Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies An Invited Session at the 4 th Annual Celebration of Teaching Excellence at Cornell 1:30-3:00 PM on Monday 13 January 2014 Tom Angelo Assistant Provost & Director, Center for the Advancement of Faculty Excellence and Professor of Higher Education Queens University of Charlotte Some Questions We Might Consider Together 1. Is the lecture dead? 2. What are lectures good for? [And what not?] 3. What key physical, psychological, and cognitive constraints affect how well students typically learn from lectures? 4. How can teachers make lectures more effective in promoting deep, meaningful learning? 5. How can teachers more efficiently prepare effective lectures? 6. How can teachers help students use their lecture preparation time more efficiently and effectively? 7. How can we efficiently assess lecture effectiveness? 8. [Is there a question(s) you d like to raise?]
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 2 Tri-national Background Knowledge Probe Please answer each question below for the following three countries: the United States (USA), Canada (CAN), and Mexico (MEX). Guessing is encouraged and expected! USA CAN MEX 1. Population? 2. Area in sq. kms.? 3. Capital city? 4. Name of current head of national gov t? 5. Name of most likely next head of gov t? 6. % Indigenous? 7. Corruption ranking? 8. Obesity ranking? 9. Per capita income? 10. Inequality ranking? Q1: Q2: Q3:
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 3 Some key terms and concepts that might be of use Surface, strategic, and deep learning approaches Prior knowledge Bus Test, Parrot Test, Parking Lot Test Interactive lectures (or Punctuated lectures) Attention span Cognitive load Wait time Metacognition Deliberative practice The Dance Floor and The Balcony Novice-Expert differences The 80/20 Rule (aka, the Pareto Principle) Threshold and core concepts Seven Levers for Deeper Learning Research-based Guidelines for Effective Teaching and Learning Overall, research suggests that virtually all students can learn more and more deeply when we provide well-designed curricula, teaching, and academic support to ensure that they... 1. Become explicitly aware of their own relevant prior knowledge, beliefs, preconceptions, and values and to be willing to unlearn, as needed 2. Set and maintain realistically high and personally meaningful learning goals and expectations for academic success 3. Learn how to learn effectively given their own individual histories, skills, and goals so they become increasingly self-directed and independent learners 4. Invest sufficient time and high-quality effort into deliberate practice against clear standards of performance. 5. Understand the criteria, standards, and methods used in assessing and evaluating their learning and get useful, timely feedback on performance against those standards 6. Seek and find connections to and real-world applications of the concepts and skills they are learning in class 7. Collaborate regularly and effectively with other learners and with teachers to achieve meaningful, shared learning goals
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 4 ConcepTest Liquid hazardous waste is disposed of by pumping it down injection wells. Which well location would be the most suitable to use for an injection well? Why? A B C Thanks to Dr. David McConnell, of NCSU, for the Geology ConcepTest above. Stats for Everyday Life Spring 2004 - Angelo First Concept Review Circle the variable in each pair that you would expect to have the larger standard deviation: 1.1 adult humans heights adult humans weights 1.2 domestic dogs weights domestic cats weights 1.3 language skills of 12-year-olds math skills of 12-year-olds 1.4 hours students spend hours students spend studying in this classroom for this class
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 5 Lecture Design and Preparation Questions 1. What are your intended learning objectives/outcomes for this lecture? [Will you/how will you communicate them?] 2. What prior course work leads in/connects to this lecture? 3. How will you and the students prepare for it? 4. How will you get, manage, and sustain attention? 5. How will you help students manage cognitive load? 6. What work will students do during the lecture? 7. How will you assess understanding and achievement of learning objectives/outcomes? 8. What will the lecture lead/connect to? Next steps? Preparing Effective Lectures Efficiently To make lecture preparation time more effective and more efficient: Set limits to your preparation time Remember the 80/20 rule Contextualize and connect (connect, connect) the lecture Start with the end intended learning outcomes and design your lecture backwards Identify and prioritize no more than 5-7 key points Build in interactive opportunities for learning Privilege the beginning and the end Manage attention span and cognitive load Prepare to be, or at least to act enthusiastic Have Plan B ready, just in case Remember: It s what the learners do that matters most.
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 6 APPLICATIONS CARD DIRECTIONS: Please take a moment to recall the ideas, techniques, and strategies we've discussed and those you've thought up to this point in the session. Quickly list as many possible applications as you can. Don't censor yourself! These are merely possibilities. You can always re-evaluate them later. Interesting IDEAS/TECHNIQUES from this session Some possible APPLICATIONS of those ideas/techniques to my work Reference: Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition. San Francisco: Jossey-Bass, pp. 236-239.
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 7 A Few Key Print References on Improving Teaching & Learning with a Focus on Effective, Efficient Lecturing Ambrose, S.A., et al. (2010). How Learning Works: Seven Research-based Principles for Smart Teaching. San Francisco: Jossey-Bass. Anderson, L. & Krathwohl, D.R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessment: A Revision of Bloom s Taxonomy of Educational Objectives (Abridged Ed.). New York: Allyn & Bacon. Angelo, T. (2012). Designing subjects for learning: Practical, research-based principles and guidelines. In Hunt, L. & Chalmers, D. University Teaching in Focus: A Learning-centred Approach. London: Routledge, Taylor & Francis. Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. 4th ed. Berkshire, England: McGraw-Hill/Open University Press. Bligh, D. (1998). What s the Use of Lectures? 5 th ed. Exeter, England: Intellect. Boice, R. (1996). First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process. Bolton, MA: Anker. Bowen, J.A. (2012). Teaching Naked: How Moving Technology Out of Your Classroom Will Improve Student Learning. San Francisco, CA: Jossey-Bass. Bransford, J.D., Brown, A.L, & Cocking, R.R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School, Expanded ed. Washington, DC: National Academy Press. Davis, B.G. (2009). Tools for Teaching, 2nd ed. San Francisco, CA: Jossey-Bass. Deslauriers, L., Schelew, E. & Weiman, C. (2011). Improved learning in a large enrollment physics class. Science, 332(6031), 862-864. Hattie, J. A. C. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Kruger, J. & Dunning, D. (1999), Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. J. Pers. Soc. Psychol., 77(6), 1121-34. Mazur, E. (1997). Peer Instruction: A User s Manual. Upper Saddle River, NJ: Prentice Hall. Prunuske, A.J., et al. (2012). Using online lectures to make time for active learning. Genetics, 192(1), 67-72. Race, P. (2001). The Lecturer s Toolkit: A Practical Guide to Learning, Teaching, and Assessment, 2 nd ed. London: Kogan Page Limited. Ramsden, P. (2003). Learning to Teach in Higher Education, 2nd ed. London: RoutledgeFalmer. Svinicki, M.D. (2004). Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker. Stanley, C.A. & Porter, M.E. (Eds.). (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Bolton: Anker. A Few Potentially Useful Websites The Carl Weiman Science Education Initiative at the University of British Columbia. http://www.cwsei.ubc.ca The Cornell University Center for Teaching Excellence. http://www.cte.cornell.edu/teaching-ideas/large-lectures/index.html The Mazur Group. http://mazur.harvard.edu/education/educationmenu.php The National Institute for Science Education (NISE). http://www.wcer.wisc.edu/nise/ University of California, Berkeley Office of Educational Development. Tools for Teaching: Preparing to Teach the Large Lecture Course. http://teaching.berkeley.edu/bgd/largelecture.html
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 8
Lecturing for Deeper Learning Tom Angelo CTE 4 th Annual Celebration at Cornell Page 9 Session Mini-Evaluation Form Overall Feedback Please circle the rating for each item which best represents your evaluation of this session. 1. Overall, the value of what I learned in this session is 5 4 3 2 1 Very High High Adequate Low Very Low 2. Overall, the quality of this session is 5 4 3 2 1 Very High High Adequate Low Very Low 3. Overall, I rate this presenter's effectiveness as 5 4 3 2 1 Very High High Adequate Low Very Low Comments on this session 4. Which two or three specific aspects of this session were most useful/helpful? 5. Which specific aspects could have been improved? 6. What kind of CTE follow up, if any, might be helpful to you/your colleagues?