1 / 23

Do We Need to Know…?

Do We Need to Know…?. Those who have the courage to teach must never cease to learn. Jeffrey Pommerville, Ph.D. Glendale Community College 2008 Carski Award Lecture Reprise ASMCUE–Ft. Collins May 31, 2009. What Do We Need to Know…?. 1. …What Type of Professor We Are? 2. …Our Students?

erwin
Télécharger la présentation

Do We Need to Know…?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Do We Need to Know…? Those who have the courage to teach must never cease to learn Jeffrey Pommerville, Ph.D. Glendale Community College 2008 Carski Award Lecture Reprise ASMCUE–Ft. Collins May 31, 2009

  2. What Do We Need to Know…? 1. …What Type of Professor We Are? 2. …Our Students? 3. …How Students Learn? 4. …How to Be a Personal Trainer? Active learning ahead Warning! Critical thinking ahead Anyone who has never made a mistake has never tried anything new. Course assessment curves ahead

  3. Professor- instructor Teacher controlled and centered Disseminate information in lecture fashion (telling & testing) Extrinsically motivational Short-term reasoning patterns 1. …What Type of Professor We Are?* Early career Current career Mid career Teacher-Scholar • Professor- teacher • Student controlled and centered • Discover information through hands-on/minds on (guiding & questioning) • Intrinsically motivational • Long-term reasoning patterns • Professor-researcher • Teacher/student centered • Train students in discovery and invention (researching & discovering) • Intrinsically motivational • Long-term reasoning patterns * Lord (2008). Trimorphic college science professors. Journal of College Science Teaching 37(5): 80-82.

  4. 1. …What Type of Professor Are We?*

  5. 2. …Our Students? Above all, one must have a feeling for the organism. L Nuclear cap Nucleus M Sirenin No F Allomyces macrogynus

  6. 2. …Our Students? • 27-year-old woman with 2.5 kids • No “typical” community-college student • Ethnically diverse • What do students want us to know about them? Diversity Hispanic = 25% African-American = 10% Native American = 2% Foreign students African = 6% Asian = 12% Eastern European = 10%

  7. 2. …Our Students? • Net generation is highly and easily distracted; short attention span • Poor time management skills “Setting priorities is something that many of us lack.” ― Anna/Spring 08 Miller, Pfund, Pribbenow, and Handelsman(2008). Scientific teaching in practice. Science 322 (5906): 1329-1330.

  8. 3. …How Students Learn? No concern to their lives Of great concern to their lives Learning from programmed information always hides reality behind a screen. Has little worth Has great worth When teacher tells them When adult needs to know Is received Is constructed External motivators Internal motivators

  9. 2. …Our Students? • Don’t read!! I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.

  10. Higher-order thinking 3. …How Students Learn? Bloom’s Taxonomy—Revised Reading Creating Evaluating Analyzing Applying Understanding Remembering Anderson & Krathwohl (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

  11. 3. …How Students Learn? Teaching is leading students into a situation in which they can only escape by thinking. — Anonymous • Reading can move students to higher-order thinking Tahuti in the Land of Sleepers “Dr. Pommerville should teach us what we need to know, not how to think!” “… were afraid that if people learned to read they would fall into the vice of thinking…”

  12. Higher-order thinking 3. …How Students Learn? Bloom’s Taxonomy—Revised Creating Evaluating Analyzing Applying Understanding Remembering Anderson & Krathwohl (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

  13. 3. …How Students Learn? “Dr. Pommerville told us to be creative but he didn't tell us exactly how he wanted that done.” ― Student/Spring 08

  14. 3. …How Students Learn? “Memorization is what [students] resort to when the information makes no sense.” — Anonymous • Be aware of the cognitive load Intrinsic+Germane+Extraneous=TotalcognITive load What is required by the thinking task Processing of new information into more complex associations Designing additional materials for complete understanding Kirschner, Sweller, & Clark (2006). Why minimal guidance during instruction does not work. Educational Psychology 41(2): 75-86.

  15. 4. …How to Be a Personal Trainer? We professors play the roles of trainers, giving people access to the equipment (books, labs, our expertise) and after that, it is our job to be demanding.

  16. Algebra 1 4. …How to Be a Personal Trainer? “Well, he’s certainly smarter than you are!” • You don’t teach a class—you teach a student • One-on-one feedback • How to give feedback? • In advance of and separate from any summative assessment • Constructivelyrather than simply judging the student’s effort • By explaining where and why the student made errors • By discussing a plan to close the gap

  17. 4. …How to Be a Personal Trainer? • What other ways to stimulate intrinsic interest and sound thinking? • “Closing the loop” Fascinating!

  18. Childbed Fever In past centuries, childbed fever was the greatest killer of women. One sixth of all women died of this fever. Few complaints more justly excited the dread of the doctor than childbed fever.. In the early 1800’s, childbed fever was found in many of the lying-in (obstetrics) wards in European hospitals – including those in Vienna, Austria. It is January, 1830.

  19. Semmelweis’ Epidemiological Study “…I must confess that God only knows the number of patients who have gone to their graves prematurely by my fault.” Close the loop—through small group activities

  20. 4. …How to Be a Personal Trainer? • Getting students to write • Reveals a student’s distinctive individuality and personality as a sound thinker • Importance of processing information rather than just presenting it • Reveals the nature of the student’s mind at work in understanding the world

  21. Rise of the Superbugs Close the loop—through writing Watching the DVD gave us a feeling of power and ability to stop the superbugs by raising funding, awareness, and compassion. The responsibility of the future belongs to all of us. — Chad/Fall 07 I work in a phase one medical research center as a research coordinator… As I sat there watching the DVD, I thought about all the drugs we have tested (more than I can count), including sleep, diet, kidney, and heart medications. It dawned on me that in my two years of [coordinating] clinical studies, only ONE was for a potential antibiotic. — Alicia/Spring08 All I can say is … WOW! Watching the DVD was like a huge reality slap in the face. Not only did I learn much, it also opened a place in my heart to truly want to help in the fight against deadly bacteria. — Sandra/Spring 08

  22. Before Closing… • Thanks to… • The Ultimate in Teaching Success—students making a mark Most of us go into teaching not for fame or fortune but because of a passion to connect. Kate/Fall 07 Ben/Fall 07 Maggie/Fall 07

  23. Thank you “If we teach today the way we taught yesterday, we rob our [students] of tomorrow” —John Dewey

More Related