Seven Levers for Higher & Deeper Learning Research-based Guidelines and Strategies

1. Seven Levers for Higher & Deeper LearningResearch-based Guidelines and Strategies A Keynote Session at the University of Guelph’s 27th Annual Teaching & Learning Innovation Conference 30 April 2014 Tom Angelo Assistant Provost and Director Center for the Advancement of Faculty ExcellenceQueens University of Charlotte, NC thomas.a.angelo@gmail.com

2. Page 3 – Background Knowledge Probe Please answer each question regarding Canada, the Ukraine, and Syria. Guessing is encouraged! Tom Angelo thomas.a.angelo@gmail.com

3. A “Balcony” Question If you participated actively: Are you more interested in finding out the answers to these questions than you were a few minutes ago? Tom Angelo thomas.a.angelo@gmail.com

4. Students’ prior knowledge and beliefs are among the most powerful influences on their learning – positive or negative Consequently, assessing that prior knowledge can provide powerful leverage Tom Angelo thomas.a.angelo@gmail.com

5. Applications Card – p. 10 Interesting Possible IDEAS/TECHNIQUESAPPLICATIONS Tom Angelo thomas.a.angelo@gmail.com 5

6. Page 2 Six Dimensions of Higher Learning Outcomes % Then? % Now? ____ Factual Learning _____ ____ Conceptual Learning _____ ____ Procedural Learning _____ ____ Conditional Learning _____ ____ Reflective Learning _____ ____ Metacognitive Learning _____ 100% 100%

7. Page 2Six Dimensions of Higher Learning Outcomes Metacognitive Reflective Conditional Procedural Conceptual Factual Tom Angelo thomas.a.angelo@gmail.com

8. Which of those six dimensions needs and deserves the most focus if we aim to foster: Critical thinking? Problem-solving? Professional practice?

9. Page 4 Collaborative Learning Technique Think-Pair-Share This is a “Low-Threshold Application” Low complexity – easy to use Low cost – in time and effort Low risk – to teachers or learners Relatively high ROI (Return on Investment) Potentially worth adapting? Tom Angelo thomas.a.angelo@gmail.com

10. Page 5 Plus-Minus-Question Mark Please mark each item on the list with a plus sign, minus sign, or question mark Use the plus ( + ) if you understand it Use the minus ( – ) if you do not understand it Use the question mark (?) if you’re unsure Tom Angelo thomas.a.angelo@gmail.com

11. A “Balcony” Question If you followed directions: Did you read and think about the list on page 5 any differently than you would have if you had simply been asked to “read it”? Tom Angelo thomas.a.angelo@gmail.com

12. Page 12[Draw your own Teaching-Learning-Assessment Pyramid on page 12.]What percentage of your course/program’s curriculum can students . . . Learn best only from the faculty? -------------------------------- Learn best from more experienced UG and graduate students? ------------------------------------ Learn best from working in structured groups/teams? ---------------------------------------- Learn best by teaching themselves? Tom Angelo thomas.a.angelo@gmail.com 12

13. “It’s not what we do, but what students do that’s the important thing.” Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition. Berkshire: McGraw-Hill, p. 19. Tom Angelo thomas.a.angelo@gmail.com

14. HOT HIPs! Higher Order Thinking can be promoted effectively through High-Impact Practices Tom Angelo thomas.a.angelo@gmail.com 14

15. HIPs – High-Impact Educational Practices • First-Year Seminars and Experiences • Learning Communities • Collaborative Assignments and Projects • Undergraduate Research • Diversity/Global Learning • Service Learning/Community-Based Learning • Internships/Co-ops • Capstone Courses and Projects • Writing-Intensive Courses Tom Angelo thomas.a.angelo@gmail.com

16. What makes these HIPs so HOT? High expectations Explicit direct instruction Metacognitive scaffolding Effective feedback Deliberate practice Focused collaboration Tom Angelo thomas.a.angelo@gmail.com 16

17. Page 6 – A Quick Diagnostic Quiz – Part I Please circle the best option in response to each question. Tom Angelo thomas.a.angelo@gmail.com

18. Page 7 – A Quick Diagnostic Quiz – Part II Review your responses and self-assess your level of knowledge regarding each. Tom Angelo thomas.a.angelo@gmail.com 18

19. Page 8 A Detailed Assessment/Grading Rubric Tom Angelo thomas.a.angelo@gmail.com

20. “From the student’s point of view, the assessment is the curriculum.” Paul Ramsden Tom Angelo thomas.a.angelo@gmail.com

21. Page 9 Course/Teaching Feedback Tom Angelo thomas.a.angelo@gmail.com

22. Applications Card – p. 10 Interesting Possible IDEAS/TECHNIQUESAPPLICATIONS Tom Angelo thomas.a.angelo@gmail.com 22

23. The Parking Lot TestAs you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say?The next slide is one way to prepare for that “parking lot test.” Tom Angelo thomas.a.angelo@gmail.com

24. What, Why and How • Choose one of your possible applications from page 10. • Prepare to answer the three questions below about that specific application: • What is it? • Why do you think it might be useful? • How do you think you might use it? Tom Angelo thomas.a.angelo@gmail.com

25. Please complete the session evaluationon page 13.Thanks for your attention and participation Tom Angelo thomas.a.angelo@gmail.com