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Cengage Learning Webinar: Improving Student Learning Outcomes

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Cengage Learning
Cengage Learning

When: Thursday, March 7, 2013 Time: 4:00 p.m. EST / 1:00 p.m. PST What will be covered This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.

Education
1 of 47
Tips for enhancing teacher effectiveness Dr. Marc Wilson Troy M. Anderson February, 2013
Proposed: Teaching is Learning • Have clear objectives • Have a rationale for all objectives • Have high quality examples • Have relevant activities • Test what you teach
Lecturing PROS CONS • Efficient Assumes all students • Presents information • Learn auditorially not available • Have high-working elsewhere and from memory many resources • Possess required prior • Provides examples knowledge • Helps students • Are good note-takers understand different • Have good perspectives information processing strategies and skills
Involving Course Model
Involving Course Model MONDAY WEDNESDAY Preview class agenda (4) Preview class agenda (4) Collect homework (4) Lecture (20) Guest speaker (20) Class exercise (25) Conversation and sharing Quiz (20) (20) Homework and preview of Review of reading next class (6) assignment (20) Homework and preview of next class (7)
Poll: Which of the following do you use regularly? A. Lecture B. Discussion C. In-class activities (small group discussions, think-pair-share, etc.) D. Review of home work E. Pop quizzes F. Guest lectures G. Video clips 6 Presentation title (Edit in View > Header and Footer)
The “Test Yourself” Technique • PUREMEM (Practicing Unassisted Retrieval to Enhance Memory for Essential Material) (Lyle and Crawford, 2011) • Course material is covered in a lecture or other format • Four to five questions about the material are presented • Students have 1 minute per question • Scored but low-stakes • Answers are discussed in class • Requires minimal investment of class time • Significantly increases retention of course material 7 Presentation title (Edit in View > Header and Footer)
Sample Test Yourself Questions • Psychology: • What fundamental assumption about personality development is common between psychoanalysis and behaviorism? • History: • What are some of the key political precipitants of World War 1? • Biology: • What is the difference between meiosis and mitosis? 8 Presentation title (Edit in View > Header and Footer)
Variations on the Theme • Embed multiple choice questions in the PowerPoint after a few concepts have been presented • Hand-out the “test” before the lecture, collect at end of class, or • Have students answer outload, or • Have students discuss questions in small groups • CHAT: Can you think of other versions of this? 9 Presentation title (Edit in View > Header and Footer)
“Quiz” on the PUREMEM Technique Which of the following is true about the PUREMEM technique? A. It has been shown to significantly improve retention of material taught B. It does not significantly improve retention of material taught C. It will only work for certain subject matter D. It requires a “smart classroom” to work efficiently 10 Presentation title (Edit in View > Header and Footer)
The Paradigm Shift Sage on the Stage Guide on the Side
The Flipped Classroom 12 Presentation title (Edit in View > Header and Footer)
The Flipped Classroom 13 Presentation title (Edit in View > Header and Footer)
The Flipped Classroom • Similar to the concept behind the Khan Academy • Material is presented to students outside of the classroom (i.e. via the internet or other media) • Students do the “homework” in class • The faculty assists students when needed • Practice occurs in the classroom • CHAT: Are there ways in which you are already doing something like this? 14 Presentation title (Edit in View > Header and Footer)
The Flipped Classroom 15 Presentation title (Edit in View > Header and Footer)
The Flipped Classroom Advantages: • Students get instant feed back • The instructors can focus more time on material that is not well understood • Students experience less frustration • Brings the “office hour” into the classroom Challenges: • Requires rethinking and “retooling” teaching • Requires technology resources (making or finding videos and other sources) 16 Presentation title (Edit in View > Header and Footer)
“Quiz” on the Flipped Classroom In the “Flipped Classroom model, what can happen during the class time? A. Students work in small groups B. Students practice homework assignments C. The teacher facilitates discussion, checks on students’ progress, etc. D. All of the above 17 Presentation title (Edit in View > Header and Footer)
The Iconic Teacher • Hollywood’s notions of “teacher” • Can you trace your interest in teaching to a movie role? • Can you see yourself in any of these iconic teachers? 18 Presentation title (Edit in View > Header and Footer)
The Law School Professor 19 Presentation title (Edit in View > Header and Footer)
The Evil The Evil Wizard Wizard 20 Presentation title (Edit in View > Header and Footer)
The TheBig Big Snore Snore 21 Presentation title (Edit in View > Header and Footer)
The Absent Minded Professor 22 Presentation title (Edit in View > Header and Footer)
the ROCKER
the The Gleek 24 Presentation title (Edit in View > Header and Footer)
The Rebel 25 Presentation title (Edit in View > Header and Footer)
Which of these iconic teachers illustrates an aspect of your style you would like to develop? A. The Law School Professor B. The Evil Wizard C. The Big Snore D. The Absent Minded Professor E. The Rocker F. The Gleek G. The Rebel 26 Presentation title (Edit in View > Header and Footer)
Which of these iconic teachers illustrates an aspect of your style you would like to minimize? A. The Law School Professor B. The Evil Wizard C. The Big Snore D. The Absent Minded Professor E. The Rocker F. The Gleek G. The Rebel 27 Presentation title (Edit in View > Header and Footer)
Bonus Question! ROBIN two of these iconic roles? Which actor played WILLIAMS 28 Presentation title (Edit in View > Header and Footer)
Final Exam! 1. Which technique from this webinar will you likely use? A.The “PUREMEM” technique B.The Flipped classroom method C. Neither 2. Which concept will you likely find yourself thinking more about? A.The Paradigm Shift (from Sage to Guide) B.The Iconic Teacher C.Neither 29 Presentation title (Edit in View > Header and Footer)
Lesson: Teaching is Learning • Have clear objectives • Have rationale for all objectives • Learning is not hearing, so … • Teaching is not telling
Lesson: Teaching is Learning • Preview, view, and review • Test what you teach
Adding to My Teaching Toolbox • Consider the activities and topics we’ve experienced thus far • Which tools/ideas will you use? • How will you alter them for your class? • What are some strategies you've used you'd like to share?
Conclusion
flipping the classroom key elements abilityin-class video to check progress pause, rewind and rerun collaboration 34 Presentation title (Edit in View > Header and Footer)
How am I going to implement this? 35 Presentation title (Edit in View > Header and Footer)
Personal Learning Experience 36 Presentation title (Edit in View > Header and Footer)
Begins with textbook content App-based Linked seamlessly with useful software 37 Presentation title (Edit in View > Header and Footer)
Linked seamlessly with useful software! Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 38
increasing online engagement with & video Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 39
increasing online engagement with & check progress Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 40
increasing online engagement with collaboration Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 41
increasing online engagement with Google Drive: a cloud-based drive that allows you to host share and co-create documents Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 42
increasing online engagement with ConnectYard: a two-way communication app that effectively embraces social media Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 43
increasing online engagement with Evernote: cloud-based note taking available on any device and now within MindTap Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 44
Access the About your Learning Path course at any time! Learning Path Personalize for an optimal experience! MindApps
Content is organized by the instructor and easy to follow!
Stay Tuned for a live demonstration of mindtap@cengage.com 47 Presentation title (Edit in View > Header and Footer)

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Cengage Learning Webinar: Improving Student Learning Outcomes

  • 1. Tips for enhancing teacher effectiveness Dr. Marc Wilson Troy M. Anderson February, 2013
  • 2. Proposed: Teaching is Learning • Have clear objectives • Have a rationale for all objectives • Have high quality examples • Have relevant activities • Test what you teach
  • 3. Lecturing PROS CONS • Efficient Assumes all students • Presents information • Learn auditorially not available • Have high-working elsewhere and from memory many resources • Possess required prior • Provides examples knowledge • Helps students • Are good note-takers understand different • Have good perspectives information processing strategies and skills
  • 5. Involving Course Model MONDAY WEDNESDAY Preview class agenda (4) Preview class agenda (4) Collect homework (4) Lecture (20) Guest speaker (20) Class exercise (25) Conversation and sharing Quiz (20) (20) Homework and preview of Review of reading next class (6) assignment (20) Homework and preview of next class (7)
  • 6. Poll: Which of the following do you use regularly? A. Lecture B. Discussion C. In-class activities (small group discussions, think-pair-share, etc.) D. Review of home work E. Pop quizzes F. Guest lectures G. Video clips 6 Presentation title (Edit in View > Header and Footer)
  • 7. The “Test Yourself” Technique • PUREMEM (Practicing Unassisted Retrieval to Enhance Memory for Essential Material) (Lyle and Crawford, 2011) • Course material is covered in a lecture or other format • Four to five questions about the material are presented • Students have 1 minute per question • Scored but low-stakes • Answers are discussed in class • Requires minimal investment of class time • Significantly increases retention of course material 7 Presentation title (Edit in View > Header and Footer)
  • 8. Sample Test Yourself Questions • Psychology: • What fundamental assumption about personality development is common between psychoanalysis and behaviorism? • History: • What are some of the key political precipitants of World War 1? • Biology: • What is the difference between meiosis and mitosis? 8 Presentation title (Edit in View > Header and Footer)
  • 9. Variations on the Theme • Embed multiple choice questions in the PowerPoint after a few concepts have been presented • Hand-out the “test” before the lecture, collect at end of class, or • Have students answer outload, or • Have students discuss questions in small groups • CHAT: Can you think of other versions of this? 9 Presentation title (Edit in View > Header and Footer)
  • 10. “Quiz” on the PUREMEM Technique Which of the following is true about the PUREMEM technique? A. It has been shown to significantly improve retention of material taught B. It does not significantly improve retention of material taught C. It will only work for certain subject matter D. It requires a “smart classroom” to work efficiently 10 Presentation title (Edit in View > Header and Footer)
  • 11. The Paradigm Shift Sage on the Stage Guide on the Side
  • 12. The Flipped Classroom 12 Presentation title (Edit in View > Header and Footer)
  • 13. The Flipped Classroom 13 Presentation title (Edit in View > Header and Footer)
  • 14. The Flipped Classroom • Similar to the concept behind the Khan Academy • Material is presented to students outside of the classroom (i.e. via the internet or other media) • Students do the “homework” in class • The faculty assists students when needed • Practice occurs in the classroom • CHAT: Are there ways in which you are already doing something like this? 14 Presentation title (Edit in View > Header and Footer)
  • 15. The Flipped Classroom 15 Presentation title (Edit in View > Header and Footer)
  • 16. The Flipped Classroom Advantages: • Students get instant feed back • The instructors can focus more time on material that is not well understood • Students experience less frustration • Brings the “office hour” into the classroom Challenges: • Requires rethinking and “retooling” teaching • Requires technology resources (making or finding videos and other sources) 16 Presentation title (Edit in View > Header and Footer)
  • 17. “Quiz” on the Flipped Classroom In the “Flipped Classroom model, what can happen during the class time? A. Students work in small groups B. Students practice homework assignments C. The teacher facilitates discussion, checks on students’ progress, etc. D. All of the above 17 Presentation title (Edit in View > Header and Footer)
  • 18. The Iconic Teacher • Hollywood’s notions of “teacher” • Can you trace your interest in teaching to a movie role? • Can you see yourself in any of these iconic teachers? 18 Presentation title (Edit in View > Header and Footer)
  • 19. The Law School Professor 19 Presentation title (Edit in View > Header and Footer)
  • 20. The Evil The Evil Wizard Wizard 20 Presentation title (Edit in View > Header and Footer)
  • 21. The TheBig Big Snore Snore 21 Presentation title (Edit in View > Header and Footer)
  • 22. The Absent Minded Professor 22 Presentation title (Edit in View > Header and Footer)
  • 24. the The Gleek 24 Presentation title (Edit in View > Header and Footer)
  • 25. The Rebel 25 Presentation title (Edit in View > Header and Footer)
  • 26. Which of these iconic teachers illustrates an aspect of your style you would like to develop? A. The Law School Professor B. The Evil Wizard C. The Big Snore D. The Absent Minded Professor E. The Rocker F. The Gleek G. The Rebel 26 Presentation title (Edit in View > Header and Footer)
  • 27. Which of these iconic teachers illustrates an aspect of your style you would like to minimize? A. The Law School Professor B. The Evil Wizard C. The Big Snore D. The Absent Minded Professor E. The Rocker F. The Gleek G. The Rebel 27 Presentation title (Edit in View > Header and Footer)
  • 28. Bonus Question! ROBIN two of these iconic roles? Which actor played WILLIAMS 28 Presentation title (Edit in View > Header and Footer)
  • 29. Final Exam! 1. Which technique from this webinar will you likely use? A.The “PUREMEM” technique B.The Flipped classroom method C. Neither 2. Which concept will you likely find yourself thinking more about? A.The Paradigm Shift (from Sage to Guide) B.The Iconic Teacher C.Neither 29 Presentation title (Edit in View > Header and Footer)
  • 30. Lesson: Teaching is Learning • Have clear objectives • Have rationale for all objectives • Learning is not hearing, so … • Teaching is not telling
  • 31. Lesson: Teaching is Learning • Preview, view, and review • Test what you teach
  • 32. Adding to My Teaching Toolbox • Consider the activities and topics we’ve experienced thus far • Which tools/ideas will you use? • How will you alter them for your class? • What are some strategies you've used you'd like to share?
  • 34. flipping the classroom key elements abilityin-class video to check progress pause, rewind and rerun collaboration 34 Presentation title (Edit in View > Header and Footer)
  • 35. How am I going to implement this? 35 Presentation title (Edit in View > Header and Footer)
  • 36. Personal Learning Experience 36 Presentation title (Edit in View > Header and Footer)
  • 37. Begins with textbook content App-based Linked seamlessly with useful software 37 Presentation title (Edit in View > Header and Footer)
  • 38. Linked seamlessly with useful software! Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 38
  • 39. increasing online engagement with & video Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 39
  • 40. increasing online engagement with & check progress Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 40
  • 41. increasing online engagement with collaboration Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 41
  • 42. increasing online engagement with Google Drive: a cloud-based drive that allows you to host share and co-create documents Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 42
  • 43. increasing online engagement with ConnectYard: a two-way communication app that effectively embraces social media Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 43
  • 44. increasing online engagement with Evernote: cloud-based note taking available on any device and now within MindTap Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 44
  • 45. Access the About your Learning Path course at any time! Learning Path Personalize for an optimal experience! MindApps
  • 46. Content is organized by the instructor and easy to follow!
  • 47. Stay Tuned for a live demonstration of mindtap@cengage.com 47 Presentation title (Edit in View > Header and Footer)

Editor's Notes

  1. Provide an Involving Course Model template and ask participants to jot down ideas for incorporating each into their courses. List course topics that lend themselves well to discussion. Who are some guest speakers they can have visit the class?
  2. Preview, view, and review: Tell them what you’re gonna tell them, tell them, and then tell them what you told them; remember you’ve heard and said the same material a billion times students are hearing the material for the first time
  3. Preview, view, and review: Tell them what you’re gonna tell them, tell them, and then tell them what you told them; remember you’ve heard and said the same material a billion times students are hearing the material for the first time
  4. Additional discussion?Questions?Evaluation
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