Gregory Light

1. Brazil Science, Technology, Humanities, Engineering and Mathematics (STHEM) Consortium 1ST WORKSHOP: LORENA, BRAZIL, MAY 26‐30, 2014 Changing Teaching, Transforming Learning Session I: Design Principles & Learning Outcomes Gregory Light

2. "What I cannot create, I do not understand." — Richard Feynman Nobel Prize winning Physicist

3. Learning Outcomes Participants will develop: • Analyze & evaluate their courses in terms of key conceptual frameworks of teaching and learning • Apply principles of design for learning in their teaching • Generate a repertoire of strategies and practices for: • constructing learning outcomes • designing active learning methods and • assessing student learning • Design/redesign of a course or part of a course

4. Overview Session I: Design Principles & Learning Outcomes • Global & National Challenges (Interactive Presentation) • Teaching for Learning: a Framework (Interactive Presentation) • Constructing Learning Outcomes (Activity) Session II: Assessing Learning • Assessing Student Learning (Discussion) • Dimensions of Assessment (Interactive Presentation/Activity) • Aligning Assessment (Activity)

5. Overview Session I: Design Principles & Learning Outcomes • Global & National Challenges (Interactive Presentation) • Teaching for Learning: a Framework (Interactive Presentation) • Constructing Learning Outcomes (Activity) Session II: Assessing Learning • Assessing Student Learning (Discussion) • Dimensions of Assessment (Interactive Presentation/Activity) • Aligning Assessment (Activity)

6. Introductions Introduce yourselves to each other at tables (name, discipline) ICE- BREAKER Share Worst Teaching & Learning Moment (as a student)

7. Changing Teaching In the Global & National Context

8. Why Change Teaching? Why Transform Learning? At Tables Share

9. Why transform learning?

10. Internet E=MC2 MySpace Facebook Email Wikipedia Mobile Apps Blogs Books Magazines Augmented Reality Television Journals Radio Why transform learning? (2) Journals Explosion of Information Twitter Simulations You Tube

11. Why transform learning? (3) The Changing Nature of Education Finding Relevant Information Analyzing, Evaluating, Critiquing & Creating Information Employing Information Remembering Information

12. Employment Why transform learning? (4) • Only 4% of employers surveyed believed 2-year college graduates entered the workforce with excellent critical-thinking skills; • only 27% rated 4-year grads as excellent. Northwestern Business Review, 11/2/2011 The Conference Board, Partnership for 21st Century Skills (2006)

13. Teaching for Learning: a Research-Based Conceptual Framework

14. Reflective Practice or Best Practice?

15. Course Design: Teaching & Learning Framework Aligning Teaching with Learning Faculty Approaches to Teaching Student Approaches to Learning Threshold Concepts Learning in Academic Environments Expert – Professional-Research-Scholarship – Student Light G., Cox, R. & Calkins S.(2009)

16. Aligning Teaching and Learning Faculty Approaches to Teaching Student Approaches to Learning Threshold Concepts Learning in Academic Environments Expert – Professional-Research-Scholarship – Student Light G., Cox, R. & Calkins S.(2009)

17. Learning in Academic Environments Faculty Practice Goal/Aim Research: Research/ Scholarship, Professional The advancement of learning and knowledge of faculty and peers at cutting edge (Institution/Nation/World) The advancement of learning and knowledge of students and peers at cutting edge (Student) Teaching: Undergraduate  (Light G. 2008, Light G., Cox R. & Calkins S. 2009)

18. Design Implications For Teaching • Academic Context • Rivalry of Learning • Power (and Ethics) in Learning • Teaching • Teacher as Master Learner in the Discipline • Learning Environment • Deep (‘cutting edge’)learning • Problem-focused • Peer connected • Mentoring rich • Community situated • Research (“inquiry”) directed Light, Cox & Calkins 2009; Light & Micari (2013)

19. Question In what ways is your own learning – how you learn – reflected in your course? Do your students have a chance to see how a master learner learns – not just what they know but how they know it? At Tables Share

20. Aligning Teaching and Learning Faculty Approaches to Teaching Student Approaches to Learning Threshold Concepts Learning in Academic Environments Expert – Professional-Research-Scholarship – Student Light G., Cox, R. & Calkins S. (2009)

21. “Threshold” concepts • Transformative • Integrative • Troublesome • Irreversible Meyer, J.H.F., Land, R. and Davies, P. (2006)

22. Examples of Threshold Concepts Nature/Nurture in human behavior Geologic or Deep Time The Nature of Teaching Author as omniscient and neutral Narrator Surface area to volume ratio in nanoscience

23. Share an example of a Threshold (or major) Concept in one of your courses? At Tables Share

24. Aligning Teaching and Learning Faculty Approaches to Teaching Student Approaches to Learning Threshold Concepts Learning in Academic Environments Expert – Professional-Research-Scholarship – Student Light G., Cox, R. & Calkins S. (2009)

25. FacultyApproaches to Teaching  (Light G., Cox R. & Calkins S. 2009; Prosser M. & Trigwell K 1999)

26. Improving Teaching: How faculty understand it Model Focus of Improvement • Improve quality/quantity of content • Improve structure/organization of content • Acquire/increase experience of teaching • Expand practical teaching strategies/tips Transmission: Improving Teaching • Develop teaching strategies which students perceive as working Acquisition (Transitional) • Develop ways to improve students learning outcomes • Transform personal understanding of the nature of teaching to engaging students in deep learning Constructive: Improving Learning  (Calkins & Light, 2008)

27. StudentApproaches to Learning Strategic Surface Surface Achieve high grades Cope with course requirements “Cutting Edge” Learning • Putting consistent effort into studying • Managing time • Gearing work to perceived teacher preference • Memorizing facts • Studying with little reflection • Treating course as unrelated bits of knowledge • Feeling undue pressure/worry Entwistle, N. (2005)

28. Student Conceptions of Learning A Increasing ones KnowledgeB MemorisingREPRODUCINGC Applying Facts & Procedures D UnderstandingE Seeing something in a Different Way TRANSFORMINGF Changing as a Person (Marton, F. (1993)

29. What are the greatest barriers/challenges to pursuing teaching approaches which promote deep learning in your course? At Tables Share

30. Aligning Teaching and Learning (Course Design) Faculty Approaches to Teaching Student Approaches to Learning Threshold Concepts Learning in Academic Environments Expert – Professional-Research-Scholarship – Student Light G., Cox, R. & Calkins S. (2009)

31. Aligning Teaching Around Learning The Four Basic Teaching Questions 1. What learning outcomes do you want your students to achieve, (intellectual, social, practical, and personal) as a result of taking your course? 2. How will your course help your students achieve these learning outcomes? 3. How will you know if the students on your course have achieved these learning outcomes? 4. How will you know if and how your teaching has contributed to your students’ learning outcomes?

32. Reproductive Alignment Course objectives, teaching and assessments aligned Around the reproduction of surface knowledge Evaluation for Learning Learning Outcomes Learning Activities Assessment of Learning Constructive Alignment Course objectives, teaching and assessments aligned Around the construction of deep meanings  (Light G., Cox R. & Calkins S. 2009)

33. Break?

34. Six Learning Principles in Course Design “Some Assembly Required” - Chronicle of Higher Education: April 2013 (Light, G. & Micari, M (2013) Making Scientists: Six Principles for Effective College Teaching, Harvard University Press)

35. SIX LEARNING PRINCIPLES 1 Deep learning: • Construct activities that enhance students abilities to analyze, critique, evaluate, create knowledge 2 Problem-focused • Engage students with real world problems that are relevant, challenge misconceptions and promote dialogue 3 Peer led-Collaborative • Create groups common goals, collaboration (over individual competition), inclusion, diverse perspectives

36. SIX LEARNING PRINCIPLES (cont.) 4 Mentoring • Develop activities for peer feed-back, student leadership roles, facilitation skills, team-working 5 Learning community • Promote wider student interactions and collaborations with faculty-graduate students-community of practitioners 6 Research • Provide real research opportunities for students to develop research skills, share your research, bring real research examples into the classroom,

37. Learning Principles: Example in Engineering • 200-level chemical & biological engineering course • Meant to provide an introduction to analysis of chemical process systems. • Traditionally, had focused on the quantitative solution of logic problems. • Learning Outcome: • Students will critique assumptions about factory safety Case study: Peer-led student groups told an incident has occurred at a chemical factory. They need to research and respond to the fire marshal who is asking for input about possible chemicals and hazards on site and to speculate what accident could have occurred. • Professor reviewed responses, found variation in level of thoroughness/depth of understanding and use of sources. • In class: he addressed the issues of what constitutes extraordinary conditions in chemical engineering and how safe factories are designed (depth of understanding), and reputable information sources.

38. What are you already doing or could be doing that incorporates some of these learning principles in your classroom? At Tables Share

39. Constructing Learning Outcomes

40. Types of Learning Outcomes (Competencies, Transferable Skills) intellectual Practical Social Personal Team-working Collaboration Leadership Networking Communication Persuade/ influence Critical thinking Problem solving Research skills Creative thinking Synthesize Ideas Evaluate ideas Research Skills Presenting Clinical skills Professional skills Vocational Skills Self-discipline Self-motivation Self-confidence Flexibility/ adaptability

41. Critical Thinking? Expanded Contemporary Emphasis Classical Emphasis Evaluate Ideas And Plans Evaluate Ideas And Plans Evaluate Arguments and Conclusions Evaluate One’s Own Understanding Evaluate One’s Own Understanding Life-Long Learning Skills Reasoning Problem Solving Problem Solving Communication Communication Team Work Leadership Self-skills Networking Formal/Informal Information technologies Influence Creativity Creativity Research Skills Stein, B. & Haynes, A. (2011)

42. Course Related Learning Outcomes

43. Learning Goals vs Learning Outcomes Course Goalsare general statements of educational intent of a course (incl. threshold concepts?). Students will understand historical interpretation and analysis of primary and secondary sources (History) Students will develop the capacity to think creatively and independently about new design problems and make a realistic estimate of their own potential for solving them. (engineering) Learning Outcomesare specificstatements of the learning (what and how) teachers expect students to achieve in a course.” Students will be able to analyze a primary source as a product of a particular historical context (history) Students will be able to calculate changes in energy and enthalpy of a system caused by changes in temperature or pressure.(engineering)

44. Learning Goals vs Learning Outcomes Course Goalsare general statements of educational intent (incl. threshold concepts?) of a course. Students will understand historical interpretation and analysis of primary and secondary sources (History) Students will develop the capacity to think creatively and independently about new design problems and make a realistic estimate of their own potential for solving them. (engineering) Learning Outcomesare specificstatements of the learning (what and how) teachers expect students to achieve in a course.” Students will be able to analyze a primary source as a product of a particular historical context (history) Students will be able to calculate changes in energy and enthalpy of a system caused by changes in temperature or pressure.(engineering)

45. Why define Learning Goals and Outcomes for your course? At Tables Share

46. Why define learning outcomes? • make clear to students what they can hope to gain from taking a particular course • help teachers select appropriate teaching strategies to achieve the outcomes • ensure that appropriate assessment strategies are employed • help teachers develop a shared language with their colleagues about what a particular course/activity is designed to achieve

47. 5 questions for identifying Key Learning Outcomes • What are the 3 or 4 most important concepts/skills I hope students will master during this course? Threshold concepts? • What do students in this course need to learn to prepare them for subsequent courses? • What would I like my students to be doing 5 years from now? • How can I foster my students’ commitment to lifelong learning? • How might my students use this course to accomplish something important in another setting? Whetten, 2007

48. Bloom’s Revised Taxonomyof Cognitive Outcomes Surface Deep Anderson & Krathwohl, 2001

49. Taxonomía De Bloom 1. ConhecimentoEnumerar, definir, descrever, identificar, reproduzir, denominar, listar, declarar, memorizar. 2. CompreensãoInterpretar, resumir, inferir, reformular, classificar, ilustrar, distinguir, converter, estimar. 3. AplicaçãoAplicar, alterar, programar, demonstrar, organizar, resolver, modificar, usar, escolher. 4. AnaliseAnalisar, reduzir, classificar, comparar, contrastar, diagramar, diferenciar, selecionar, questionar, testar. 5. SínteseCategorizar, formular, generalizar, criar, sistematizar, revisar, desenvolver, estruturar, montar e projector. 6. AvaliaçãoAvaliar, averiguar, concluir, criticar, julgar e selecionar, idear, justificar, apoiar, validar. Ferazz & Belhot, 2010

50. Activity Individual: • identify 1 or 2 key (threshold) concepts from your course • construct higher order learning outcomes related to them Pairs/Tables: Share & discuss with a partner Whole Group: Share with whole group