AKD at SSS Charlotte, NC April 5 th , 2014

1. Teaching & Learning Workshop AKD at SSSCharlotte, NCApril 5th, 2014

2. Welcome! “The World Café” Angelito "Lito" de Leon David “My Reflections

3. What is a World Café ? Setting Welcome and Introductions Small Group Rounds Questions Harvest http://www.theworldcafe.com/method.html

4. Question 1 Why are you here?

5. Question 2 What is the biggest obstacle/challenge you face related to teaching at your institution?

6. Question 3 Name one thing you enjoy about teaching.

7. Question 4 My most inspiring teacher was _______ because ______.

8. Let’s Share! - Why are you here? - What is the biggest obstacle/challenge you face related to teaching at your institution? - Name one thing you enjoy about teaching. - My most inspiring teacher was ______ because ______.

9. Thank you! Special thank you to : • SSS • AKD • And you for attending!

10. Introductions • Jeff Chin, Secretary-Treasurer, Alpha Kappa Delta, Carnegie National Scholar and Professor Le Moyne College • Michele Lee Kozimor-King, Elizabethtown College • Barbara Prince, West Virginia University • Melinda Messineo – Ball State University

11. Workshop Objectives/Outcomes At the end of this session participants will: • Have an intermediate level knowledge of how learning happens • Have acquired concrete examples of techniques we can apply in our classes. • Have considered overarching processes/ideas that will inform future teaching choices. • Be able to identify and contact other enthusiastic scholarly teachers in SSS.

12. Learning TheoriesHow does learning happen? • Which of the following most closely matches/resonates with your understanding of how learning happens?

13. Rationalism & Empiricism • Rationalism – truth and knowledge found within us • Empiricism - truth and knowledge can be found outside ourselves using our senses.

14. Transmission Based • Teacher to students

15. Humanism • Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a personal act to fulfill one’s potential.

16. Continuing Tension • Basic skills (vocational education) • Critical thinking (liberal arts education)

17. Behaviorism • Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness. • http://www. • learning-theories.com/

18. Cognitivism • The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor. The mind is engaged in the learning process.

19. Constructivism • Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective

20. Learning Styles • This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. Myers-Briggs Visual-spatial Aural-auditory Verbal-linguistic Physical-bodily-kinesthetic Logical-mathematical Social-interpersonal Solitary-intrapersonal

22. Multiple Intelligences • This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct “intelligence”–in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

24. Brain based Learning • This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. http://www.funderstanding.com

26. Not to be confused with the cone of shame…

29. Keep in mind… Networks that fire together wire together

30. What changes do we hope our teaching fosters? • Changes in Content Mastery • Changes in Skill Execution • Changes in Behavior/Attitude/Affect

31. Connecting Learning and Teaching Based on what we discussed: What might be going on when these teaching strategies do not work as well as we hope? • Discussion boards • In-class discussions • Student driven assignments/syllabi • Cumulative exams • Summary Assignments • Rubrics

32. Connecting Learning and Teaching Based on what we discussed: How would these teaching strategies impact learning? • Practice and/or repetition • Multimodal presentation • Real life examples/experience • Breaking assignments into pieces • Rubrics

33. What students say with possible translations: • “I studied for 4 hours and knew everything.” • Multi-tasking, low frequency prep, low practice, and low metacognition/unlearning • “The readings/assignments are too difficult.” • Low scaffolding, low practice, unclear expectations, low motivation • “I don’t know what you want/Your questions are tricky.” • Low scaffolding, low transparency, low practice, low metacognition

34. Keynote and Q&A “Teaching and Learning: where we've been, where we are going, and why it matters more than ever.” Maxine P. Atkinson, Professor, North Carolina State University

35. Break • Take a deep breadth • Stretch • Meet someone new! Cast bronze female “Yoga Stretch”

36. Concurrent Roundtables: Round One • Table 1: On learning associated with writing – Michele Lee Kozimor-King, Elizabethtown College and Barbara Prince, West Virginia University • Table 2: On learning associated with teaching a difficult topic - Melinda Messineo, Ball State U. • Table 3: On learning associated with getting students to read in a world of online – Idee Winfield, College of Charleston • Table 4: On learning and contemplative pedagogy - Alexis Franzese, Elon University

37. Concurrent Roundtables: Round Two • Table 1: On learning associated with writing – Michele Lee Kozimor-King, Elizabethtown College and Barbara Prince, West Virginia University • Table 2: On learning associated with teaching a difficult topic - Melinda Messineo, Ball State U. • Table 3: On learning associated with getting students to read in a world of online – Idee Winfield, College of Charleston • Table 4: On learning and contemplative pedagogy - Alexis Franzese, Elon University

38. Debriefing • Take away points? • Application of what you have learned • Why do the techniques work? • How can you apply these to your classes? • Trouble shooting?

39. Closure • Review main ideas

40. Next Steps, More Resources, Parting • Teaching Sociology • AKD sponsored events • TRAILS • SSS community • ASA Teaching & Learning Section