Applying Research-Based Teaching Strategies to Higher Education

1. Applying Research-Based Teaching Strategies to Higher Education Mike Martynowicz Manchester University Fort Wayne Teaching Conference February 22, 2013

2. My Teaching Background • Huntington North High School – 7 years • Taught US History, AP US History, Intro to Psychology, AP Psychology • Social Studies Department Chair, Union negotiations team, Policy Committee/Discussions chairperson • Sponsored ECA’s: Future Educators, Cadet Teaching and Teacher Internships, Psychology Club, Peer Counseling and Suicide Prevention • Received specific training and certification in: Highly Effective Teaching and Brain-Based Learning, Project-Based Learning, and Ruby Payne Diversity Training • Manchester University – started Fall 2011 • Teach 7 different courses • 5 in the Education Department, 2 in the Psychology Department • Focus in the secondary education program • Active in service events on campus

3. Varied Instruction • Today’s post-secondary student enters higher education having been exposed to multiple teaching strategies and is used to a high level of engagement that is driven by dynamic instruction • Eley (2006) found that students are more engaged when teachers consider what students will experience during the lesson, not merely what the instructor will do or say • Marzano (2010) emphasizes deliberate practice, which involves more than just repetition • Activities should be specifically designed to improve student performance, challenge the learner appropriately, and provide meaningful and timely feedback Group discussion/sharing (5 minutes) What are some teaching strategies or activities that you utilize in your classes? Note – focus on in-lesson strategies or activitiesand not assignments, papers, or projects that students complete outside of class.

4. Formative Assessment • Defined = formative assessment includes formal (quantitative) and informal (qualitative) assessment procedures employed by teachers during the learning process in order to modify future teaching and learning activities to improve student achievement. • Examples of formal assessment: exit slips, response logs or journals, graphic organizers, quizzes, written assignments • Examples of informal assessment: discussion, questioning, group discussion, observation and use of signals, think-pair-share • Kemp & Scaife (2012) found that formative assessment is generally not perceived by students in higher education and, when it does, it’s unplanned and not fully implemented Brainstorming (5 minutes) In your established groups, have one group member list all formal and informal formative assessment strategies that you currently use in all of your classes

5. Classroom Management • Students are leaving high school having been exposed to multiple classroom management strategies • Logan and Plumlee (2012) used Glasser’s Quality School model in an undergraduate classroom and found that student achievement improved when choice was given so that students could form course content around their interests and skillsets • Alberts, Hazen, and Theobald (2010) found that multiple variables impact incidents of incivility between faculty and students in a classroom setting • These incidents are relevant because they were shown to impact student understanding and performance Activity (5 minutes) In your established groups, try to guess which types of “incidents of incivility” were reported by students and faculty. Also, what are examples of intervention strategies that you use when these occur?

6. Incidents of Incivility • Faculty concerns….. • students coming late to class, missing class, reading or working on other coursework, sleeping in class, cheating on assignments and exams, personal comments, unjustified complaints to higher authorities, students who resent being challenged, entitlement • Generally, faculty respondents felt that students primarily care about grades and recommendations • Student concerns….. • Condescending behavior, negativity, moral turpitude, inattentive planning, inconsistent/unfair grading, favoritism, personal disregard, poorly communicated course details, uncooperative nature, cynicism • Generally, student respondents felt that faculty members primarily care about avoiding negative course evaluations and saving their time

7. Takeaways and Application • I am not advocating for a complete abandonment of traditional teaching strategies in higher education; lecture, repetition, and summative assessment have their place. • However, as someone who has extensive experience working with high school seniors and has been trained in multiple approaches and is an active educational researcher, I strongly believe the following…… • Students will be much more likely to be engaged in your classes, and learn, if you intentionally vary instruction and do so consistently. • Students will feel less confused, and more positive about being in your class, if they are being assessed formatively and not only summatively. • Students will “behave” and act more maturely (and treat your content with more respect) if: the class is organized and tailored to their needs, they are treated fairly and with respect, and they feel that you truly value them

8. Closing Questions or comments??? THANK YOU!!! Contact me at mjmartynowicz@manchester.edu with follow-up questions/comments or if you want a copy of the PowerPoint.

9. References Alberts, H. C., Hazen, H. D., & Theobald, R. B. (2010). Classroom Incivilities: The Challenge of Interactions between College Students and Instructors in the US. Journal Of Geography In Higher Education, 34(3), 439-462. Eley, M. G. (2006). Teachers’ Conceptions of Teaching, and the Making of Specific Decisions in Planning to Teach. Higher Education, 51(2), 191- 214. Kemp, S., & Scaife, J. (2012). Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers. Journal Of Education For Teaching, 38(2), 181-192. Logan, J., & Plumlee, G. L. (2012). Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom. Journal Of Education For Business, 87(2), 73-78. Marzano, R. J. (2010). Art & Science of Teaching. Educational Leadership, 68(4), 82-85.