Category: Featured Book (Page 4 of 6)

Hello Everyone,

Well our journey together on this first offering of the BCcampus Online Book Club has now ended with a great discussion today on the last chapter of  “How Learning Works”  facilitated by Peter Arthur.

On behalf of the facilitators Lucas Wright, Giulia Forsythe, Keith Webster, Janine Hirtz, Laura Mackay, and Peter Arthur, thank you to all the fabulous Book Club participants who made thoughtful and insightful contributions to the blog and our Friday web chats.

We are asking now for feedback to the Book Club which we will use for future planning and improvements. It’s a short survey so send us your ideas going forward and especially suggestions for the next book and journey of learning together.

Also, if you have something to share on your participation in the Book Club, we invite you to post it in the Comments below.  Until next time!

The BCcampus Book Club Facilitators – Fall 2018

Photo by Nubia Navarro (nubikini) on Pexels.com

This post is contributed by Peter Arthur, Chapter Seven Facilitator.

WHAT?

Key Principle:  “To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.”

Further, upon completing the learning task, students should reflect on their learning process, examine instructor feedback and adjust their learning strategy for next time.

Figure 7.1. Cycle of Self-Directed Learning

Note: One of the book’s authors (Marsha Lovett) explains principle 7 at the University of Texas at Austin: https://vimeo.com/185485728

So What?

Metacognition enhances a student’s ability to be a self-directed learner and is associated with academic success.  However, according to chapter 7, students do not fully leverage their metacognitive skills.  Consequently, it is important to support students with developing and applying their metacognitive abilities.

Now What?

Strategies that support student’s ability to develop and apply the following metacognitive skills:

• Access the demands of the task
  1. Be explicit with communicating your learning targets/competencies/outcomes related to what you expect and don’t want in a learning task. Further, it is important to check the student’s understanding of the task’s expectations.
  2. Provide students with the criteria they will be assessed on i.e. rubric.
• Evaluate ones own strengths and stretches (weaknesses)
  1. Provide practice with timely feedback.
  2. Provide opportunities for self-assessment. For example students may use practice exams to assist with learning the material, however just as importantly learn about their strengths and weaknesses.
• Plan an approach
  1. Either provide students with a detailed plan that includes milestones/deadlines or have them create their own learning plan.
• Applying strategies and monitoring performance
  1. Require students to reflect on and annotate their own work.
• Reflecting on and adjusting one’s approach
  1. Require students to reflect on their performances i.e. assignments/projects and exams. In the case of exams, exam wrappers ask students how they performed, what strategies they used to prepare, based on exam results what worked and didn’t work, and most importantly, what they should do next time to learn the material for the exam.
• Beliefs about intelligence and learning (Growth Mindset)
  1. Directly teach that students are able to grow their intelligence and the more effort put in, the more you will get out.
  2. Support students with setting reasonable expectations with their learning.
• Develop their metacognition
  1. Model your thinking. For example, using the think aloud protocol, demonstrate how an expert would solve the problem by speaking your thoughts each step of the way

In summary, metacognition does not necessarily develop on its own. Metacognitive skills enhance the student’s ability to be a self-directed learner and succeed in higher education environments that are placing more responsibility for their learning on the student. This chapter provides many practical ideas. Please share your thoughts and comments!

To encourage participation, those who share a comment/post this week will have their name entered into the Chapter Seven draw for a $25 CAD gift certificate for Chapters Indigo. Read the contest guidelines here. Good luck!

The Book Club chat on Chapter Seven will take place on Friday, Nov. 9th at 10 AM DST. Check out the schedule and how to connect with the group.

This post is contributed by Laura MacKay, Chapter Six Facilitator. 

WHAT?

Principle: Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

This chapter of How Learning Works addresses how learning is influenced by the interactive effects of holistic student development and classroom climate. Students vary from one another and from class to class. This is what makes teaching exciting and always changing.  But this also has pitfalls unless educators proactively work towards creating a supportive classroom climate that intentionally acknowledges and addresses differences. The educational environment is often focused on student intellectual development but students are also rapidly growing and changing socially and emotionally. While educators have less impact on student development according to the authors, they can shape the climate of the classroom in ways that address holistic development and enhance learning.

A number of theories are presented that describe changes in how students perceive and understand the world around them and the ways in which this impacts the class environment. Strong emphasis is placed on students’ development of identity and how this can lead to the formation of ingroups and outgroups and the development of prejudice, discrimination, and stereotypes. The classroom can be a place where students feel invisible, or marginalized, or discriminated against, or supported, or inclusive. How educators structure the class climate will impact learning.

According to DeSurra and Church (1994) classroom climate is best understood on a continuum:

Classroom climate is determined by:

• Faculty-student and student-student interactions
• Tone
• Stereotyping
• Content

SO WHAT?

A negative class climate hinders learning whereas a positive environment strengthens learning. Educators have a great deal of control over classroom climate. HLW suggest several strategies that encourage student development and create a productive classroom environment.

• Make uncertainty safe
• Resist a single right answer
• Incorporate evidence into performance and grading criteria
• Examine your assumptions about students
• Be mindful of low-ability cues
• Do not ask individuals to speak for an entire group
• Reduce anonymity
• Model inclusive language, behaviour, and attitudes
• Use multiple and diverse examples
• Establish and reinforce ground rules for interaction
• Make sure course content does not marginalize students
• Use the syllabus and first day of class to establish the course climate
• Set up process to get feedback on the climate
• Anticipate and prepare for potentially sensitive issues
• Address tensions early
• Turn discord and tension into a learning opportunity
• Facilitate active listening

NOW WHAT?

Instead of looking to the above strategies as a checklist, it may be helpful to consider your learning environment as more of an ecosystem with interacting components between yourself, your students, and the course content.  As one component changes, the learning environment changes.

To reflect on this chapter and prepare for the upcoming book club meeting you may wish to comment on the following:

• The focus in this chapter is on young adults (17-24). How might this principle apply to older learners? What might be different?
• What explicitly inclusive approaches do you use to foster a more positive classroom climate?
• Do you see the principle of learning in this chapter applying to online class climate? How might it be similar or different?
• Much of the discussion around the stages of development, in particular in relation to social identity, has a negative connotation. In what ways might social identity be construed as positive?

To encourage participation, those who share a comment/post this week will have their name entered into the Chapter Six draw for a $25 CAD gift certificate for Chapters Indigo. Read the contest guidelines here. Good luck!\

The Book Club chat on Chapter Six will take place on Friday, Nov. 2^nd at 10 AM PST. Check out the schedule and how to connect with the group.

This post contributed by Janine Hirtz, Chapter Five Facilitator.

What Kinds of Practice and Feedback Enhance Learning?

WHAT?

Chapter Five of How Learning Works examines the critical role that feedback plays in helping students learn.  The principle is that “Goal-directed practice coupled with targeted feedback are critical to learning.”

Practice:
Students need sufficient practice that is focused on a specific goal or set of goals and that is at an appropriate level of challenge.

Feedback Targets:

• What they are understanding or not understanding
• Where they are performing well or where performance is not going very well
• How they should direct subsequent efforts so they can improve

SO WHAT?

(p. 126, Figure 5.1 Cycle of Practice and Feedback)

Characteristics of  Effective Feedback: 

• Focuses students on the key knowledge and skills you want them to learn
• Is provided in a timely manner and with consistent frequency
• Is linked to additional practice opportunities

NOW WHAT?

Reading this chapter reminded me of an “aha” moment that has guided me in my own work and in my consultations with faculty for the last 14 years.  In 2004, in a B.Ed. course, the instructor gave us an assignment with a rubric attached.  She asked us to complete the assignment, then grade our own assignment using the attached rubric, including comments, and then hand it all in.  The “hand in your own marked rubric method” provides an opportunity for the instructor to comment on the discrepancies between the student’s judgement of their own work and the instructor’s judgment and this helps the student recalibrate.

Later in 2017, at an Scholarship of Teaching and Learning in Higher Ed (STHLE) conference, keynote speaker David Boud, Emeritus Professor from University of Technology in Sydney, Australia, talked about assessment.  He challenged us to teach “feedback enabled curriculum” where there are opportunities for feedback early and throughout a course, not just at the end. He shared strategies for creating an environment for “sustainable feedback”—feedback that builds students’ capacity to make judgements about their own learning.

As you read this chapter and reflect on your own teaching practice, or perhaps even, your own experiences as a student, consider the following:

What strategies have you found to be helpful for students to be able to judge their own learning?

Is the type of feedback outlined in this chapter practical in all courses, or for all class sizes?

What about practice? How do we build in practice that is goal-directed so students have an opportunity for improvement?

What do you think about letting students “redo” an assignment?

Post your comments below! To encourage participation, those who share a comment/post this week will have their name entered into the Chapter Five draw for a $25 CAD gift certificate for Chapters Indigo. Read the contest guidelines here. Good luck!

The Book Club chat on Chapter Five will take place on Friday, Oct 26th at 10 AM PST. Check out the schedule and how to connect with the group. We also invite you to say hello in the Comments section of our Intro post.