ar seminar13

Slide1: 

Seminar XIII Classroom Assessment and Active Learning Techniques Norm Dennis

A Teacher-Designed CAT: 

A Teacher-Designed CAT

A Teacher-Designed CAT: 

A Teacher-Designed CAT

What did we do?: 

What did we do? Given a task with instructions anonymous time limit informal group Produced a specific product Response summarize the results clarify or enhance feedback on the learning about a specific objective Classroom Assessment Technique

Why did we do this? : 

Why did we do this? Assume a lot about students’ learning, but these assumptions remain untested. Feedback from quizzes, exams, and homework comes too late to affect learning. CAT’s give us focused feedback on the learning. They can enhance the learning. They can gives us information on where we should go

CATs Are: 

CATs Are Simple, quick, and anonymous Tied to one or move specific objectives Provide focused feedback Moves the teaching towards the learning

Some CAT’s We’ve Seen: 

Some CAT’s We’ve Seen Background Knowledge Probe Feedback on student’s prior learning to help determine the “starting” point. Muddiest Point Learners must quickly identify what they don’t understand and articulate that. Approximate Analogy How students are connecting the “new” relationship to the one they are familiar with.

Some CAT’s We’ve Seen: 

Some CAT’s We’ve Seen Teacher Designed Feedback Forms Focused questions and self-assessment Self-assessment of… To realize their own learning preferences, strengths, styles

CAT’s - Most Effective: 

CAT’s - Most Effective Begins with educational values a vision of the kinds of learning we most value Reflects learning as multi-dimensional, integrated, and revealed in performance over time. Not only what students know, but what they can do with what they know... “What students had learned was missing a crucial piece. I had not taught them the thinking processes that they needed in order to use the knowledge that they had acquired.” - Schnitzer

Bloom’s Taxonomy of Educational Objectives: 

Bloom’s Taxonomy of Educational Objectives For the Cognitive Domain

CATs and Bloom’s Taxonomy : 

CATs and Bloom’s Taxonomy Muddiest Point: Learners must quickly identify what they don’t understand and articulate that. Comprehension

CATs and Bloom’s Taxonomy : 

CATs and Bloom’s Taxonomy Approximate Analogy: How students are connecting the “new” relationship to the one they are familiar with. Synthesis

CATs and Bloom’s Taxonomy : 

CATs and Bloom’s Taxonomy Self-assessment of...: To realize their own learning preferences, strengths, etc. Evaluation

In Summary - Using CATs: 

In Summary - Using CATs Focus on an objective and level of learning. Plan the classroom assessment. Teach the lesson. Implement the CAT as part of the lesson. Analyze the students’ feedback. Interpret the results. Communicate the results to your students, and adjust instruction as required. Keep it Simple!

Slide15: 

A Question With you neighbor... Identify at least 3 pros and 3 cons to the traditional lecture style of teaching. You have 2 minutes to develop this list. Be ready to share.

Active Learning?: 

Active Learning? “The need for a term like ‘active learning’ stems from the educational tradition that endorses information dissemination at the expense of intellectual and emotional engagement - a tradition that sees learning as a noun rather than a verb.” -Judi Conrad, 1993

Why Active Learning?: 

Why Active Learning?

Why Active Learning?: 

Why Active Learning? 1997 Study by Terenzini, et al Active and collaborative instructional methods Design, problem-solving, and group skills 322 students, 23 classes, 6 campuses “…produce statistically significant and substantially greater skill gains than do traditional teaching practices.”

Types of Active Learning: 

Types of Active Learning Modified Lecture Questioning Informal Cooperative Learning Formal Cooperative Learning Stresses the product Collaborative Learning Stresses the process

Modified Lecture: Questioning: 

Modified Lecture: Questioning Good questioning provides activity breaks in the lecture stimulate critical thinking Good questioning provides you an opportunity to build rapport ….learning students names “Paramount to an improved classroom” - Bonwell and Eison, 1991

Modified Lecture: Informal Cooperative Groups: 

Modified Lecture: Informal Cooperative Groups Temporary, ad hoc groups lasting a few minutes working on an explicit task to produce a product. Cognitively active w/in a lecture setting Enhances the learning Minimizes attention span problems

The Process: 

The Process Organize students ahead of time groups 2 to 4 neighbors randomly assign one recorder per group After 10 to 15 minutes of lecturing give a task to do recorders write down the responses you circulate Randomly call on student groups

Some Group Tasks: 

Some Group Tasks Recalling prior material Brainstorm on what you know Responding to questions Problem solving Generating questions & summarizing Explaining written material Completing a CAT

Questioning, Informal Co-op Learning Groups & CATs: 

Questioning, Informal Co-op Learning Groups & CATs Simple techniques that engage the learner and provide feedback on the teaching and learning Effectively moving teaching towards learning But…

If You Want to Try…Plan : 

If You Want to Try…Plan Choose an activity that makes sense to you Try only one or two in a semester & within a setting that you are already comfortable with. Only use those techniques you have tried yourself, and explain why and how to your students Allow for more time than you think Be patient, persistent, and practice

References: 

References Angelo, T.A. and K.P. Cross, 1993, Classroom Assessment Techniques, 2nd Ed., Jossey-Bass Publishers. Conrad, J. 1993. Active Learning. The National Teaching and Learning Forum. Vol. 2, No. 6, pp 8-10. Bonwell, C.C. and J. A. Eison, 1991, Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1, George Washington University. Johnson, D.W., Johnson, R.T. and K.A. Smith. 1991. Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report No. 4, 1991.

References: 

References Principles of Good Practice for Assessing Student Learning, American Association for Higher Education, One Dupont Circle, Suite 360, Washington, D.C., 30026-1110. Schnitzer, S., 1993, Designing an Authentic Assessment, Educational Leadership, April, 32-35. Terenzini, P.T., Cabrera, A.F., Colbeck, C.L., Parente, J. M., and S.A. Bjorklund. 1999. Collaborative and Active Learning Approaches: Do They Work for Everyone? Association for Institutional Research, Seattle, WA., June.