Want More Ideas about Using IDEA?

1. Want More Ideas about Using IDEA? Presenters: Evelyn Hyde, BMC Salina Arthea Estridge, M.Ed. BMC South Bend Kim Nugent, Education Management Corporation

2. How Can We Improve Our Effectiveness? • Using the Diagnostic Report • Improvement • Recognition • Creating a Template • Looking at the indivual • Looking for trends • Using the IDEA Resources • POD Learning Notes • POC Center Notes • IDEA Papers

3. What Learning Objective can be Improved? 4.1+4.1 4.0+4.0 +3.8 +3.9 6

4. What Teaching Method can Improve?

5. The Coaching Template for Your Department

6. Coaching and Feedback • Review the faculty member’s diagnostic report • Ask the faculty member to share his/her interpretations of the diagnostic report • Review the learning objectives selected • Review the lesson plan for the class • Read the POD IDEA Center Notes and Learning Center Notes in advance of the session-for the objectives or areas of improvement • Share your ideas and follow-up

7. Faculty Development • We make improvements on step at a time • You have made the investment • Now • Assess • Coach and develop • Review/Reward • Provide resources-IDEA and faculty development • Evaluate over time • Are you better today than last year? We know you will be if you follow the model!

8. Additional Ways to Use IDEA Presenter: Evelyn Hyde, BMC Salina

9. Ways To Use • Embed into lesson plans • Utilize with in-services • BMC - Kansas City • BMC – Salina • Create questions • Praise cards

10. Embed into Lesson Plans Course Competencies • Apply knowledge of learning styles and studying techniques to maximize academic and professional success • Apply effective communication strategies • Utilize assessment techniques to reflect upon and improve learning • Demonstrate critical thinking, problem-solving and decision-making skills IDEA Objectives (3-5) • Learning to apply course material (to improve thinking, problem solving and decisions) (essential) • Acquiring skills in working with others as a member of a team (important) • Learning how to find and use resources for answering questions or solving problems (important)

11. Advantages Select at the beginning of class Write objectives down Focus on the objectives daily in class Let the students know what the objectives are from the first day Students and instructors evaluate the objectives Placed on the wall to ask students, “How are we doing?” in meeting the objectives

12. Involving Students • One instructor had students look at all 12 objectives the second week of class • After discussing, each student selected the top 3-4 objectives • Then instructor compiled the information • Presented information to students • Teacher scored above 4.0 on both excellent teacher and excellent course. • Together they selected the top 3 -5 objectives, indicating which were essential and which were important

13. In-Service IdeasBMC – Kansas City • Paul Illian, Ph.D., Dean of Academic Affairs • Brown Mackie College-Kansas City • Dissertation Dr. Illian wanted to know if instructors understood the various teaching methods and styles, would they be more effective in the classroom? Would the instructors use a variety of teaching methods, rather than the one they were comfortable using?

14. Procedures Used Selected eight teaching methods or styles that were identified as being the weakest on the Kansas City campus Designed in-services for the eight methods Met every week for two months Used full-time instructors who had skills in particularly teaching method (s) to present in-service and model method After the training session, participants were given approximately one month to adapt their learning and make adjustments in teaching methods End of month, the IDEA surveys were given

15. Results Obtained • Of the eight teaching methods • 2 remained the same • 5 increased • 1 decreased • Of the five course objective that matched the teaching methods • 1 remained the same • 3 increased • 1 decreased

16. Teaching Methods • Remained the same • Stimulated student to intellectual effort beyond that required by most courses • Explained the reasons for criticisms of students’ academic performance • Increased • Inspired students to set and achieve goals which really challenged them • Formed teams or discussion groups • Asked students to share ideas and experiences with others • Encouraged student-faculty interaction outside of class • Decreased • Encouraged students to use multiple resources

17. Course Objectives • Remained the same • 3. Learning to apply course material • Increased • 7. Gaining a broader understanding and appreciation of intellectual, cultural activity • 10. Developing a clearer understanding of, and commitment to personal values • 11. Learning to analyze and critically evaluate ideas, arguments, and point of views • Decreased • 9. Learning how to find and use resources for answering questions or solving problems.

18. Faculty Perceptions of Instruction Using more student-centered instruction Diversifying more activities Addressing the different learning styles Continuing to use the new techniques Seeing an increase in student learning

19. Ideas from BMC-Salina • Not all instructors understand the 12 objectives on the IDEA survey • Our Professional Development Plan • Over a three month period • Discuss all 12 objectives (4 per month) • Elicit instructors who are strong in a particular objective to lead the discussion • Each instructor will have the four objectives to be discussed a week prior to the meeting • Two hours in-service • At the end of three months, discuss how instructors will use the information

20. Results Desired Will know what each objective means and when to use When evaluated, instructors will know which one (s) to select as essential and important Will show improvements in scores Will know the teaching method and style that goes with each objective Will select the teaching methods and styles that best match the objectives to ensure successful learning by the students

21. Add Own Questions to the Survey • Schools can create questions for students to answer that pertain only to the school or a particular department • Prepare questions on a separate sheet • Questions numbered consecutively, beginning with “48” (Diagnostic form) or “19” (Short Form) • May use from two to five response options for each question; responses numbered 1,2,3,4, 5; rather than lettered • Duplicate question to be distributed with student survey forms at time of administration • See yellow sheet for examples of questions.

22. Praise Cards • Approximately 2” by 3” • Ordered from Baudville.com • Used when instructors score a 4.0 or above on either excellent teacher and/or excellent course • Write the specific course, the specific score, and month or term

23. Why Use? Instructors want others to recognize their achievements in the classroom Were amazed that anyone even read the surveys, let alone knew the results Others, not receiving card, want to know how to improve A great tool to recognize achievements at BMC-Salina Fun, relatively inexpensive Can write one card in 1-2 minutes

24. Other Uses for Praise Cards • Send as a thank-you note to anyone,( including staff) that has gone above and beyond the job • More cooperation between the staff and instructors • Many tell me that the card “made” their day

25. References • Illian, P. (2004). A proposed study of classroom behavioral changes as a result of professional development. Unpublished paper, Capella University.

26. IDEA for Success: Roundtable Resources Brown Mackie College- South Bend Arthea Estridge, M.Ed. Department Chair of General Education

27. Then and Now • Years earlier our evaluations included • six instructor-oriented responses • five course-oriented responses • student comments • IDEA evaluations include • reliability factors • weighted responses (relevant objectives) • comparisons to other institutions/instructors • comparisons of others in that discipline • sections on improving teaching effectiveness • details of each of 43 response items • . . . and more!

28. Question … How can we enhance teacher effectiveness by using the IDEA surveys in a group setting?

29. Answer . . . Allow instructors to learn from their peers by providing instructor-lead in-services based on the twenty instructor-related IDEA survey items.

30. In-service Goals • Enhance instructional effectiveness. • Recognize (and celebrate) individual instructor's strengths. • Provide a forum for pedagogical discussion.

31. Guidelines Each in-service addresses one survey item. In-services are open to faculty, deans, and program directors. A facilitator is chosen based on instructor IDEA ratings, student comments, and/or observations. Participants are given related POD notes in advance (Professional and Organizational Development Network in Higher Education).

32. Guidelines (continued) • Participants are given “Note-taking” sheets before the meeting. • The facilitator shares his/her instructional techniques followed by open group discussion. • Participants complete a two-response questionnaire evaluating the in-service. • The school provides refreshments.

33. Follow-up Instructors are given a questionnaire each quarter asking them to • share new instructional implementations based on information gained. • suggest changes that would enhance the effectiveness of the in-services.

34. Success Stories

35. What’s Next? Continue to offer in-services based on instructor IDEA surveys. Create groups to discuss discipline related objectives (Hanna & Cashin, 1987; The Idea Center, 2002).

36. References Hanna, G. S. & Cashin, W. E. (1987). IDEA paper No. 18: Matching instructional objectives, subject matter, tests, and score interpretations. Retrieved August 7, 2008, from http://www.theideacenter.org The IDEA Center. (2002, August). Some thoughts on selecting IDEA objectives. Retrieved August 7, 2008, from http://www.theideacenter.org Professional and Organizational Development Network in Higher Education (POD). POD notes. Retrieved June 3, 2008, from http://www.theideacenter.org

37. What New Idea(s) are you Taking Back to you campus? • Please share! • Thank you all for participating!