Evidence-Based Teaching (Session 6, October 6, 2011): INSTRUCTIONAL STRATEGIES
Instructional Strategy / Key Features / Management / Potential Pitfalls / Advantages / Materials, Preparation, …LECTURES
(Nilson, p.113 – 125) /
- Intro: set in course context + transition from prior topic + grabber to open (surprise, familiarity, curiosity, suspense)
- Body: new material focused on major points; vary organization of material from point to point
- Organizational Outline: skeletal outline [advance organizer] for notes
Vivid examples
Restatements of important points
- Conclusion: recap by Ss; short quiz aids retention
- Use of S responses during lecture (higher-order Qs!) increases engagement & retention
- May provide lecture in digital/print format as homework in advance of session on the topic, with/instead of reading(s), so class time is more active.
- Employ enthusiastic, engaging delivery style.
- Use 2-3 min. pause every 15 min. for pair processing:
Pair – compare – ask
Recall + (pair – compare)
Reflection/ reaction
Solve a problem
Multiple choice for S response
S pairs create multiple choice quiz item on lecture
(Listen – recall – ask) + (pair – compare) + answer
Pair/group graphic (mind map, etc)
Quick case study response
Pair/group, discuss
Pair/group, review
Correct error (based on lecture content)
Complete sentence starter
Compare/contrast
Support a statement
Reorder steps
Draw conclusion
Paraphrase
7th inning stretch!
- Integrate note-taking practices:
Legibility + abbreviations
Annotate for emphasis, importance
Organize
Draw/visually represent concepts
Review soon, 1 wk, 1 month / Lecture format creates challenges to promote deep learning, changed attitudes, critical thinking, transfer.
Steep “forgetting curve.”
Attention span limits: 1st 15 min. followed by falling engagement. / Effective way to convey facts. Use to:
- Model something Ss will then try
- Provide background
- Adapt complex info for specific Ss
- Present info in a new structure/organization
- Integrate own pt of view with content
- Present most current research
- Pique desire for further learning
- Determine S learning outcomes
- One lecture, one major topic
- Avoid too much, too fast
- Pause for note taking
- Chunk: 10-15 min. interspersed w/ S activity (2 – 15 min)
- Plan how to recap overall lecture at end (2 – 5 min)
- Instructor’s lecture notes: sketchy
- Prepare for student responses (hands, cards, clickers…)
- Teach note-taking skills (outlines, Cornell notes, diagrams, parsimony) + Provide skeletal lecture outline for S note-taking
Instructional Strategy / Key Features / Management / Potential Pitfalls / Advantages / Materials, Preparation, …
QUESTIONING for DISCUSSIONS
(Nilson, p. 137 – 144) /
- Socratic method: questioning prompts taking positions, defending them, adjusting… Instructor as devil’s advocate
- Working backwards from learner outcomes, ending with Qs that assess key performances
- Qs based on Bloom’s Taxonomy
- Typologies (categories, momentum, high-mileage
- Management of Socratic method:
Avoid intimidating Ss
Spread discussion among many Ss
- Management of Outcome-based Qs:
Facilitate note taking in response to planned Qs
- Management of Bloom-based Qs:
Plan Qs that assess Ss’ levels of mastery, correct misconceptions
- McKeachie’s Categories:
Evaluative (effectiveness)
Connective, causal effect (non-obvious connections & causality; effective for cross-disciplinary)
Critical (analytical look at validity)
- Brookfield & Preskill’s “Momentum” Qs:
Clarifying Qs (rephrase, elaborate)
Cause & effect: hypothesis formation
Hypothetical (what if?)
Open Qs: no preferred answer!
Linking/extension Qs: connects Ss Ss.
Summary/synthesis
- Gale & Andrews’s “High-Mileage” Types
Focal Qs: choose a position & support it; basis of debates (4.9 responses/Q)
Playground Qs: very exploratory, interpretive (5.1 responses/Q) / Unstructured Socratic method can be a manage- ment challenge; does not facilitate note taking.
Bloom-based Qs are situation-specific: complex cases require complex interplay among levels of Q; same type of Q may represent different cognitive levels in different contexts
Brainstorming Qs require with-holding judgment
NOT effective:
- Fuzzy Qs: unfocused, unclear
- “Chameleon” & “shotgun” Qs
- Programmed-answer Qs
- Dead-end Qs: Y/N response
- Promotes rich discussion
- Integrates use of specialized vocabulary with discipline-based thinking
- Stimulates critical/ other higher levels of thinking
- Useful for assessing learning
- Best discussion-promoting Qs have multiple reasonable answers
- Analytical convergent: only one correct answer
- “Quiz show”: factual recall only (though good for review of factual content)
- 1-2 Qs to assess attainment of each outcome performance
- For each: 2-3 Qs to lead Ss up to that key Q.
Have Ss generate Qs on topics in preparation for a test review; use Ss’ Qs on the test.
Instructional Strategy / Key Features / Management / Potential Pitfalls / Advantages / Materials, Preparation, …
LEARNING IN GROUPS
(Nilson, p. 155 – 165) /
- Instructor is “the guide on the side” rather than “the sage on the stage”
- Individual accountability + positive group interdependence
- Role assignment within group
- Think-pair-share
- Pairs check
- TAPPS (talking aloud paired problem solving)
- STAD (student teams achievement divisions): group masters content so any individual can demonstrate success. Creates incentive to perform for the team’s score.
- Jigsaw (base/home groups + expert grps)
- Structured controversy
- Group investigation
- Numbered heads together (number members of each group; any number can be called on to respond to Qs for the group)
- Talking chips: method to ensure all are heard.
- Send a problem (Q on one side, alterna-tive answers on back)
- Group testing: Individuals take most of a test (receive individual grade), then team collaborates on remainder of test, all members get grade for that section.
- Management for positive interdependence & individual accountability:
Group assessment components [caution required here!]
Learning resources allocated to require interaction among group members for learning success
Random assignment of certain roles [may in fact be purposeful on instructor ‘s part but appear random to Ss]
Group members must evaluate each others’ contributions
Allow for ability to change group membership in response to non-performance
Facilitate group “contracting” for expectations and potential sanctions
- Group composition, size, duration:
Self-determined long-term groups predisposes to negative outcomes
Group size varies by task; 2 – 5 generally allows best interactions and productivity
Group duration varies by task; better communication is facilitated by group consistency over a number of weeks / Requires that Ss develop individual knowledge and skills as a foundation for meaningful group work.
Group processes of any complexity need to be carefully specified, modeled & monitored.
Might not benefit highly able/ advance learners.
Learning must be enhanced by group participation – the group needs to be “value-added” in the learning.
Grade group work using criterion-referenced tools, not norm-referenced. /
- Equips and empowers learners to be self-directed, demonstrates confidence in them as such.
- Potential positive effects in learning, positive interpersonal relationships (including inter-racial), & psychological health. Able to enhance critical thinking.
- Beneficial for lecture breaks, discussion starters, experiential learning, case debriefing, problem-based learning, lab work, review sessions.
Requires explicit attention to social work skills and relationship building.
Build in accountability for group communication (peer editing, feedback, contributions to group processing) using course website – requires monitoring & commenting to ensure accountability is real.
Require S self-assessment of contributions to group project as well as intra-group assessment.
Set and maintain deadlines.
Monitor how group processing impacts others in the learning space (noise level, materials, activity).
Nilson, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass. (Notes by L. Adamson)