Smart Teaching: Strategies to Inspire Smarter Learning

1. Smart Teaching: Strategies to Inspire Smarter Learning Rose Mince, Judith Boyle, Greg Campbell, and Robin Minor The Community College of Baltimore County

2. Session Overview • Opening Activity • Introduction • Overview of the Literature • Sharing Proven Strategies • Specific Applications • Modeling of Best Practices • Questions, Answers, Discussion

3. Rose Mince, Ph.D. Dean of Instruction for Curriculum and Assessment “The proper question is not, ‘How can people motivate others’?, but rather, ‘How can people create the conditions within which others will motivate themselves’? -Edward Deci” (Vader-McCormick, 2012, p. 43)

4. Teaching Learning Roundtable • Education and Professional Development • Grants and Awards • Research and Best Practices • New Faculty Learning Community • The Engaged Teacher: What Works with Today’s Students by Nancy Vader-McCormick

5. How Learning Works: Seven Research-Based Principles for Smart Teaching • Prior knowledge can help or hinder learning. • How students organize knowledge influences how they learn and apply what they know. • Students’ motivation determines, directs, and sustains what they do to learn. • To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

6. How Learning Works: Seven Research-Based Principles for Smart Teaching • Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. • Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. • To become self-directed learners, students must learn to monitor and adjust their approaches to learning. • Ambrose, et al. (2010)

8. Student Engagement Technique: Quotes from E. F. Barkley • Think about your philosophy of teaching and learning and select one quote that “resonates” with your philosophy. • Be prepared to very briefly share why you selected that particular quote. • Think with a pen…jot down how you can use this technique with your students.

9. Judith Boyle, M.S., R.N.Nursing Instructor “Teachers possess the power to create conditions that can help students learn a great deal-or keep them from learning much at all. -Parker Palmer” (Vader-McCormick, 2012, p.14)

10. The Challenge • “Nurse educators share the view that undergraduate students are often only really willing to engage with topics if they can see the implications and/or the application to their practice and this is only achieved if nurse educators deliver content in a meaningful and engaging way.” - (Crookes, Crookes, & Walsh, 2013)

11. The Problem • Only two exams in a 5 week Pediatric Nursing Concepts course worth 80% of final grade • Growth and Development Concept • Content boring and dry • Critical concept in pediatric nursing • Comprises 9% of questions on the RN licensure exam

12. The Strategy • Growth and Development Project Course Assignment • Students chose a partner, were assigned an age group, and were tasked with decorating and filling a shoe box with age and developmentally appropriate activities for a hospitalized child • Completed boxes were donated to charitable organizations

13. The Results • Improved exam scores • Positive student evaluations

14. Pre-Project Exam Scores

15. Post-Project Exam Scores

16. Student Evaluations • Opinion Scale/Likert: The Growth and Development Project helped me to better understand the growth and development and health promotion theory portion of this class. • Student Comment: “ I like that we did the growth and development project and that we donated them.”

17. In Conclusion • The Growth and Development Project provides nursing students with the opportunity to creatively manipulate the material in order to increase the breadth and depth of their learning/retention of this critical concept.

18. Greg Campbell, M.A.English Instructor “Teaching without learning is just talking. -Thomas Angelo and Patricia Cross” (Vader-McCormick, 2012, p. 132)

19. The Challenge • How do we ensure that students are doing the reading in an English class? • Quizzes • Waste of class time and grading time • How do we ensure that students are engaging with the text they are reading? • How do we ensure that nobody is “just talking?”

20. The Problem • This could be a problem in any (English) classroom • This is a bigger problem in required classes like British Literature • Even for English majors, the various styles, subjects, and language intricacies are tough

21. The Strategy • Get the students to engage with the text by having them create “Questions for the Class” • These questions need to be deep and complex to show that the student has actually been thinking about the text actively • Asked anonymously via the instructor

22. The Strategy • Ask ten questions per student per semester • In a class of 20 students: • 200 total questions • 5-6 questions per class • Collected online via Blackboard • Journals (recommended) • Wikis • Blogs

23. Benefits of Anonymity • The “shy students” can reveal just how good they are with the subject matter • Earn more points online; get better grades • Shy students gain confidence and engage in the class discussions • Earn more points in class; get better grades

24. Benefits of Anonymity • There is less worry of “looking stupid” in front of the class • Class unity and subtle competition as students wonder “who asked that!”

25. Grades & (x̄Questions Completed)(These grades reflect the grade associated with the assignment)

26. Grades & (x̄ Questions Completed)(Adjusted so as not to reflect the grade associated with the assignment)

27. Sample Questions • In  "The Ladys Dressing Room" is he really condemning women for having bodily functions and for all the shit (no pun intended) they go through to hide the fact that they do to conform to the unrealistic expectations for women at this time? At first I thought he was simply saying "women are people too; they get dirty just like everyone else" but lines 129-144 are so bitter and unreasonably hateful that he sounds as though he just got dumped.

28. Sample Questions • Even though Herrick was originally a priest, did his "living your life to the fullest" motto get the wrong impression? Maybe he was trying to break down the walls of strict, religious attitudes?  • In The Rape of the Lock, does Pope seek to satirize a society that would simultaneously objectify women and condemn them for being vain?

29. Sample Questions • I noticed that Prufrock (at least in the version I have) is almost structured with indented paragraphs as in a novel. It is also fitting that towards the end of the poem he starts to mention aging and, in the very last line, death. Do you think Eliot intentionally structured his poem like this to show a passage of time (a beginning, middle, end)? Or am I just reading too far into the "structure" of a structureless art form?

30. Conclusions • To prepare a question, the student must be prepared for class • If those students are engaged in conversation, it increases the likelihood that others will too • If we give our students an alternative way to prove their knowledge and engage in the class, they will rise to the occasion • We can do more than “just talking”

31. Robin Minor, PhDAssistant Professor, Biology “Research generally shows that the amount of retention corresponds to the degree to which a student is dynamically participating in the learning activity. -Elizabeth Barkley” (Vader-McCormick, 2012, p. 98)

32. The Challenge • Academic success is correlated with active learning, yet students may not gravitate naturally towards active learning methods of study.

33. The Problem • Anatomy & Physiology (A&P) is hard! • Tons of vocabulary to learn, much of which is from Latin or Greek • Some students tell me A&P is the first class “I actually have to study for!”

34. The Goal • Create an assignment that • Guides students through active reading of the textbook • Gets them prepared for lecture before class • Provides an opportunity to practice with A&P terms

35. The Assignment • Complete the lecture slides:

36. The Assignment • Complete 10 questions in BlackBoard:

37. The Assignment • Complete 10 questions in BlackBoard:

38. Student Feedback

39. Student Feedback * 1.5 * 1.4 * 5.3 * 2.1 * 4.9 * 1.3

40. Student Feedback * 1.7 * 1.9 * 1.8

41. Student Feedback • Additional comments: • “Could have had 1 for each chapter.” • “Very helpful. Thx ” • “Change nothing” • “I like that the extra points assignments make me feel like I am working towards or building up for the exam. It gives me more exposure to the material and builds my test-taking confidence. Thank you!” • “Helps motivate me to do slides and study the material.” • “Overall the study activities are very useful!! Thanks” • “I like doing these, it makes me keep ahead.” • “I like them—helps keep me on my toes. Helps me to stay a bit ahead”

42. Exam Scores Comparison Exam Score (%) 40 40 39 40 43 36 40 37

43. In Conclusion • Test scores not necessarily higher. • However, student feedback was positive. • Ultimately I have chosen to continue with this assignment and I am expanding it into the second semester of A&P as well.

44. Modeling of Best Practices •  Think – Pair - Share • How students organize knowledge influences how they learn and apply what they know. • To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. • Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.

45. Questions & Answers • Jboyle@ccbcmd.edu • Gcampbel2@ccbcmd.edu • Rmince@ccbcmd.edu • Rminor@ccbcmd.edu

46. References • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass. • Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass. • Bernards, J. & DeSmet, M. (2013). Math Study Skills. Portland, OR: Self.

47. References, continued • Crookes, K, Crookes, P.A., Walsh, K. (2013). Meaningful and engaging teaching techniques for student nurses: A literature review. Nurse Education in Practice, 13(4), 239-243. • Epp, S.M., McAulay, J.E., (2008). Teaching child growth and development: The Christmas shoebox, 33(6), 277-280. • Nolting, P., Ph.D. (2014). Winning at Math – Your guide to learning mathematics through successful study skills. Bradenton, FL: Academic Success Press, Inc.

48. References, continued • Vader-McCormick, N. (2012). The engaged teacher: What works with today’s students. Stillwater, OK: New Forums Press.