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Chief Dan George 1899-1981, Chief of the Coast Salish Tribe

Chief Dan George 1899-1981, Chief of the Coast Salish Tribe. If you talk to the animals, they will talk with you and you will know each other. If you do not talk to them, you will not know them. And, what you do not know you will fear. What one fears one destroys.

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Chief Dan George 1899-1981, Chief of the Coast Salish Tribe

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  1. Chief Dan George1899-1981, Chief of the Coast Salish Tribe If you talk to the animals, they will talk with you and you will know each other. If you do not talk to them, you will not know them. And, what you do not know you will fear. What one fears one destroys.

  2. Knowing our students’ stories: Teaching excellence with diverse learners RCDE Faculty Retreat, February 3-4, 2011 Carol Rosenthal, DirectorAcademic Resource Center, Logan campus

  3. Teaching excellence… • Ensures engaged, active, relevant learning experiences. • Weave instruction with students’ “stories” • Hones teaching basics. • Simple, yet elegant solutions • Embraces fresh perspectives and methods.

  4. diverse learners…. • Represent richness and heterogeniety. • Need their “stories” known and integrated into instruction. • Encourages trust, rapport, motivation, effort • Discourages fear, anxiety, isolation, pessimism, (learned) helplessness

  5. Discovering richness • First week exercise: Learn student stories • “What are some of your family and cultural strengths?” • “What are some talents and skills evident in your family?” • “If I were to walk into your home, describe what I would find that helps me know (you) (what you are most proud of) (how you are unique).”

  6. Weave stories into content instruction • Applications, metaphors, examples that fit students’ stories • Oil worker • Chemistry, Economics, USU 1300….. • Returning vets • Physics, Sociology….. • Non-traditional students • Accounting, Psychology…… • Other examples?

  7. KWL: “stories” to prepare for learning • What do you already Knowabout_____? (and how did you come to know it?) • What do you Want to know about _____? • What did you Learnabout _____? • How will you Usewhat you learned?

  8. What drives students’ stories about learning? • Dr. Marlene Schommer-Aikins, Wichita State University Beliefs about knowledge and learning affect: • active participation • persistence • reading comprehension • learning in complex or poorly structured environments

  9. Beliefs about learning Omniscient Authority Professor responsible <-------> self-responsibility Certain Knowledge Static <------------------------------------ > Dynamic Simple Knowledge Fact bits <-------------Concepts & relationships Fixed Ability Innate <------------------> effort: learn how to learn Quick Learning One time <--------------------------> Time/effort Counterproductive Productive

  10. Think-Pair-Share • What beliefs do you see most prevalent in your students? • In what ways do the beliefs show? • Guiding students through teaching methods

  11. All-knowing authority • Certain, unchangeable knowledge • Simple knowledge • Quick learning • Fixed, innate ability • Collaborative, active learning • Problem-solving tasks • Structured controversy • Exposure to evolution of view points • Teach about Bloom’s • Think Alouds • In-class demonstration of complex tasks • Reflection writing • Share your experiences • Explicit and implicit study strategies instruction • Role models • Scaffolding learning • Tap into current abilities (use their “stories”)

  12. Wait time …Think Time Essential teaching strategies

  13. “Wait time” as an instructional tool • Dr. Mary Budd Rowe, 1925-1996 • 1972 study • Average wait time < 2 seconds • Increase to >3 seconds = improved • Logic • Language

  14. Length & correctness of responses • Volunteered answers • Variety of questions • Higher level of thinking • “I don’t know” • No response • Amount (quality vs quantity)

  15. “Wait time” is really “think time” • uninterrupted silence by teacher and students so both can complete necessary information processing (Stahl, 1990) • on-task thinking

  16. Information processing • Exercise: cats and dogs • Multiple cognitive tasks take time • We need uninterrupted time to process, reflect, think of response • How often are students typically provided sufficient time?

  17. Types of “think time” silence • After teacher asks a question • Clear question with adequate cues • “What is the difference between a change on the demand curve and a shift of the entire curve”? • During a student’s response • Allow hesitation as student continues • After a student responds • Other students need time before they comment • Teacher pause time • Consider what your next statement or behavior will be

  18. Effects of increased think time • More questions asked • More accurate and complex responses • Students initiated discussions more frequently. • Teachers’ questions = fewer and higher quality Think time works with all learners, especially certain cultures.

  19. EnglishLanguage Learners: BICS & CALP • BICS: Basic interpersonal communication skills • Day-to-day language • Meaningful context • Low cognitive demand • Language not specialized • Acquired in 6 months-2 years • CALP:Cognitive academic language proficiency • Content-specific • Low context: lectures, textbook • High cognitive demand: • language and concepts • 5-7 years acquisition (7-10 years if low or no native proficiency or schooling)

  20. Advance Organizers: Vocabulary “Wall”

  21. Advance Organizers: Key questions Age of Discovery, 15th-17th c. How did silver from the “New World” transform European civilization? Keywords: Potosí Key Questions: What triggered the Great Age of Discovery? How does silver transform the global economy?

  22. Questioning Techniques “The most powerful technology we have in education is the ability to ask good questions”. “Always the beautiful answer/who asks a more beautiful question.”eecummings

  23. Beautiful Questions help students “dive deep” • Beautiful questions move students from “Beginner” to “Expert” thinking levels: • Knowledge • Comprehension • Application • Analysis, Synthesis, Evaluation

  24. How do we learn: beginner to expert Bloom’s Taxonomy of Thinking & Learning EvaluateCan you evaluate, judge, make informed opinion? Analyze Can you break info. into parts and examine? Apply Can you apply what you know to “real life” situations? Deep learning Comprehend Can you put information into your own words, explain to others accurately Knowledge: (memorize) Can you recognize and recall information? Shallow learning

  25. How do students typically respond to these types of questions – and why? • Do you have any questions? • Are there any questions? • What questions do you have?

  26. Students don’t always know what they don’t know or understand. Or they need a specific focus. Do you have any questions? • Okay, so summarize why it’s important to use Think Time. (a great Think/Pair/Share) • Which of the following is the better example of an application level question and why? Are there any questions? What questions do you have? • In the past two lectures, I covered the following concepts. What parts are still confusing for you? • What would you like me to explain better ? What can I clarify? • I know this topic can be really confusing. What things are still unclear or don’t make sense to you? Give students permission to be confused.

  27. Beautiful questions

  28. Quick Thinks • Brief, active (I-Clicker) • Students process individually & together • Effective for beginning and ending class • Helps you avoid the “What questions do you have?” trap • Great during lectures (with Think-Pair-Share)

  29. Select the best response. Example Jean stole a loaf of broad in order to feed his starving family. What level of moral development would say that what he did was “OK”? A. Pre-Conventional B. Conventional C. Post-Conventional D. Les Miserables is a sweet musical, I don’t care if it makes me less of a man!

  30. Correct the error

  31. The Equilibrium Constant K = [Products] [Reactants] Reactant Product K = 1 K < 1 K > 1

  32. Compare or contrast Example: Compare Alpha vs Beta Decay relative to radioactive decay.

  33. Reorder the steps Example Drawing stereo-images 1. Identify the molecule as R or S.2. Create a 3-D drawing of the molecule.3. Draw the mirror image of your 3-D molecule.4. Draw a "mirror".

  34. Teaching students how to learn • Note taking systems: how to “dive deep” • Summaries • Self-test questions • Cornell system/adaptations

  35. Strategic reading • Think Aloud textbook tour • “architecture” of the text

  36. Teaching students how to learn Visual organizers: match how information is organized to the learning task

  37. Why teach visual organizers? How we organize information affects comprehension!

  38. Patterns help us learn & remember

  39. CATs • Classroom Assessment Techniques: Thomas Angelo & Patricia Cross 2nd ed., 1993, Jossey Bass • Informal, consistent monitoring of students’ learning • Feedback: Are they getting it? >>> teaching effectiveness

  40. Minute Paper • Quickly assesses student learning vs teacher’s perceptions • Students evaluate and self-assess • How well did I understand? Examples • What was most confusing about ____________? • What is the single most significant reason Italy became a center of the Renaissance? • List the 3 most important points from today’s lecture?

  41. Class opinion poll Step 1: Please respond to each of the following statements:strongly agree (1)……..I’m neutral (3)………I strongly disagree(5): I need to change my teaching methods to improve students’ critical thinking. I can’t take time in class to add activities or discussion. I’m reluctant to create any more I have to respond to. If students don’t take responsibility, what I do doesn’t matter. Step 2: Discuss answers with your partner. Step 3: Show of hands poll (I-Clicker).Discuss with class.

  42. Defining Features Matrix • Analytical skills (Bloom’s) • Concepts and facts • Implicit and explicit study strategy (how to organize information to see relationships)

  43. Example

  44. “Misconceptions/Preconceptions” • Gauge where students are • Develop students’ ability to distinguish between fact and opinion • Determine, develop openness to new ideas

  45. Question:What makes the seasons change on Earth? • Sort explanations into categories (e.g., correct; “weather”, “distance”, “other”) Perfect for I Clicker! • Quick discussion to explain choices - Think-Pair-Share • Assignment: Students research which answer is correct and explain in short paper.. Class discusses evidence for each position. • Professor concludes explaining why other models are reasonable, though incorrect.

  46. Muddiest Point What was the muddiest point in……lecture, video, lab, discussion, presentation? • Instructor responds in next class with discussion, activity, additional simulation

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