Tag: Featured Book (Page 1 of 3)

This post is by Peter Arthur.

Chapter 9 BIG Idea
Expand your view of what student learning may look like in your learning environment: Activity-Based Learning, Service Learning, and Games & Simulations are three big teaching pathways that are logical extensions of the first 8 chapters of the book. Additionally, the author refers to “Big Teaching”, which is giving students the opportunity to make a positive difference in the world, immersing them in real-world problems, activities and forcing them to think creatively and think together about all the logistics of the course and the program itself … creating a powerful learning experience. I see these three types of learning environments a paradigm shift from a learner as a consumer of information to someone who is actively engaged in creating and sharing knowledge.

Models, Principles and Resources

1. Activity-Based Learning

Activity-based learning “involves fieldwork, public service, community-based research and internships in conjunction with in class work”. These activities do not have to take all term i.e. a single class, or a week or two. Another way he conveys this type of learning is an extension from the confines of the classroom to a more public space. Students convey their learning to a more public purpose.

Principle: Ask students to do whatever people do outside of your class in your discipline or with the specific content and skills you are teaching them. The author uses the example of his writing students using placed-based skills to write travel essays for the newspaper or magazines.

Resources Mentioned:
• http://ablconnect.harvard.edu gathering place of research, examples, and ideas for pedagogical innovation in higher education.
• Bean, J. C. (2001). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.

2. Service Learning

Service learning is a win/win. A win for an exceptional student learning experience and at the same time contributes to the local, regional and global community. This type of learning provides real-world exposure and engagement with meaningful local and global issues.

Principle: To support your implementation of service learning leverage your higher education’s resources  i.e. service learning office to assist with connecting students with local community organizations. Additionally, seek a colleague who is already leveraging service learning to learn more.

Peter’s experience:  Service learning can be a very transformative experience! I recommend checking first to see if your institution has a service learning office. Additionally, you may want to consult your Centre for Teaching and Learning. To increase the chance of success, I think it is really important to make sure the external organization is well prepared for students.  Often external organizations are not educators and it is important to clarify the role of the organization and your students. Further, it is important that your students are well prepared to be engaging with the public (examples will be shared with the book club) and have been taught how to reflect in order to get the most from their experiential learning.

Resource Mentioned:
• Jacoby, B., & O’Reilly for Higher Education. (2014). Service-learning essentials: Questions, answers, and lessons learned (1;1st; ed.). San Francisco, CA: Jossey-Bass.

An example of Service Learning at UBC Okanagan: students engaged with communities in India and Haida Gwaii

3. Games and Simulations

The author provides one main example of games and simulations: Reacting to the past is a role-immersion game where students are put into place as historical actors at key moments of crisis or transition in human history and play out their own version of those historical events to some final conclusion.

Principle: A simple way to for an instructor to try out games and simulations is to try a reacting game, as they have been used in higher education classes for a long time. Check the consortium website to see if there is a game already created for your context. Additionally, recommends reading Minds on Fire (see below).

Resource Mentioned:
• Reacting games: https://reacting.barnard.edu
• Carnes, M. C., & Harvard University Press 2014 eBooks (Canadian Institution). (2014). Minds on fire: How role-immersion games transform college. Cambridge, Massachusetts: Harvard University Press.

Note: This section triggered my memory of Professor David Kaufman (SFU) $3 million Simulations and Advanced Gaming Environments for Learning (SAGE) SSHRC grant. This is an area where there are many great examples beyond reacting simulations.

QUICK TIPS: Expanding YOUR Learning

1. Commit to reading at least one new teaching and learning book every year. (For example join BCcampus book club each year!)
2. Subscribe to an email list.
3. Create a personal learning network.
4. Attend a teaching and learning conference. i.e. Festival of Learning May 2020
5. Engage with your Centre for Teaching and Learning events.

Out of all the books the author recommends, I have engaged with and highly recommend:

• Bain, K. (2004). What the best college teachers do. Cambridge, Mass: Harvard University Press.

• Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.

• Ambrose, S. A., & O’Reilly for Higher Education. (2010). How learning works: Seven research-based principles for smart teaching (1st ed.). San Francisco, CA: Jossey-Bass.

Questions to Connect to Your Life

1. How have you used Activity-Based Learning, Service Learning and/or Games/simulations in an educational context? Any advice?

2. Do you have any recommended books, email lists, teaching and learning conferences that you recommend to colleagues? How do you grow as an educator?

Join us as we chat about “Chapter 9: Expanding” in  Mattermost this week and for our final live web conference meetup on Friday, November 15th at 11:00am PST. It’s easy to create an account and join in on the discussion. See How to Participate.

This post is by Peter Arthur.

Chapter 8 BIG Idea

Similar to intelligence, mindsets are malleable and can be developed. There are many curricular interventions teachers may implement to support students with developing a strong growth mindset towards intelligence and all areas of life.

What is Growth and Fixed Mindset?

Students with a fixed mindset believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that. Many of us have heard a student stating that they are bad at _____, has always been bad at ______, their brother is bad at _____, their sister is bad at _____ and they are bad at _____…they were born that way and there is nothing they can do about it. Conversely, students with a growth mindset understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.

Mindset has an impact on a student’s motivation to work in the face of failure and setbacks.  Those students who attribute failure to their own inability i.e. “I’m not Intelligent” become helpless because it is something they can’t control.  However, those who interpret failure as a result of insufficient effort or an ineffective strategy dig deeper and try different approaches.  This is something a student CAN control

Mindset Strategies to Integrate into your Teaching 

1. Reward Growth – Design your assessment strategy to align with rewarding intellectual growth.

• Weigh later assignments I the same sequence for heavily than earlier ones. i.e 10, 15, 20, 25. This provides students the opportunity to have a setback early, and learn from it.
• Allow students to revise work or retake exams. For example, provide students the opportunity to revise or retake it.

2. Give Growth-Language Feedback

• Praise effort rather than talent. Instead of telling a student, “You are a talented mathematician,” say, “You must have worked really hard on your mathematics and it shows!”

3. Growth Talk – Be mindful of the way you communicate with students to reinforce a growth verses fixed mindset.

• When you communicate with students be careful not to reinforce a fixed mindset i.e. you either know how to write or you don’t. Instead communicate growth talk by reinforcing effort rather than natural talent i.e. share a story of how a student worked hard in your course and learned a lot.
• Note: it is recommended to check your syllabus and assignments for fixed vs growth talk.

4. Promote Success Strategies

• Provide specific advice on how to learn and succeed in your course.
• Communication example, “I think that if you will put in a good effort next semester, you will be absolutely amazed by how much you can learn about financial accounting.”

Strategies I Have Implemented

1. Directly taught that intelligence is malleable and can be developed with effort.
2. Reinforced the importance of embracing challenge. Only through challenge will there be growth.  Some students feel they must be “not smart” if they are having difficulty learning a competency, however, they often do not realize the challenge is very important and key to learning growth.  An example of this is Bjork’s “desirable difficulties” to enhance learning.
3. Failure Mindsets. Support students with viewing setbacks and failure as something that happens to us all and we can view it as either debilitating or as an experience that facilitates learning and growth.

Principles

1. Design for Growth
   • How can you reward students for their effort and provide opportunities to revise and improve their work? i.e. make one assignment per semester open for revision.
2. Communicate for Growth
   • Communicate with students using a growth mindset language (see strategies above).
3. Feedback for Growth
   • Provide formative feedback with growth mindset language i.e. “All of this will require effort on your part, but that effort should really pay off on your next ”

Small Teaching Quick Tips

• Provide early success opportunities through assignment sequencing or assessment design.
• Provide examples of initial failures or setbacks in your own intellectual journey or in those of famous or recognizable figures in your field to demonstrate that such failures can be overcome. The example I use is Steve Jobs. Steve Jobs was actually fired from Apple Computers. When Jobs was fired from Apple, he was quoted to say “I didn’t see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me.”
• Give feedback to students in growth language; convey the message that they are capable of improvement, and offer specific instructions on how to achieve the improvement.
• Include a “Tips for Success in This Course” section on your syllabus, and refer to it throughout the semester.

Questions to Connect to Your Life

1. In what areas of your life do you have a growth and/or a fixed mindset?
2. What strategies do you use to mitigate a fixed mindset in your own life?
3. In what ways have you witnessed either a growth or fixed mindset among students in your educational context?
4. Reflecting on your teaching practice, in what ways are you developing a student’s growth mindset?

Notable Recent Papers on Mindset

 In my opinion the following two papers are the most significant recent papers on mindset.  The first is a meta-analysis that found the effect size of mindset to be weak, however, studies reinforced that low socioeconomic status and academically at-risk students might benefit from mindset interventions.  The Second article published in Nature, indicated that a short online growth mindset intervention improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses.

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? two meta-analyses. Psychological Science, 29(4), 549-571. doi:10.1177/0956797617739704
Found online: https://www.creatingrounds.com/uploads/9/6/2/4/96240662/meta-analysis_growth_mindset.pdf

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., . . . Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369. doi:10.1038/s41586-019-1466-y Found online: https://www.nature.com/articles/s41586-019-1466-y

How do you use strategies such as those discussed in “Chapter 8: Growing”? Share your ideas in the online Chapter discussions in Mattermost during this week and join us for the live web conference meetup Friday, November 8th at 11:00am PST. It’s easy to create an account and join in on the discussion. See How to Participate.

This post is by Isabeau Iqbal.

10/365 Spiral by Clog

I was attracted to facilitating this chapter because, as a learner, I make minimal use of self-explanation and was curious to see how it might “serve” me to do so more often.

I write this as an educational developer who does not teach in the traditional (defined here as teaching undergraduate and graduate students in a post-secondary environment) classroom but spends a significant portion of her time consulting and working with individuals who do.

What is self-explaining and does it work? The nutshell and punchline for those who are pressed for time and/or impatient.

The basic premise of self-explanation is that learners benefit from explaining out loud to themselves or others what they are doing during the completion of a learning task.  The best self-explanation techniques prompt learners to articulate what they are doing and why they are doing it.

Lang concludes this chapter by pointing out that research has yielded mixed results when it comes to the learning benefits of self-explanation; in some cases, learners with minimal knowledge of a subject benefit, whereas in other cases it is those with more knowledge who benefit.

Parallel lines by theilr https://creativecommons.org/licenses/by-sa/2.0/

How self-explaining works

In previous chapters, Lang underscored that mindful practice and mindful learning during practice foster learning and retention.

Self-explanation is a technique for fostering mindful learning during practice. It can help with that vexing problem of far transfer (or lack thereof)–that ability to carry theories or principles from the initial context to a new context.

Self-explanation can also help improve the learner’s comprehension when it requires individuals to make connections between their knowledge and their skills.

Summarizing research done in this field, Lang writes that the practices below foster learning during self-explaining.

Students:

• tie specific problems to general principles and connect knowing and doing
• monitor their own comprehension and can admit to being stuck
• actively seek to fill in the gaps in their understanding when they feel stuck
• are able to re-state different aspects of the problem in their own words

Self-explanation fosters learning because this approach helps learners:

1. “Fill gaps and make inferences in learning productive ways” .
2. “Modify and improve their existing perceptions or knowledge of a subject matter” (p.147)

Does self-explaining that is prompted by instructors foster learning?

One of the questions that especially piqued my curiousity in this chapter is the one that asks “Do self-explanations that are generated by teacher prompts have the same effect as self-explanations that are spontaneously generated by students?” (p.143).

According to the research that Lang reviewed, self-explanations generated by teacher prompts enhance learning and understanding when students receive immediate feedback.

The small teaching strategy that was cited several times in this chapter, as an example of a teacher-generated prompt, was that of asking students to select, from a drop-down menu, what principles are at play. When prompts are inserted into an assignment at key points, students must reflect on how certain principles are being applied in a specific context. This then helps with the issue of transfer because it requires students to make inference rules.

Citing Chi, Bassok, Lewis, Reiman, and Glaser (p. 178, 1989) Lang writes “Inference rules ‘spell out more clearly the specific conditions or situations in which a specific action is to be taken.’”

Ways to use self-explaining in your teaching

“When using self-explaining, create opportunities that require students to select or articulate principles as they are making choices, searching for solutions, or revising their work” (p.156).

• Ask students some variation of “Why are you doing that?” as you walk around the class while students are working on their own. (I think this would need to be carefully set up so it doesn’t terrify the students).  (similar to “think aloud” below).
• Model self-explanation by using the “think-aloud” method as you read a passage or work through a problem. Alternatively, ask students to think out loud as they make decisions (p.154-155 or see Teaching Strategies: Think Alouds [geared to K-12, but useful]).
• Use a drop-down menu at multiple points during an assignment to prompt students to reflect on the underlying principle at play. Doing so will, ideally, guide their next step.
• Find ways to provide immediate feedback to students when they are engaging in self-explanation.
• Scaffold this approach so it does not “over-tax” the students’ brains.
• Use a “backward fading” approach in which students first observe a problem being worked out, next work out 1-2 steps on their own, and then complete the problem entirely on their own (see p.148 or Teaching with Worked Examples – Save learner time and effort while increasing performance!). (p.148)
• Ask students to select X (e.g., 3 slides, or one particular section of an assignment) and write a short explanation of their choice. (p.152)
• Incorporate self-explanation into peer instruction (p.152-153).

1.  I have bolded select because it was found that selecting, rather than generating, fostered learning. When students had to generate the principles, it added to their cognitive load in a way that was unproductive (see p.149 for more).

How do you use “Self-Explaining” as an approach for learning? Share your ideas in the online Chapter discussions in Mattermost or join us for the  live web conference meetup for Chapter Six on Friday, October 25th at 11:00am PST.  It’s easy to create an account and join in on the discussion  See How to Participate.