C’est si bon: Bach and Balance Sheets An Examination of Skill-Building Pedagogies

1. C’est si bon: Bach and Balance SheetsAn Examination of Skill-Building Pedagogies Presented for the Faculty Center for Teaching by Jamie Doran, Diane Follet, Kathy Wixon

2. What do an accounting professor, a French professor, and a music professor have in common? • Peer partner relationship • FEC • Introductory courses

3. Methodology Two-summer study 1st summer • Researched theories of learning • General theories • Discipline-specific theories • Examined our courses • Goals • Skills • Pedagogies

4. Methodology 2nd summer • Shared syllabi and assessments • Discussed and shared commonalities and differences in pedagogies • Focused on common challenges

5. Common Challenges We teach languages…

9. Common Challenges • We teach “courses of accretion” • “Accumulation of knowledge into established structures” (Angelo) • Highly systematic approach • Requires consistent student attention and effort • We desire similar outcomes • Performance • Reading • Writing • Listening • Speaking • Proficiency

10. Common Challenges We use ongoing assessment of student learning • LOTS of daily preparation • Exercises • Problems • Essays • Frequent quizzes and exams • LOTS OF GRADING FOR US

11. Common Challenges ANXIETY

12. Common Challenges We teach skills • Mastery • Knowledge • Comprehension • Application • Analysis • Proficiency • Immediate response to a cue

13. Activity What skills do your students need to perform well in each of your courses? What challenges do you find in building these skills in your courses?

14. Our Focus Three areas of great concern to all of us: ANXIETY Pedagogies of Skill-Building Skill-Building Activities

15. Sources of Anxiety • Preconceived notions • “I’ve heard it’s really hard.” • “Isn’t there a lot of work?” • “I’m not good at… (math, languages).” • A lot is riding on it • Prerequisite/requirement • Entrance to the major • Need to be a risk-taker • Speaking (singing) in class • Displaying homework • Need to be constantly prepared

16. Reducing Anxiety • Changing misconceptions • Stating clear expectations • Providing support • Working in small groups • Playing games

17. Pedagogies of Skill-Building • Mastery • Knowledge • Comprehension • Application • Analysis • Proficiency • Immediate response to a cue

18. Pedagogies of Skill-Building • Memorizing • Rules • Exceptions • Practicing skills develops understanding Skills… leading to… Concepts… leading to. . . New Skills… • Bounding creativity within acceptable/accessible limits

19. Skill-Building Activities Sample activities • First-day activities • Collaborative work • Board work • Role playing • Games

20. Skill-Building Activities Sample activities, cont’d. • Drills • “Back and forth” questioning • Working through examples • “Current events”

21. Activity What activities could you use to address the challenge(s) you listed earlier?

22. Is it working? How do we know? • Ongoing assessment • Differentiating memorization from understanding • The “Aha!” moment(s) • The oral component

23. What We’ve Learned • Commonalities • Research supports our strategies • Exchange of ideas fosters creativity • Reevaluation of our assignments/assessments

24. What We’ve Learned, cont’d. Value of interdisciplinary discussion • Different ways of thinking • Working together isn’t always “comfortable” • Renewed appreciation for each other’s courses • Renewed appreciation for students’ collaborative efforts

25. Implications for Our Curriculum • The “lost skill” - oral communication • “Oral Expression - skills in speaking clearly and effectively in small groups or to larger audiences.” (Academic Skills, p. 35, Muhlenberg College catalog, 2006-2007) • Perspectives • Our work as a model • Principles of course design

26. Recommendations • FCT makes collaborations like ours possible. • Talk to your colleagues about the possibility of collaborations. • A remarkably enriching experience!