EFFECTIVE TEACHING STRATEGIES IN HIGHER EDUCATION

Transcription

1 EFFECTIVE TEACHING STRATEGIES IN HIGHER EDUCATION Murat Dagistan, Curriculum & Instruction PhD Colleen Dragovich, Educational Psychology PhD Kent State University

2 Purpose This workshop simply aims to present an overview of important concepts about teaching and their theoretical development. Also discussed will be how those theories are integrated in higher education for a more effective teaching. We hope to present inspiring and thought-provoking theories and methods for improving effectiveness of teaching.

3 Overview Important Concepts about Learning The Four Aces of Effective Teaching Engaging Students with Project- Based Learning Things to Remember

4 Discussion What are your impressions of lectures and discussions from your undergraduate courses? What are some strategies you enjoyed? Disliked? Name a memorable lecture or discussion. What did you learn from it or like most?

5 Behaviorism Basic Assumptions Behaviorism is primarily concerned with measuring and manipulating observable behavior, as opposed to (internal) cognitive processes. Mechanical drills or repetition is the key to achieve learning or familiarity with the subject matter being studied. Behavior is based on a stimulus response relationship. Behavior is determined by the environment. Conditioning is a key behavior in learning.

6 Social Learning Theory This approach focuses on the importance of social context in learning, and the idea that learning can occur via observation and modeling, without direct instruction or reinforcement. Further, learning can occur via the observation of reward and punishment being used on others. Most importantly, the learner is not a passive recipient of information to be molded, but rather an active participant in shaping the learning context - the behaviors, cognitions, and environment.

7 Social Development Theory This theoretical framework emphasizes the influence of social contexts in the advances in the levels of knowing. The key to learning are the social influences on cognitive development. This is where curiosity and the desire to learn play a big part. The most important learning occurs through social interaction with a skillful tutor. This tutor can be a parent, teacher, mentor, or peers. A model to explain how this occurs is as such: the student attempts to understand the actions or instructions provided by the tutor, then they internalize the information and use it to guide or regulate their own performance.

8 Eclecticism Eclecticism is a pedagogical approach which rejects embracing a single method or set of assumptions for a more complete pedagogy that draws upon multiple theories, styles, or ideas to gain complementary insights into a subject. This theoretical approach has always been criticized for lack of consistency in terms of thinking, method or applicability. However, whenever one single theory is not sufficient, eclecticism appears as an alternative path to follow. Dependent upon the subject matter being taught in your class, you may tend to engage students with project-based learning, modeling, or scaffolding to provide the students with different forms of input.

9 Autonomous Learning There are multiple ways to view autonomy - it can be defined as a personality trait, as a motive for making educational change, or as a political tool. For example: Autonomy is the ability to take charge of one's own learning (Henri Holec, 1981) Autonomy is essentially a matter of the learner's psychological relation to the process and content of learning (David Little, 1991) Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions (Leslie Dickinson, 1991) Autonomy is a recognition of the rights of learners within educational systems (Phil Benson, 1997)

10 Autonomous Learning The demonstrative characteristics associated with autonomous learning are resourcefulness, initiative, and persistence. A proposed causal path for developing autonomy: Anticipate Future Rewards Prioritize Learning Over Nonlearning Choose Learning Over Nonlearning Solve Problems That Interfere With Learning Persistence Therefore, provide opportunities for students to be engaged in learning so they can choose learning over nonlearning. Also provide them with answers to their problems that interfere with learning.

11 The Four Aces of Effective Teaching The Four Aces summarize the most prevalent recommendations from the teachingeffectiveness research literature. They are the strongest links between what teachers can do and the learning that students achieve. Student learning is better, faster, and/or more long-lasting when teachers are able to utilize them.

12 The Four Aces of Effective Teaching The Four Aces represent a consolidated way of thinking about the "process" of teaching (instruction) as it influences the "product" (student learning). Ace 1: Outcomes Ace 2: Clarity Ace 3: Engagement Ace 4: Enthusiasm

13 Engaging Students with Project-Based Learning Projects are organized around a driving question, and students participate in a variety of tasks that seek to meaningfully address this question. Effective project-based learning requires: complex tasks, based on challenging questions or problems involve students in design, problem-solving, decision making, or investigative activities give students the opportunity to work relatively autonomously over extended periods of time and culminate in realistic products or presentations

14 Engaging Students with Project-Based Learning In order to create effective project-based learning units, use the following guidelines: Begin with the end in mind and plan for this end result. Craft the driving question; select and refine a central question. Plan the assessment and define outcomes and assessment criteria. Map the project: Decide how to structure the project. Manage the process: Find tools and strategies for successful projects.

15 Things to Remember for Teaching Lectures and Discussions Lectures Prep lecture notes with important points/ideas Review your material before class Be aware of body language/class response Ask questions to keep students engaged Summarize lecture Discussions Establish ground rules beforehand Prep handout of questions and key points Vary your technique Facilitate progression/mingle with groups Summarize key points

16 The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward Questions? Colleen Dragovich - cdragovi@kent.edu Murat Dagistan - mdagista@kent.edu

17 Resources Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp ). London: Longman. Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Stack the deck in favor of your students by using the four aces of effective teaching. Journal of Effective Teaching, 5 (2). Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe). Ryan, R. M, & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, Vol 55 (1), Jan 2000, Skinner, B.F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts. Thanasoulas, Dimitrios. (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, 6 (11). Retrieved Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation. For further information, feel free to visit these websites: Fostering Autonomous Learners - Project-Based Learning -