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por Jay Roberts hace 2 años

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Risky Teaching 2019 Symposium Learning Transformation Jay Roberts

The discussion revolves around transforming traditional teaching methods to more student-centered approaches. This involves shifting the instructor's role from a primary source of information to a facilitator who helps students achieve their goals.

Risky Teaching
2019 Symposium
Learning Transformation

Jay Roberts

Risky Teaching 2019 Symposium Learning Transformation Jay Roberts

Part Two: Our Students

The Risk: What if we changed, as instructors, from "listen to me" to "how I can I help?"
Gallup Poll "Big 6"
3% agreed to all 6.
6. Extremely active in extracurricular activities and organizations
5. Internship or job that allowed me to apply my learning
4. Work on a project that took a semester or more to complete
3. A mentor who helped me pursue my goals and dreams
2. Professors who cared about me as a person
1. A professor who excited me about learning
High Impact Learning Practices (AAC&U, 2008)
Immersion experiences
Diversity/global learning
Internships and project-based learning
Undergraduate research
Service learning, community based learning
Collaborative assignments and projects
Learning communities
Ages 5-18
More efficient, more inexpensive, more career aligned
"Likes"

Personal connections

Small class sizes

Professional opportunity

Real world experience

Hands-on learning

Story #2: The Playground

Reflection

With a neighbor (or two)
What questions come up for you?
What struck you so far?

Part Three: Ourselves

4 New KSA's for teachers
4: Teachers As Risk Takers

Authenticity

Cultivate and nurture your EQ

Know Thyself

Infinite vs Finite Games

Edu-preneurship

75/25 rule

Remember the creativity curve

Be creatively restless

Fail fast, fail forward

3: Teachers As Learning Scientists

James Lang

Metacognition

Active Learning

From: https://cei.umn.edu/active-learning

Instruction vs Learning

Is It Ever OK to Lecture?

"On the one hand, research on the matter is quite convincing: A 2014 meta-analysis of 228 studies of lectures and active-learning strategies showed that the results were decidedly one-sided in favor of active learning. So much so that the authors found it questionable ethically to make students attend lecture-based courses, given all that we know about how ineffective they are."

Barr and Tagg

The neuroscience of learning

Multi-modal

Pattern-seeking

Neuroplasticity

Stress/Threat

2: Teachers As Mentors

Sandra Huber: My Shadow Syllabus

http://www.cast.org/

Universal Design

Develop cross-cultural competencies

Concentrate on building an intentional classroom culture

Focus on empathy

Research is absolutely clear on the importance of relationship in learning

https://www.edweek.org/ew/articles/2019/03/13/why-teacher-student-relationships-matter.html

"A Review of Educational Research analysis of 46 studies found that strong teacher-student relationships were associated in both the short- and long-term with improvements on practically every measure schools care about: higher student academic engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower school dropout rates. Those effects were strong even after controlling for differences in students' individual, family, and school backgrounds. Teachers benefit, too. A study in the European Journal of Psychology of Education found that a teacher's relationship with students was the best predictor of how much the teacher experienced joy versus anxiety in class."

Advising is teaching

Grit, Resilience, and growth mindset

SOTS->GOTS->MITM

1: Teachers as Curators of Experience

HOW?

Resource:

(Shameless Plug)

Experiential Methodologies

Work-Integrated Learning

Community-Based Learning

Project-Based Learning

Put the Experience before the Label

WHY?

American Academy for the Advancement of Science: “As biology faculty, we need to put the “depth versus breadth” debate behind us. It is true today, and will be even more so in the future, that faculty cannot pack everything known in the life sciences into one or two survey courses. The advances and breakthroughs in the understanding of living systems cannot be covered in a classroom or a textbook. They cannot even be covered in the curriculum of life sciences majors. The time has come for all biology faculty, but particularly those of us who teach undergraduates, to change the way we think about teaching..." (Vision and Change Report, 2009)

WHAT?

Education as the "continuing reconstruction of experience" J. Dewey

It is not (just) about the content

Data-Information-Knowledge-Wisdom

Story #3: The Engineering Professor

Part Four: The Real Work

Discussion
Contact Information: Jay Roberts roberja@earlham.edu Twitter: JayWRoberts Website:JayWRoberts.com
Story #4: Team Magic Bus
Is it worth the risk?

Part One: The World

Three New Curricular Fault Lines
The Bottom Line:

Transformation

"We all know or sense that the academy today is in the throes of transformation. The knowledge, skills, and values in which students should be educated; the intellectual landscape of the disciplines and degrees; the ways in which educational institutions are organized; the funding of teaching, learning, and research-- all of this promises to be profoundly different in 20 years. The forces of change have resulted partly from our own inertia, partly from consequences of our success, and partly from broad political, market, and technological developments not of our making. The question is not whether the academy will be changed, but how." (Scobey, Civic Provocations, 2012)

Fault Line #3: Grand Challenges

The Risk: What if we changed from "majors" to "missions"?

Fault Line #2: How Do You Assess That?!

The Risk: What if we stopped grading?

The turned soul

ROI and Career?

Competencies

Institutional/Departmental Learning Goals

"Out of class" learning

Fault Line #1: Learning Happens Everywhere

The Risk: What if the formal curriculum isn't the point after all?

Disrupting Ourselves

"By using the phrase “disrupting ourselves” ... I am asserting that one key source of disruption in higher education is coming not from the outside but from our own practices, from the growing body of experiential modes of learning, moving from margin to center, and proving to be critical and powerful in the overall quality and meaning of the undergraduate experience. As a result, at colleges and universities we are running headlong into our own structures, into the way we do business." (Bass, 2012)

A World of Wicked Problems
Story #1: The Earthquake