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Characteristics of Effective Teaching and Advising: One and the same? Exploring potential tools to improve total studen

Characteristics of Effective Teaching and Advising: One and the same? Exploring potential tools to improve total student success. Dr. Daniel Foster & Dr. Terry Musser. Learning Objectives . At the end of the session, participants will be able to:

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Characteristics of Effective Teaching and Advising: One and the same? Exploring potential tools to improve total studen

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  1. Characteristics of Effective Teaching and Advising: One and the same? Exploring potential tools to improve total student success. Dr. Daniel Foster & Dr. Terry Musser

  2. Learning Objectives At the end of the session, participants will be able to: • Discuss the similarities between great teaching and great advising • Correlate characteristics of effective teaching to characteristics of effective advising • Explore concept maps as a way to operationalize characteristics of effective advising in measuring learning outcomes.

  3. Instructions • Create a Word Web to answer Question, “What is effective teaching?” • You have three minutes

  4. Deep Thoughts (Round II) • What is effective advising? • Work with Partner • Word Web • Three Minutes

  5. Hmm.. Have you ever noticed? Anyone going slower than you is an idiot, and anyone going faster is a maniac? - George Carlin

  6. Obj 2: Rosenshine & Furst: Intro/Review • Rosenshine and Furst (1971) conducted a meta-analysis of teacher behaviors: (x) • Studies focused on general teacher behaviors that were present in class sessions where student achievement was the highest • Eleven promising teacher behaviors were reported, with five demonstrating the most consistency

  7. Obj. 2- Rosenshine & Furst • Teachers who: • Explain concepts clearly • Plan for and demonstrate knowledge of content/subject matter • Answer student questions intelligently CLARITY …possess Clarity

  8. Obj. 2- Rosenshine & Furst • Teachers who: • Use multiple strategies to communicate their message • Use a variety of instructional materials • Employ a variety of types of evaluation… VARIABILITY …possessVariability

  9. Applying Previous Researchers’ Strategies Teaching: Talk Less Teach with your mouth shut. Finkel, 2000

  10. Obj. 2- Rosenshine & Furst • Teachers who: • Use movement, gestures, and voice inflections (smile, greet) • Show genuine care for students • Use excitement, involvement, or passion regarding the subject matter… ENTHUSIASM …possessEnthusiasm

  11. Obj. 2- Rosenshine & Furst • Teachers who: • Project a manner of knowing what they expect concerning learner performance (syllabus) • Efficiently and effectively use class time • Know how to accomplish the necessary activities related to the successful attainment of the performance identified TASK-ORIENTED …possessTask-Oriented/ Business-like Behaviors

  12. Obj. 2- Rosenshine & Furst • Teachers who: • Identify their post-instructional outcomes prior to instruction (x) • Provide ALL students the opportunity to learn AND to SHOW they have learned • Teach toward students’ successful attainment of these outcomes during the instructional time… OPPORTUNITY TO LEARN …possessOpportunity to Learn/Criterion Material

  13. Exploring Concept Maps • What is a concept map? • A visual representation of knowledge • Concepts usually words or pictures in circles or boxes • Relationships between concepts depicted on lines linking the concepts • The word map you did earlier was an example of a simple concept map • An example of a teaching/learning tool that can be adapted to advising

  14. THE CONCEPT OF ADVISING Family Structure Support or Lack of Support Politics Investments impact Debt Load Family EconomicOutlooks Financial Aid impacts Scholarship Requirements Finances Career Trends and Counseling External Influences Race/Ethnicity shapes shapes Vision Institutional Type may influence Mission Advising History Advising Culture Educational Opportunities Resources Values Cultural Beliefs Educational Goals Interests Strengths/Weaknesses Past performance may influence Religion may influence may influence may determine Institutional History impacts may influence Sexual Identity Major may influence Minor THE ADVISING TABLE Study Abroad impacts determines determines Grad School Prep Student Institution Internship Hobbies Passions may influence Faculty Industry shapes Aptitude impacts influences may determine IQ impacts may affect Technology Advisor Motivation Values impact may impact Academic Programs Personnel Institutional Knowledge $$ Referrals Physical Plant Support Services Desire to Advise/Mentor Students Policies/Procedures Past Advising Experiences Good or Bad? Cultural Beliefs Race/Ethnicity Disciplinary Theories/Knowledge Faculty or professional adviser? Religion influence Sexual Identity Advising Theories/Techniques Student Development Theory Communications skills (listening, reflecting, etc.) Decision-Making Theory/Skills Teaching/Learning Theory/Skills Personal arsenal of theories/philosophies Use of technology in advising Advising Styles/Theories (developmental, appreciative, etc.) Solid Line = Direct connection or impact Dashed Line = Indirect connection or impact

  15. Exploring Concept Maps • In the classroom, used to determine learning outcomes. • Can they be used in advising?

  16. What is the BIG ANSWER?

  17. Ed Young Seven Blind Mice Scholastic Inc.New York Toronto London Auckland Sydney

  18. One day seven blind mice were surprised to find a strange Something by their pond. “What is it?” they cried, and they all ran home.

  19. On Monday, Red Mouse went first to find out.

  20. “It’s a pillar,” he said. No one believed him.

  21. On Tuesday, Green Mouse set out. He was the second to go.

  22. “It’s a Snake!” The Green Mouse Proclaimed.

  23. “No,” said Yellow Mouse on Wednesday.

  24. “It’s a spear.” He was the third in turn.

  25. The fourth was Purple Mouse. He went on Thursday.

  26. “It’s a great cliff,” he said.

  27. Orange Mouse went on Friday, the fifth to go.

  28. “It’s a fan!” he cried. “I felt it move.”

  29. The sixth to go was Blue Mouse.

  30. He went on Saturday and said, “It’s nothing but a rope.”

  31. But the others didn’t agree. They began to argue. “A snake!” “A rope!” “A fan!” “A cliff!”

  32. Until on Sunday, White Mouse, the seventh mouse, went to the pond.

  33. When she came upon the Something, she ran up one side, and she ran down the other. She ran across the top and from end to end.

  34. “Ah,” said White Mouse. “Now I see. The Something is as sturdy as a pillar, supple as a snake, wide as a cliff, sharp as a spear, breezy as a fan, stringy as a rope, but altogether the Something is…

  35. …an elephant!

  36. And when the other mice ran up one side and down the other, across the Something from end to end, they agreed. Now they saw, too.

  37. The Mouse Moral: Knowing in part may make a fine tale, but wisdom comes from seeing the whole.

  38. Review Objectives • Discuss the similarities between great teaching and great advising • Correlate characteristics of effective teaching to characteristics of effective advising • Explore concept maps as a way to operationalize characteristics of effective advising in measuring learning outcomes.

  39. To continue the conversation: Daniel Foster foster@psu.edu 814-863-0192 Terry Musser txm4@psu.edu 814-863-2834

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