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Creating Significant Learning Experiences

Creating Significant Learning Experiences. L. Dee Fink. Significant Learning. (It’s more than just the course material.). 1. Foundational Knowledge Basic understanding Necessary for other kinds of learning 2. Application Knowledge and how it’s applied Skills 3. Integration

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Creating Significant Learning Experiences

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  1. Creating Significant Learning Experiences L. Dee Fink

  2. Significant Learning (It’s more than just the course material.) 1. Foundational Knowledge • Basic understanding • Necessary for other kinds of learning 2. Application • Knowledge and how it’s applied • Skills 3. Integration • Making connections (other courses, work, life) • Power: the wholemore than the sum of the parts

  3. Significant Learning (It’s more than just the course material.) 4. Human Dimension • Human significance of topic • Learning about self, others 5. Caring • Caring engenders energy for learning • Nothing significant happens without caring 6. Learning How to Learn • Learning more effectively • Life-long learning

  4. Creating Significant Learning Experiences (How?) • Learning Goals • Feedback and Assessment • Teaching and Learning Activities

  5. Learning Goals (In terms of significant learning outcomes.) • Backward Design • What’s important now & years after the course? • What should students do in the course to succeed? • Example (CS 705) • Learning Outcomes • Activities support learning outcomes • Class activities • Out-of-class activities • (Suggestions for improvement)

  6. Feedback and Assessment • Forward looking assessment • Imagine students in a situation where they would use knowledge K, could they? • Focus learning on realistic meaningful tasks. • Ask: “What am I preparing students to do?” • Good assessment needs a rubric. • Criteria and standards • Communicated and used consistently

  7. Feedback and Assessment • Opportunities to engage in self assessment • Can they define their own rubric for quality work? • Can they use their rubric on their own and other students’ work? • Reflection: on the subject matter, on the learning process

  8. Teaching and Learning Activities • Doing Experience • Direct: Real doing, in authentic settings • Indirect: case studies, simulations, … • Observing Experience • Direct: seeing the phenomena to be observed • Indirect: stories, film, …

  9. Teaching and Learning Activities • Getting Information and Ideas • (To be most effective, students must want to get …) • Sources • Direct: original information & data • Indirect: lectures & textbooks • Reflecting • Classroom discussion • Term papers • In-depth reflective dialogue and writing on the learning process

  10. Good courses are courses that … • Challenge students to significant kinds of learning. • Use active forms of learning. • Have teachers who care  • about the subject, • their students, and • about teaching and learning. • Have teachers who interact well with students. • Have a good system of feedback, assessment, and grading. -- L.D. Fink

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