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Shapiro April 9, 2007 Howard University Scholarship of Teaching and Learning Seminar ،$aZ`َں¨5Why the students we have are not the students we want،66(ں rOver 25% of freshmen in 4 year college do not return for sophomore year Over 40% of freshmen in 2 year colleges do not return for sophomore year 60% of high school students say they cheat on tests 90% of high school students say they copied someone s homework Most spend less than 4 hours a week on homework. ،:9َں¨What do we know about learning?، ں¨New science of learning Learning with understanding Pre-existing knowledge Active learning Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes،lC#،C،َ ں¨6Implications for teaching and institutional priorities، 76((ں ¸ Deep Learning Emphasizes intrinsic goals High levels of cognitive activity, highest rewards for high cost activities, deep approaches, complex cognition High ration of feedback to evaluation Long time horizons; decisions bear consequences in the long run Strong support community Institutional behavior consistent, aligned with learning mission. ،<PMP O ں ° Surface Learning Emphasizes extrinsic goals Low level of cognitive activity; high rewards for low cost activities; surface approaches, retention Low ration of feedback to evaluation Short time horizon: decisions bear consequences in the short run Weak support community Institutional behavior aligned with instruction mission or misaligned.،<PFPHَ ں¨@Creating conditions for student success in college: DEEP Project،AA(ں Lay out a path to success students need to know what to expect (orientation, communication, intro to college courses) Frontload resources to smooth transition (mentors, tutors, peer groups) If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research) Create reward structures congruent with mission and priorities،„Z„َں¨#Lessons Learned from DEEP continued،$$(ں¨ُImprove performance through frequent feedback Experiment with engaging pedagogies and active learning Use electronic technologies to enhance active learning Create company of peers outside the class through study groups and learning communities ،َِِں¨QPrinciples of Course Redesign (National Academic Course Transformation Project) ،(R(1(ں¨1Define the problem to be solved Analyze, deconstruct and document the resources currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students ،22َ ں¨*Why move toward learner-centered teaching?،++(ں¨½All learning involves transfer from previous experiences. Ability to transfer what they have learned to new situations provides an important index of adaptive flexible learning. Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information. Transfer of learning is an active process. Major goal of schooling is to prepare students for flexible adaptation to new problems in new settings.،¾P¾َں¨For Further Reference ں¨"Kuh, G. et al. (2005). Student Success in College. San Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property. San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton: Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved Students: Redesigning Introductory Courses. 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Shapiro April 9, 2007 د،ب±ءشئوحّ nshapiro@usmd.edu ،"PZOھ=َں¨5Why the students we have are not the students we want،66(ں rOver 25% of freshmen in 4 year college do not return for sophomore year Over 40% of freshmen in 2 year colleges do not return for sophomore year 60% of high school students say they cheat on tests 90% of high school students say they copied someone s homework Most spend less than 4 hours a week on homework. ،:9َں¨What do we know about learning?، ں¨New science of learning Learning with understanding Pre-existing knowledge Active learning Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes،lC#،C،َ ں¨6Implications for teaching and institutional priorities، 76((ں ¸ Deep Learning Emphasizes intrinsic goals High levels of cognitive activity, highest rewards for high cost activities, deep approaches, complex cognition High ration of feedback to evaluation Long time horizons; decisions bear consequences in the long run Strong support community Institutional behavior consistent, aligned with learning mission. ،<PMP O ں ° Surface Learning Emphasizes extrinsic goals Low level of cognitive activity; high rewards for low cost activities; surface approaches, retention Low ration of feedback to evaluation Short time horizon: decisions bear consequences in the short run Weak support community Institutional behavior aligned with instruction mission or misaligned.،<PFPHَ ں¨@Creating conditions for student success in college: DEEP Project،AA(ں Lay out a path to success students need to know what to expect (orientation, communication, intro to college courses) Frontload resources to smooth transition (mentors, tutors, peer groups) If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research) Create reward structures congruent with mission and priorities،„Z„َں¨#Lessons Learned from DEEP continued،$$(ں¨ُImprove performance through frequent feedback Experiment with engaging pedagogies and active learning Use electronic technologies to enhance active learning Create company of peers outside the class through study groups and learning communities ،َِِں¨QPrinciples of Course Redesign (National Academic Course Transformation Project) ،(R(1(ں¨1Define the problem to be solved Analyze, deconstruct and document the resources currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students ،22َ ں¨*Why move toward learner-centered teaching?،++(ں¨½All learning involves transfer from previous experiences. Ability to transfer what they have learned to new situations provides an important index of adaptive flexible learning. Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information. Transfer of learning is an active process. Major goal of schooling is to prepare students for flexible adaptation to new problems in new settings.،¾P¾َں¨For Further Reference ں¨"Kuh, G. et al. (2005). Student Success in College. San Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property. San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton: Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved Students: Redesigning Introductory Courses. Saratoga Springs: National Center for Academic Transformation. http://www.thencat.org. ،„#P>3226N\ھکBsB7،ٍَX0ك /ًüَََََََََêî}ï€0”ًŒ ًً$ً( ً ًًr ً Sً€üھ؛؟ےHًگ°ذàًأ؛ ً‍ًr ً Sً€³؛؟ےHً€ ` ذًأ؛ ً‍ًH ًƒً0پƒ“ژں‹”ق½h؟ے ?ً ےےے€€€»àم33™™™™جˆ‘ٹ‰؛___PPT10‹ië.‏yاگ-³+Dٌ='ٌ ¹ےےےے=ٌ @Bٌ +r¸ŒF®ُ¤”Œث°إ1èذ$é(€àà€ Œ ×xس؛.http://www.thencat.org/؛.http://www.thencat.org/ٍ°/ب0زصن·DArialngsRomanh–h–L)؛ًƒx:0ًƒص"·DTimes New Romanh–h–L)؛ًƒx:0ًƒص ·DWingdingsRomanh–h–L)؛ًƒx:0ًƒص¤€Cےے¥.© @£nے‎?" dےd@ےےïےےےےےے @@``€€گًˆً0گ%XU و !"#$ƒً0پƒ†A؟ہإAے@ٌ÷ً8َ€َ €ذ3ُّيتڑ;”اتڑ;ْg‏‎4YdYd,آ؛„x:0ˆےےےV‏ےےpûppû@<‎4dddd4„ô 0h–()؛ےˆ8ٹ0؛___PPT10‹ ہہ?ظع %ًَں¨EAvoiding Expensive Mistakes:Moving toward learner-centered teaching ،FF0ں¨ONancy S. Shapiro April 9, 2007 د،ب±ءشئوحّ nshapiro@usmd.edu ،"PZOھ=َں¨5Why the students we have are not the students we want،66(ں ـOver 25% of freshmen in 4 year college do not return for sophomore year Over 40% of freshmen in 2 year colleges do not return for sophomore year 60% of high school students say they c !"#$%&'()*+,-./012345Q7‏ےےے9:;<=>?@ABCDEFGHIJKLMj‎ےےےP‏ےےےRSTUVWXYZ[\]^_`a8‏ےےےdefghi6klmnopqrstuvwxyz{|}~پRoot Entryےےےےےےےےچپd›Oد†êھ¹)èàا¢zاc@Current Userےےےےےےےےےےےے0GSummaryInformation(ےےےےےےےےنPowerPoint Document(ےےےےDocumentSummaryInformation8ےےےےےےےےےےےے3dےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےialngsRomanh–h–L)؛ًƒx:0ًƒص"·DTimes New Romanh–h–L)؛ًƒx:0ًƒص ·DWingdingsRomanh–h–L)؛ًƒx:0ًƒص¤€Cےے¥.© @£nے‎?" dےd@ےےïےےےےےے @@``€€گًˆً0گ%XU و !"#$ƒً0پƒ†A؟ہإAے@ٌ÷ً8َ€َ €ذ3ُّيتڑ;”اتڑ;ْg‏‎4YdYd,آ؛„x:0ˆےےےV‏ےےpûppû@<‎4dddd4„ô 0h–()؛ےˆ8ٹ0؛___PPT10‹ ہہ?ظع %ًہَں¨EAvoiding Expensive Mistakes:Moving toward learner-centered teaching ،FF0ں¨`Nancy S. Shapiro April 9, 2007 Howard University Scholarship of Teaching and Learning Seminar ،$aZ`َں¨5Why the students we have are not the students we want،66(ں rOver 25% of freshmen in 4 year college do not return for sophomore year Over 40% of freshmen in 2 year colleges do not return for sophomore year 60% of high school students say they cheat on tests 90% of high school students say they copied someone s homework Most spend less than 4 hours a week on homework. ،:9َں¨What do we know about learning?، ں¨New science of learning Learning with understanding Pre-existing knowledge Active learning Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes،lC#،C،َ ں¨6Implications for teaching and institutional priorities، 76((ں ¸ Deep Learning Emphasizes intrinsic goals High levels of cognitive activity, highest rewards for high cost activities, deep approaches, complex cognition High ration of feedback to evaluation Long time horizons; decisions bear consequences in the long run Strong support community Institutional behavior consistent, aligned with learning mission. ،<PMP O ں ° Surface Learning Emphasizes extrinsic goals Low level of cognitive activity; high rewards for low cost activities; surface approaches, retention Low ration of feedback to evaluation Short time horizon: decisions bear consequences in the short run Weak support community Institutional behavior aligned with instruction mission or misaligned.،<PFPHَ ں¨@Creating conditions for student success in college: DEEP Project،AA(ں Lay out a path to success students need to know what to expect (orientation, communication, intro to college courses) Frontload resources to smooth transition (mentors, tutors, peer groups) If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research) Create reward structures congruent with mission and priorities،„Z„َں¨#Lessons Learned from DEEP continued،$$(ں¨ُImprove performance through frequent feedback Experiment with engaging pedagogies and active learning Use electronic technologies to enhance active learning Create company of peers outside the class through study groups and learning communities ،َِِں¨QPrinciples of Course Redesign (National Academic Course Transformation Project) ،(R(1(ں¨1Define the problem to be solved Analyze, deconstruct and document the resources currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students ،22َ ں¨*Why move toward learner-centered teaching?،++(ں¨½All learning involves transfer from previous experiences. Ability to transfer what they have learned to new situations provides an important index of adaptive flexible learning. Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information. Transfer of learning is an active process. Major goal of schooling is to prepare students for flexible adaptation to new problems in new settings.،¾P¾َں¨For Further Reference ں¨"Kuh, G. et al. (2005). Student Success in College. San Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property. San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton: Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved Students: Redesigning Introductory Courses. Saratoga Springs: National Center for Academic Transformation. http://www.thencat.org. ،„#P>3226N\ھکBsB7،ٍَX0ك /ًüَََََََََêrkُ¤لj„Œإ1è†!é(€àà€ Œ ×xس؛.http://www.thencat.org/؛.http://www.thencat.org/ٍ°/ب0زصن·DArialngsRomanh–h–L)؛ًƒx:0ًƒص"·DTi !"#$%&'()*+,-./‏ےےے1‏ےےےےےےے456789:;<=>?@ABCD‏ےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےے‏ےà…ںٍùOh«‘+'³ظ0´hpŒ¤¸ ذـ $,نLearning in CollegeNancy ShapiroQuadrantNancy Shapiro5Microsoft Office PowerPoint@P+›m@گœ~4zا@àا¢zا*G€ ےےےے‰g 83y،üےےے-ْےےے-$ےےےےےےx x ےےےےےےْ-üےےے-'ےےًüf--$jj--'ےے--$‘‘ ™ ™‘--ْ-ü-$‘ ‘™™ --ً'ےےًü™™f--$ ‘ ‘--ْ--$ ‘‘ --ً'ےےًüf--$ ‘‘ --ْ--$ ‘ ‘--ً'ےےًü™™f--$‘ ‘™™ ‘ --ْ--$‘‘ ™ ™--ً'ےےْ--%”> >--ً'ےےْ--$j™j™--ً'ےےûُےگ@Times New Roman-. B12 Avoiding Expensive Mistakes: .û¼"System:ن-ًûُےگ@Times New Roman-. B'2 'Moving toward learner .-ًûُےگ@Times New Roman-. B 2 'q-µ.-ًûُےگ@Times New Roman-. B"2 4centered teaching .-ًûûےگ@"Arial-. 2 PNancy S. Shapiro.-ًûûےگ@"Arial-. 2 W April 9, 2007i.-ًûûےگ@"Arial-. 32 ^د،ب±ءشئوحّ.-ًûûےگ@"Arial-. !2 enshapiro@usmd.edu .-ً.-ًûüےِ%_ہ‘مٌ ôع0Nancy ShapiroNancy Shapiro 2 gSeminar.-ً‏ےصحصœ.“—+,ù®Dصحصœ.“—+,ù®´pˆگ¨¸ہبذ ط àèًّ نOn-screen ShowhomeP ¨heat on tests 90% of high school students say they copied someone s homework Most spend less than 4 hours a week on homework. John Tagg, The Learning Paradigm College, pp 40-43. ،T:49 ھ?,َں¨What do we know about learning?، ں¨{New science of learning Learning with understanding Pre-existing knowledge Active learning Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes National Academies, How People Learn, p. 8-13. John Tagg, Learning Paradigm College, p. 81.،¾ZCZ#Z¢Z\ZC¢ ھT$َ ں¨6Implications for teaching and institutional priorities، 76((ں ¸ Deep Learning Emphasizes intrinsic goals High levels of cognitive activity, highest rewards for high cost activities, deep approaches, complex cognition High ration of feedback to evaluation Long time horizons; decisions bear consequences in the long run Strong support community Institutional behavior consistent, aligned with learning mission. ،<PMP O ں Surface Learning Emphasizes extrinsic goals Low level of cognitive activity; high rewards for low cost activities; surface approaches, retention Low ration of feedback to evaluation Short time horizon: decisions bear consequences in the short run Weak support community Institutional behavior aligned with instruction mission or misaligned. John Tagg, Learning Paradigm College, p. 101.،’P€PPةP.Pƒة ھb%َ ں¨@Creating conditions for student success in college: DEEP Project،AA(ں Lay out a path to success students need to know what to expect (orientation, communication, intro to college courses) Frontload resources to smooth transition (mentors, tutors, peer groups) If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research) Create reward structures congruent with mission and priorities.،…Z…َں¨#Lessons Learned from DEEP continued،$$(ں¨*Improve performance through frequent feedback Experiment with engaging pedagogies and active learning Use electronic technologies to enhance active learning Create company of peers outside the class through study groups and learning communities George Kuh, Student Success in College, pp. 295-317.،@ِ5ِھ‎+َں¨Principles of Course Redesign،(ں¨sDefine the problem to be solved Analyze, deconstruct and document the resources currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students National Academic Course Transformation Project, www.theNCAT.org،@1ZZAZ1Cھdَ ں¨*Why move toward learner-centered teaching?،++(ں¨¾All learning involves transfer from previous experiences. Ability to transfer what they have learned to new situations provides an important index of adaptive flexible learning. Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information. Transfer of learning is an active process. Major goal of schooling is to prepare students for flexible adaptation to new problems in new settings. ، ؟P¾َں¨For Further Reference ں¨"Kuh, G. et al. (2005). Student Success in College. San Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property. San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton: Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved Students: Redesigning Introductory Courses. 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Shapiro April 9, 2007 د،ب±ءشئوحّ nshapiro@usmd.edu ،"PZOھ=َں¨5Why the students we have are not the students we want،66(ں ـOver 25% of freshmen in 4 year college do not return for sophomore year Over 40% of freshmen in 2 year colleges do not return for sophomore year 60% of high school students say they cheat on tests 90% of high school students say they copied someone s homework Most spend less than 4 hours a week on homework. John Tagg, The Learning Paradigm College, pp 40-43. ،T:49 ھ?,َں¨What do we know about learning?، ں¨{New science of learning Learning with understanding Pre-existing knowledge Active learning Deep learning vs. surface learning Deep learning is active/surface learning is inert Deep learning is holistic/surface learning is atomistic Deep learning integrates/surface learning externalizes National Academies, How People Learn, p. 8-13. John Tagg, Learning Paradigm College, p. 81.،¾ZCZ#Z¢Z\ZC¢ ھT$َ ں¨6Implications for teaching and institutional priorities، 76((ں ¸ Deep Learning Emphasizes intrinsic goals High levels of cognitive activity, highest rewards for high cost activities, deep approaches, complex cognition High ration of feedback to evaluation Long time horizons; decisions bear consequences in the long run Strong support community Institutional behavior consistent, aligned with learning mission. ،<PMP O ں Surface Learning Emphasizes extrinsic goals Low level of cognitive activity; high rewards for low cost activities; surface approaches, retention Low ration of feedback to evaluation Short time horizon: decisions bear consequences in the short run Weak support community Institutional behavior aligned with instruction mission or misaligned. John Tagg, Learning Paradigm College, p. 101.،’P€PPةP.Pƒة ھb%َ ں¨@Creating conditions for student success in college: DEEP Project،AA(ں Lay out a path to success students need to know what to expect (orientation, communication, intro to college courses) Frontload resources to smooth transition (mentors, tutors, peer groups) If activities are important, consider requiring certain learning activities (study abroad, service learning, student-faculty research) Create reward structures congruent with mission and priorities.،…Z…َں¨#Lessons Learned from DEEP continued،$$(ں¨*Improve performance through frequent feedback Experiment with engaging pedagogies and active learning Use electronic technologies to enhance active learning Create company of peers outside the class through study groups and learning communities George Kuh, Student Success in College, pp. 295-317.،@ِ5ِھ‎+َں¨Principles of Course Redesign،(ں¨sDefine the problem to be solved Analyze, deconstruct and document the resources currently used to teach the course Redesign the whole course Encourage active learning Provide students with individualized assistance Build in ongoing formative assessment Ensure sufficient time on task and monitor students National Academic Course Transformation Project, www.theNCAT.org،@1ZZAZ1Cھdَ ں¨*Why move toward learner-centered teaching?،++(ں¨¾All learning involves transfer from previous experiences. Ability to transfer what they have learned to new situations provides an important index of adaptive flexible learning. Active learning promotes understanding and understanding is more likely to promote transfer than memorizing information. Transfer of learning is an active process. Major goal of schooling is to prepare students for flexible adaptation to new problems in new settings. ، ؟P¾َں¨For Further Reference ں¨"Kuh, G. et al. (2005). Student Success in College. San Francisco: Jossey Bass. National Academies. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: Author. Shulman, L. S. (2004). Teaching as Community Property. San Francisco: Jossey Bass. Tagg, J. (2003). The Learning Paradigm College. Bolton: Ankar Publishing Co. Twigg, C.A. (2005). Increasing Success for Underserved Students: Redesigning Introductory Courses. 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