13/08/2014
Seven Levers for Higher & Deeper Learning
Research-based Guidelines and Strategies for
Improving Teaching, Assessment & Learning
The Opening Session in SACS-COC
2014 Institute on Quality Enhancement & Accreditation
20 July 2014
Tom Angelo
Motivating
Opening for an
Outstanding
Conference
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Meticulously
Organized
Onsite
Collaboration
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13/08/2014
Clicker Question #1
How long until your next
SACS (re)accreditation visit?
A.
B.
C.
D.
E.
1 year or less
2 years
3 or more years
Don’t know
When’s the reception?
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A DISCLAIMER
The three “Nots”
If I say anything that seem critical, remember
that my comments are:
NOT about the institution that employs you,
NOT about any institutions you attended, and
NOT about any institutions your children or
other family members attend or attended.
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A WARNING TO PARTICIPANTS!
The following session is rated
M – for Mature Audiences only.
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13/08/2014
M
It’s rated
– for Mature Audiences –
because this session contains . . .
• Nudity
(not mine!)
• Adult Themes
(e.g., “HOT HIPs”)
• Strong Language
(e.g., The “F” word)
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Raise your hand,
please, if you’re
familiar with . . .
The ancient Greek
Myth of Sisyphus
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Do you ever feel like Sisyphus?
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That was the nude bit.
No, there’s really no more.
Sorry!
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Or maybe more like . . .
Assess-yphus?
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Here’s what the future
looks like to Assessyphus
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SACS visit
SACS Visit
SACS Visit
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Working harder or faster
won’t solve the
problem.
Maybe Assessyphus
needs more leverage?
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What’s a Lever?
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Page 4
Seven Levers for Deeper Learning
1.
2.
3.
4.
5.
6.
7.
Prior knowledge/beliefs
Learning goals/High expectations
Self-management/Learning skills
Standards, assessment & feedback
Connections & applications
Collaboration
Active engagement/Deliberate practice/Sustained effort
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Values
p. 1
Jot down 2 or 3 educational/professional
values you hold that motivated you to
participate in this Institute.
_________________________________________
_________________________________________
_________________________________________
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Clicker Question #2
Which value(s) did you mention?
A.
B.
C.
D.
E.
F.
Equity
Retention
Academic Excellence
Innovation
Other value(s)
When’s the reception?
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13/08/2014
Goal Ranking & Matching Exercise – p. 1
What are your Learning Goals for this Showcase?
_________________________________________
_________________________________________
_________________________________________
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Clicker Question #3
What’s the focus of your most
important learning goal for this
Institute?
A.
B.
C.
D.
E.
QEP-related
Accreditation/Re-affirmation
Institutional improvement
Professional development
When’s the reception?
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My Teaching Objectives
for this session [1st Draft]
By the end of this session, I will have . . .
1. Reviewed seven (7) research-based guidelines
2. Demonstrated at least five (5) related
teaching/assessment strategies/techniques
3. Encouraged participants to identify possible applications
to their own work
4. Identified useful resources and references for follow up
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My Learning Outcomes
for this session [2nd Draft]
By the end of this session, participants will have . . .
1. Evaluated the possible relevance of seven (7)
research-based guidelines (levers) to their work
2. Identified 2 or 3 promising strategies/techniques
to adapt and apply to their own work
3. Identified 1 or 2 resources and/or references worth
following up
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A “Balcony” Question
If you participated actively:
What differences, if any, do you note
between the “teaching objectives”
and the “learning outcomes”?
(How consequential are those differences?)
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“It’s not what we do,
but what students do
that’s the important
thing.”
Biggs, J. & Tang, C. (2007). Teaching for
Quality Learning at University, 3rd Edition.
Berkshire: McGraw-Hill, p. 19.
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Applications Card – p. 7
Interesting
IDEAS/TECHNIQUES
Possible
APPLICATIONS
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Page 2
Six Dimensions of Higher Learning Outcomes
% Then?
____
____
____
____
____
____
100%
% Now?
Factual Learning
_____
Conceptual Learning
_____
Procedural Learning
_____
Conditional Learning
_____
Reflective Learning
_____
Metacognitive Learning _____
100%
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Which of those six dimensions
needs and deserves the most
focus if we aim to foster:
Critical thinking?
Problem-solving?
Professional practice?
Life-long learning?
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Page 3 –
Background Knowledge Probe
Please answer each question regarding
the USA, the Ukraine, and Syria.
Guessing is encouraged!
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A 2nd “Balcony” Question
If you participated actively:
Are you more interested in
finding out the answers to
these questions than you
were a few minutes ago?
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Clicker Question #4
How interested are you now in
knowing the answers to p. 3?
A.
B.
C.
D.
Very
Somewhat
Not very
When’s the reception?
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Why bother? Students’ prior
knowledge and beliefs are
among the most powerful
influences on their learning –
positive or negative.
Consequently, assessing that
prior knowledge can provide
powerful leverage – useful
evidence on which to base
educational decisions.
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The Parrot Test
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Applications Card – p. 7
Interesting
IDEAS/TECHNIQUES
8/13/2014
Possible
APPLICATIONS
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Page 4
Seven Levers for Deeper Learning
1.
2.
3.
4.
5.
6.
7.
Prior knowledge/beliefs
Learning goals/High expectations
Self-management/Learning skills
Standards, assessment & feedback
Connections & applications
Collaboration
Active engagement/Deliberate practice/Sustained effort
8/13/2014
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Page 4
Plus-Minus-Question Mark
Please mark each item on the list with
a plus sign, minus sign, or question mark
• Use the plus ( + ) if you understand it
• Use the minus ( – ) if you do not understand it
• Use the question mark (?) if you’re unsure
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A “Balcony” Question
If you followed directions:
Did you read and think
about the list on page 4
any differently than you
would have if you had
simply been asked to
“read it”?
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HOT HIPs!
Higher Order Thinking
can be promoted effectively through
High-Impact Practices
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HIPs – High-Impact Educational Practices
•
•
•
•
•
•
•
•
•
First-Year Seminars and Experiences
Learning Communities
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning
Service Learning/Community-Based Learning
Clinical Placements/Internships/Co-ops
Capstone Courses and Projects
Writing-Intensive Courses
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What makes these HIPs so HOT?
•
•
•
•
•
•
High expectations
Explicit direct instruction
Metacognitive scaffolding
Effective feedback
Deliberate practice
Focused collaboration
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Page 5
A Detailed Assessment/Grading Rubric
What values does it convey to learners?
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“From the student’s
point of view, the
assessment is the
curriculum.”
Paul Ramsden
It’s time for the “F” word . . .
FEEDBACK
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13/08/2014
“From the student’s
point of view, your
feedback is the
instruction.”
Anonymous
Page 6 –
A Course/Teaching Feedback Form
What values do our course and teaching
assessment systems convey to students?
To faculty?
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Assessyphus!
A hero for our times!
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13/08/2014
If we effectively leverage what we know, we could move from this . . .
SACS visit
SACS Visit
SACS Visit
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SACS Visit
SACS Visit
SACS Visit
To this . . .
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Applications Card – p. 7
Interesting
IDEAS/TECHNIQUES
Possible
APPLICATIONS
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The Parking Lot Test
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What, Why and How
Choose one of your possible applications.
Prepare to answer the three questions below
about that specific application:
• What is it?
• Why do you think it might be useful?
• How do you think you might use it?
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Session Evaluation
5 = Very High; 4 = High; 3 = Adequate; 2 = Low; 1 = Very Low
A. Value of what you learned?
B. Quality of the session?
C. Effectivness of the presenter?
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13/08/2014
Thanks for your attention and participation
The Reception is now
Woo-Hoo!
Party!
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