P. (2004). "Covering content" and teaching thinking. deconstructing the additive curriculum. Journal of Nursing Education, 43(1), 5-12. Retrieved from people.ku.edu/.../ironsideadditivecurriculum_15.pdf
- Photovoice information: Janzen, K.J., Perry, B.A., and Edwards, M. (2011). Becoming real: Using the artistic pedagogical technology of photovoice as a medium to becoming real to one another in the online educative environment. International Journal of Nursing Education Scholarship, 8(1): Article 6. doi: 10.2202/1548-923X.2168
- Keller's Personalized System of Instruction (PSI): http://www.personal.psu.edu/wxh139/PSI.htm
- Gagne's Nine Events of Instruction http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
- Schunk, D. H. (2012). Learning theories: An Educational perspective (6th ed.). Upper Saddle Hill, NJ: Pearson Education.
- Hair is Political. (2013, October 30). Kennedy, Nixon, and the confirmation bias. https://hairispolitical.wordpress.com/tag/confirmation-bias/
- The 12 cognitive biases that prevent you from being rational: http://io9.com/5974468/the-most-common-cognitive-biases-that-prevent-you-from-being-rational
- Social learning theory: http://en.wikipedia.org/wiki/Social_learning_theory
- Wenger E. (1998). Communities of Practice: Learning, meaning, and identity. New York, NY: Cambridge University
- Advantages/disadvantages of group work:
- Benefits of group work: http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html
- Group learning:
- http://net.educause.edu/ir/library/pdf/ELI80085.pdf
- http://www.teachthought.com/learning/20-collaborative-learning-tips-and-strategies/
- Importance of self-reflection time in group learning: http://www.nytimes.com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html?pagewanted=all&_r=1&
- Metacognition and theory of metacognition: http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.html
- Mindfulness instead of metacognition and critical thinking: http://timvangelder.com/2009/05/27/mindfulness-versus-metacognition-and-critical-thinking/
- Barley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
- Brookfield, S. D. (2005). The power of critical theory. San Francisco, CA: John Wiley & Sons.
- Dr. Cabrera on “how thinking works”:
- Metacognitive strategies: http://education-portal.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html
- Self-regulation: http://en.wikipedia.org/wiki/Self-regulated_learning
- The role of teaching metacognition in geoscience: http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html
- Metacognition in animals: A skeptical look: http://faculty.philosophy.umd.edu/pcarruthers/Meta-cognition.pdf
- It’s a mistake to make mistakes and not talk about it: http://psychology.about.com/od/cindex/g/chunking.htm
- Practical suggestions for making errors part of the learning process http://www.edutopia.org/blog/use-mistakes-in-learning-process-richard-curwin
- Doctors make mistakes: Can we talk about it? http://www.ted.com/talks/brian_goldman_doctors_make_mistakes_can_we_talk_about_that
- Laufenberg, D. (2010, Nov.). How to learn? From mistakes TEDxMidAtlantic. http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach?language=en
- Sharples, M. et al. (2012). Innovating Pedagogy: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Retrieved from: http://www.open.ac.uk/blogs/innovating/
- Maurgatroy, S. (2013, May 12). A radical agenda for the future of post-secondary education in Canada. Retrieved from http://themurgatroydblog.blogspot.ca/2013/05/a-radical-agenda-for-future-of-post.html
Questioning Techniques - Part one Intro 2 posts – 1 participants contributed
Part two - questioning techniques 50 posts – 12 participants contributed
Part three- Good/Essential Questioning 21 posts – 10 participants contributed
Part Four- Bad Questioning 17 posts – 6 participants contributed
Part Five - Variety of techniques + other instructional strategies
Higher level/order thinking questions - Bloom's Taxonomy can be applied to plan to create higher level thinking questions. Questions that guide the learner to deep lever thinking and critical thinking.
Socratic questioning - Systematic, disciplined, deep questioning that focuses on fundamental concepts, principles, theories, issues or problems.
Metacognition reflective questions – questions that enhance the learner to think and reflect about their learning process by questioning.
Creating a positive environment for questioning – developing an environment for all learners to feel comfortable and motivated to ask questions.
Open ended questioning – questions that usually start with what, why and how, these questions can open up learners to a discussion or dialogue, they lead students to think analytically and critically.
Close ended questioning – questions that are asked that lead to a one word answer or a short answer. These types of questions might be multiple choice questions on a test.
Essential questioning – questions that create long-term inquiry for critical thinking to provoke thought, and engage the learner to ask thoughtful questions. Essential questions can effectively be used to plan for the key learning goals.
Non-essential questioning – questions that asked more on a factual basis questioning and answering. Short-term inquiry, usually have a right or wrong answer.
Good questions – questions that are essential or reflective to develop learner motivation and to engage them in the learning process.
Bad question – questions that; are non directive, cause confusion, don’t engage the learner and the learner has no desire to respond to the question by dialogue or discussion.
Resources
http://www.huntingenglish.com/2012/11/10/questioning-top-ten-strategies/
http://www.sparkminute.com/2011/11/07/30-tips-on-how-to-interview-like-a-journalist/
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
http://www.yale.edu/graduateschool/teaching/forms/QuestionsandQuestioning.pdf
http://www.edb.gov.hk/attachment/tc/sch-admin/sch-quality-assurance/professional-support-online-resources/seminar/assessment_for_learning_info2.pdf
http://www.educatorstechnology.com/2014/03/new-blooms-taxonomy-planning-kit-for.html
http://eltchat.org/wordpress/summary/strategies-for-reaching-out-to-introverted-students-in-the-language-classroom-eltchat-summary-28062012/
http://www.teachers.net/gazette/JUL09/guruprasad/
http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
http://cft.vanderbilt.edu/guides-sub-pages/metacognition/
https://motivationalmagic.wordpress.com/2011/12/11/asking-questions-encouraging-students-to-ask-questions/
http://www.facultyfocus.com/articles/teaching-and-learning/introverted-students-in-the-classroom-how-to-bring-out-their-best/
Miyazoe, T., & Anderson, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9(2), 94-104.
http://teaching.berkeley.edu/working-shy-students
http://annals.org/article.aspx?articleid=474762
http://rightquestion.org/make-just-one-change/
http://www.learnalberta.ca/content/sssi05/html/gini_newman1.html
http://www.bygpub.com/eot/eot2.htm
http://www.wikihow.com/Ask-Open-Ended-Questions
http://www.scholastic.ca/education/teaching_tip/march2013.html
http://www.learnalberta.ca/content/sssi05/html/gini_newman1.html
http://www.scholastic.com/teachers/article/essential-questions
http://www.criticalthinking.org/files/SAM-Questions2005.pdf
http://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/5397/PRINCIPAL%20PRESENTATION%20BIG%20IDEA%20AND%20ESSENTIAL%20QUESTIONS.pdf
http://48e3r2148qyt47st151rmccf195i.wpengine.netdna-cdn.com/wp-content/uploads/2014/07/UbD_Essential_Questions-criteria.pdf
http://www.educatorstechnology.com/2014/03/new-blooms-taxonomy-planning-kit-for.html
http://www.educatorstechnology.com/2014/03/new-blooms-taxonomy-planning-kit-for.html
https://www.spcollege.edu/CriticalThinking/documents/QECCTSubMeetings/Grinnell_Metacognition_Reflection_Questions.docx
http://www.umich.edu/~elements/probsolv/strategy/cthinking.htm
http://changingminds.org/techniques/questioning/socratic_questions.htm
http://gandalwaven.typepad.com/intheroom/socratic_questioning/
Roy: Visible Learning
Visible Learning – The Study
Visible Learning is a term introduced by John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. Hattie undertook the largest ever meta-analysis of quantitative measures of the effect of different factors on educational outcomes. His book, Visible Learning, is the result of this study.
– Wikipedia, John Hattie. Retrieved from: http://en.wikipedia.org/wiki/John_Hattie
The analysis in Visible Learning ranks the effects of instructional strategies and other influences on student achievement. This ranking gives each strategy or influence a number that reflects the strategy’s effect on learning.
An effect of 0.40 is the average effect within a course or lesson. Anything above 0.40 is above average.
Examples:
Above Average
Below Average
Self-assessment
1.44
Individualized Instruction
0.22
Formative Feedback
0.90
Reducing class size
0.21
Clarity of Lesson Goals
0.75
Match Teaching to Learning Style
0.17
Meta-cognitive Activities
0.69
Teacher Subject Matter Knowledge
0.09
The study shows that we should choose to teach more with above average strategies, and less with below average strategies.
Visible Learning - Interpretation
‘Effect size can be interpreted as follows:
An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• a correlation between some variable (e.g., amount of homework) and achievement of approximately .50
• A two grade leap in GCSE, e.g. from a C to an A grade
Beware Over-interpretation!
- Effect sizes below 0.40…. some of these add a lot of value in a short time so don't ignore them…
- Surface learning (e.g. rote remembering without understanding) could produce high effect sizes short term for low cognitive skills such as remembering. For example the use of mnemonics has an effect size of about 1.1 (There is more to learning than passing memory tests.)
- Most of the research was done in schools, though Hattie says effect sizes are remarkably stable and not much influenced by age
- Some high-effect strategies are ‘Russian Dolls' with other strategies ‘inside'.
- Some low effect sizes are not very time consuming and well worth trying for their additive effect.’
Visible Learning – Role of the Teacher
Hattie proposes that it is through our strategies, as instructors, that we ‘see’ learning, or make it visible. One of the largest effects we have on the learner is in Formative Assessment:
-
- What is the goal? Feed-up
- Where is the learner in relation to the goal? Feed-back
- What can the learner do to close the gap? Feed-forward
‘Teachers become ‘Adaptive Experts’ who know when students are not learning, know where to go next, can adapt resources and strategies to help students to meet worthwhile learning intentions ….’
‘These teachers have high levels of empathy, and know how ‘to see learning through the eyes of the students’ and show students that they understand how they are thinking and how then their thinking can be enhanced.’ - Hattie, John (2012-03-15). Visible Learning for Teachers: Maximizing Impact on Learning (Kindle Locations 2360-2366). Taylor and Francis. Kindle Edition.
"The big idea is – know thy impact! Expert teachers are not wedded to specific teaching strategies – rather, they regularly focus on evaluating the effects they have on students, and adjust teaching methods accordingly." – John Hattie
5 Strategies and Beliefs of Expert Teachers:
1. Expert teachers identify the most important ways to represent the subjects they teach (and use a wide range of strategies that build on prior learning, related to other areas of practice)
2. They create an optimal climate for learning (that is respectful, embraces errors and mistakes as part of learning)
3. They monitor and provide feedback (they regularly gather information to assess student learning)
4. They believe all students can reach the success criteria (they believe intelligence is not fixed, but changeable; they are passionate about their role of teaching)
5. They influence a wide range of student outcomes, not limited to just test scores (encourage students to take risks with their learning, become good citizens, etc.)
From Carol Yakiwchuk’s post, citing Routledge, (2012). A summary of the summary. Visible learning for teachers: Maximizing Impact on Learning. Retrieved from https://www.egfl.org.uk/sites/default/files/SUMMARY%20OF%20VISIBLE%20LEARNING.pdf
8 Mind Frames
- Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.
- Teachers/leaders believe that success and failure in student learning are about what they, as teachers or leaders, did or did not do…We are change agents!
- Teachers/leaders want to talk more about the learning than the teaching.
- Teachers/leaders see assessment as feedback about their impact.
- Teachers/leaders engage in dialogue not monologue.
- Teachers/leaders enjoy the challenge and never retreat to “doing their best.”
- Teachers/leaders believe that it is their role to develop positive relationships in classroom/ staffrooms.
- Teachers/leaders inform all about the language of learning.
Carol Dweck: The Growth Mindset
Carol Dweck’s Growth Mindset work is something we have the opportunity to encourage and nurture in learners (and ourselves!).
It’s basically about how we think about our learning. With a fixed mindset, the learner accepts there is little they can do to change results. In a growth mindset the learner wants to improve, and is willing.
Item 4 in the 5 Strategies and Beliefs of Expert Teachers, and item 6 in the 8 Mind Frames (above), both speak to nurturing the Growth Mindset.
Publications and Retrievals (Titles in bold print)
Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Boss.
British Columbia Ministry of Advanced Education. Quality Assurance Framework Consultations, retrieved from: http://www.aved.gov.bc.ca/education_quality_assurance/qaf-consultations.htm
British Columbia Ministry of Education (January, 2015). BC’s Education Plan: Focus on Learning, retrieved from: http://www.personalizedlearningbc.ca/assets/pdf/bcs_education_plan_2015.pdf
Brookfield, S.D. (2006). The Skillful teacher: On technique, trust, and responsiveness in the classroom (2nd Ed.). San Francisco, CA: Jossey-Boss.
Cain, S. The Power of Introverts Ted Talk (Feb. 2012) retrieved from: http://www.ted.com/talks/susan_cain_the_power_of_introverts?language=en
Chinn, P. L., & Kramer, M. K. (2008). Theory and nursing : Integrated knowledge development (7th ed.). St. Louis, MO: Mosby
CRNBC. (2015). Quality Assurance. Retrieved from https://crnbc-old.crnbc.ca/Pages/Default.aspx
David-Lang, J. (2013) The Main Idea: Visible Learning for Teachers, retrieved from: http://www.tdschools.org/wp-content/uploads/2013/08/The+Main+Idea+-+Visible+Learning+for+Teachers+-+April+2013.pdf
Edutopia (2008). How Should We Measure Student Learning? The Many Forms of Assessment, retrieved from: http://www.edutopia.org/comprehensive-assessment-introduction
Fenwich, T.J. and Parsons, J. (2009) The art of evaluation: A resource for educators and trainers (2nd Ed.). Toronto, ON: Thompson Educational Publishing, Inc.
Fisher, R. (2015). Journal 2: I Can't Hear Myself Think retrieved from: https://countylineblog.wordpress.com/forums-3250/journal-2-i-cant-hear-myself-think/
Harvard University Press Blog (2008). Tips for Teaching What You Don’t Know, retrieved from: http://harvardpress.typepad.com/hup_publicity/2011/07/tips-for-teaching-what-you-dont-know-huston.html
Hattie, J. (2008). Visible Learning retrieved from: http://visible-learning.org/
Hattie, J. (2009). Visible Learning Diagram. Retrieved from: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Hattie, John (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Taylor and Francis. Kindle Edition.
Kagan, S. (2000). Group grades are pointless. Retrieved fromhttp://www.kaganonline.com/free_articles/dr_spencer_kagan/group_grades.php
Lew, M. D. N., Alwis, W. A. M., & Schmidt, H. G. (2010). Accuracy of student' self-assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education, 35(2), 135-156.doi: 10.1080/02602930802687737
Mansel, W.(2008) Research reveals teaching's Holy Grail. Published in TES Newspaper. Retrieved from: http://visible-learning.org/2013/02/tes-research-reveals-teachings-holy-grail/
McGlynn, T. (2013). Small Pond Science Blog. What happens when you don’t know anything about the subject you’re teaching? Retrieved from: http://smallpondscience.com/2013/10/23/what-happens-when-you-dont-know-anything-about-the-subject-you-teach/
MediaMerge (2011). Cambridge Regional College Teacher’s Toolkit. Interpretation of Effect Size retrieved from: http://www.teacherstoolbox.co.uk/T_effect_sizes.html
MindTools. (2015). Forming, storming, norming, and performing. Understanding the stages of team formation. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm
Newman, A. (2015, February 10). Evidence of learning: The case for an integrated competency management system. Tyton Partners. Retrieved from http://tytonpartners.com/library/evidence-learning-case-integrated-competency-management-system/
Ohio Ed. Facilitating small group learning: Succinct handbook. (n.d.) Retrieved from: http://www.oucom.ohiou.edu/fd/Facilitating%20Small%20Group%20Learning.htm
Routledge, (2012). A summary of the summary. Visible learning for teachers: Maximizing Impact on Learning. Retrieved from https://www.egfl.org.uk/sites/default/files/SUMMARY%20OF%20VISIBLE%20LEARNING.pdf
SparkNotes Editors. (2005). SparkNote on Social Psychology: Groups. Retrieved February 5, 2015, from http://www.sparknotes.com/psychology/psych101/socialpsychology/
Surgenor, P. (2010). UCD Dublin Teaching and Learning Resources. Large and Small Group Teaching. Retrieved from: http://www.ucd.ie/t4cms/UCDTLT0021.pdf
TeachThought.com (2013). Did They Learn Anything? Info graphic retrieved from: http://www.teachthought.com/wp-content/uploads/2013/11/did-they-learn-anything.jpg
McNeil, A. (2015). Case Studies: An Effective Instructional Strategy. Retrieved from:
TEDTalks (2014). Carol Dweck: The Power of Believing That You Can Improve. Retrieved from: http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
Roy - Digital Learning Great reference to have for future needs.
Motivation Summary -
Robin - Classroom Management Summary
KEY POINTS
What is classroom management? Here are your definitions:
- classroom management should refer to the skill, techniques and strategies used by the instructor to keep the order of class and ensure classroom lessons and activities run smoothly towards the end or learning goal set/planned by the instructor.
- It may include the instructor's teaching plan, employment of strategies to keep teaching content gone through as expected and the prevention and management of disruptive behaviours by the learner
- How an instructor guides the pace, flow and dynamics of the learning environment.
- a thoughtful and deliberate way of "managing" the learning environment by educators so as to prevent and/or manage disruption ~ so that things run smoothly
- the optimization of student time, interaction, engagement and resources in the positive learning environment
- the facilitation and negotiation of engagement with learners
- is like a construction site. (Are we not constructing learning?)
- That the teacher is the conductor of a great symphony, and each student has an instrument. If each student is given the right sheet music, the right note to begin on and is aided with the right technique for their particular instrument (learning style) then the music will be astounding.
- set ground rules
- create a classroom environment where there is no "safe place to hide" ~ and all students are more visible and engaged
- use quizzes (that count for some grade) to manage learners who are unprepared for class is especially effective
- modeling. I try to model the behaviour I want to see -- respectful interaction, effective questioning, showing support for others' efforts -- as well as practical things like not using cell phones in class and paying attention
- treat adults like adults
- beware the possible technology gap with older students
- be creative & efficient as an instructor
- understand that adults classroom skills may be “rusty
- make it relevant
- need to be managed on a case by case basis and how we react should be based on how disruptive the event was for the learners
- listen and respond immediately, do not dismiss the learner’s concerns; do not downplay or reject the confrontation; try to make the incident a learning situation for everyone
- treat students with respect despite disagreements; this is very important in creating an open dialogue and collaborative classroom
- Teachers with high emotional intelligence (EI) are more empathetic and thus more able to create more effective teacher-student relationships that in turn support student learning (and engagement!).
- teachers with high EI also have more well developed coping mechanisms in place to manage stress and burnout. They tend to be more caring and able to recognize students' needs. Students seem to recognize this and work harder for these instructors.
- Interestingly,being attentive and receptive to student needs is thought to serve as a mediating factor in reducing misconduct in the learning environment
- Emotional intelligence (EI) enables to people to connect at deeper levels, navigate situations, and negotiate better
- The 4 important qualities of EI:
- self-awareness – recognizing your emotions and thoughts and how they affect your behaviour (accurate self-assessment, self-confidence)
- self-management – exhibiting emotional self-control, adaptability to situations – managing your emotions in healthy ways
- social awareness – can understand the emotions, needs, and concerns of others, being empathetic
- relationship management – knowing how to develop and maintain good working relationships (teamwork, collaboration, leadership)
- In comprehending the listener must actually hear and pay attention to all the words and sounds.
- In retaining the listener must store those words in their memory.
- In responding the listener gives non-verbal (such as nodding) and verbal (agreeing/disagreeing, or rephrasing the statements) cues to show that they are listening
William Glasser's CHOICE theory.
Classroom management using Glasser's theory directly relates to the learner. It is the learner who determines what they want to get out of the experience. The theory speaks to the learner taking responsibility for how he or she is going to achieve what they want.
The "7 Caring Habits" that Glasser identified: supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. These are verbs that I would like to engender for learning.
Alfie Kohn's theory appealed to me, as well. I liked the idea of pursuing one's own interests and the emphasis on the process of learning. Kohn is critical of external motivation and contends that the instructor's role is to engage learners in discussion to challenge learners.
Jacob Kounin's Lesson Movement is achieved through a teacher doing five things well:
- with-it-ness - knowing what's going on in your classroom at all times - or students think you do!
- overlapping - essentially multi-tasking by the teacher
- momentum -the flow of the lesson and ability of the teacher to keep it going when there are distractions and disruptions
- smoothness -keeping on track and not getting diverted
- group focus - getting the whole class focused and interested in a question or activity.
Articles
Ten Effective Classroom Management techniques Every Faculty should know
Methods for Conflict Management
Emotional Intelligence:
Emotional intelligence and teacher effectiveness: An analysis.
Essays best practices: Preventing and managing challenging classroom situations. Currents in teaching and learning
Setting Personal Boundaries
Mycorrhizal networks and learning. Iterating toward openness.
Classroom Management Strategies: Top 10 Rules, Organization Plans
Classroom Management
Active Listening
Books
Evertson, C.M. and Weinstein, C.S. (2006). Handbook of Classroom Management:Research, Practice and Contemporary Issues. Lawrence Erlbaum Associates.
Classroom Management theorists and Theorites/Alfie Kohn. Retrieved from http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Alfie_Kohn
Classroom Management Theorists and Theories/William Glasser.
Kimberly - Gamification