Teaching Strategies of Leeward Faculty who Have High Student Success Rates

1. Teaching Strategies of Leeward Faculty who Have High Student Success Rates Results Obtained from Course Rate Subcommittee: Chris Manaseri, Sandy Hoshino, Laurie Lawrence, Jeff Judd, Jonathan Wong, Gwen Williams, and JP Whittaker

2. Overview • Course Rate Subcommittee Goal: • Identify teaching strategies of Leeward Faculty that are associated with high rates of student success. • Student Success is defined as courses in which at least 75% of the students pass the class with a C or higher.

3. Overview • Identifying the Instructors: • Excel Spreadsheet provided to subcommittee that listed instructors with 75% or greater success rates in a particular course within last few semesters. • Committee members chose 3-4 different folks to interview from different divisions (AH, BUS, LA, MS,SS, VT) • 17 instructors have been interviewed so far (3 – AH; 3 LA; 4 MS; 4 SS; 2 VT; 1 BUS)

4. Overview • Identifying the Interview Questions and Organizing the Answers: • Framework Based on Social Cognitive Theory (Skill, Will, and Belongingness)

5. Desired behavior is the result of the reciprocal interaction among personal, environmental, and behavioral factors Behavior (Learn Material) Personal Factors Environmental Factors 1. Can I learn the material? (Self-efficacy or Skill) 2. Do I want to learn the material? (Outcome, Value, or Will) Skill x Will = Motivation to Learn 3. Do I feel safe and comfortable learning the material? (Positive learning environment or Belongingness)

6. Example Interview Questions • SKILL (self-efficacy) • In what ways do you organize your lessons and/or assignments so that they are clear to your students? • WILL (intrinsic /extrinsic/value) • In what ways do you make your lessons and/or assignments meaningful for students. • BELONGINGNESS (positive learning env) • What do you do to make the learning environment safe and comfortable for all of your students?

7. Interview ResultsLeeward Instructors with student success rates of 75% or greater did the following to promote their students’ skill at learning course material:

8. Interview Results: Skill (Self-efficacy) • 1. Determine Students’ Prior Knowledge • Review course syllabus and Laulima extensively • Review previous course concepts with current course • Review what students know about current topic • Give pretest to determine knowledge for current topic • Use COMPASS test results to check correct placement • Get writing samples at beginning of semester

9. Survey Results: Skill (Self-efficacy) • 2. Provide Clear Assignment Instructions • Organize lessons in clear, sequential order • Write down daily schedule on board each class • Incorporate daily routines to lessen confusion • Write down instruction steps for every assignment • Make an instructional video for every assignment • Post all instructions and assignments online • Use Laulima to communicate to students • Review each assignment in class

10. Survey Results: Skill (Self-efficacy) • 3. Provide Clear Assessment Criteria • Provide rubric for every assignment • 4. Scaffold (chunk) Large Assignments • Assign weekly projects instead of a few large projects • Break assignment up & piece back together at end • Release course materials only a week or two before • Provide fill-in-the-blank outline for note taking • Break reading down via PowerPoint during lectures

11. Interview Results: Skill (Self-efficacy) • 5. Model the Assignment • Demonstrate how to complete the assignment • Provide models of completed assignment • 6. Use a Variety of Teaching Strategies • Use lecture, visuals (video), humor, paired partners, group activities, collaboration, movement, small and whole group discussion, games, and problem or project-based approaches.

12. Interview Results: Skill (Self-efficacy) • 7. Clarify Difficult Concepts • Use analogies • Use videos • Use role-playing • Break difficult concepts into parts, and explain the meaning of each part. • Repeat unfamiliar terms • 8. Encourage Class Participation • Ask students questions regarding concepts throughout class in both small and whole group discussion

13. Interview Results: Skill (Self-efficacy) • 9. Provide Continuous Feedback • Give weekly homework/quizzes • Provide practice tests before exam • Make comments on assignments focused on improvement • Post comments and grades on Laulima in a timely manner • Display grades after each assignment in class (using code) • Meet with students to discuss progress in course • Allow students to self-assess on assignments • Allow students to ask each other questions regarding assignment

14. Interview Results: Skill (Self-efficacy) • 10. Allow Students to Improve Assignments • Allow students to improve assignments (depends) • Allow students to make up quizzes (case by case) • Give extra credit

15. Reflection Break! • Share what you do in your classroom that you think helps support your students’ skill • Share what you think you need to focus on more to help support your students’ skill

16. Interview ResultsLeeward Instructors with student success rates of 75% or greater did the following to promote their students’ will at learning course material:

17. Interview Results: Will (Intrinsic) • 1. Connect Concepts to Real-World • Use instructor or students’ personal experiences • Use real-life examples and scenarios • Use current events and topics • 2. Connect Concepts to Culture/Community • Apply concepts in the context of students’ culture and language • Use community members as guest speakers • Use community resources as part of assignments • 3. Connect Concept to Use in Student’s Lives • Demonstrate how concepts are useful or practical to students’ lives • Allow students to choose assignment topics to explore • 4. Connect Concepts to Current Technology • Use current technology (blogging, twitter, facebook) to explore concepts

18. Interview Results: Will (Extrinsic) • 1. “Nag” Students • Remind students continuously to complete assignments • 2. Connect Performance to Future Goals • Connect positive performance in class to reaching future goals • Shares personal experiences in reaching future goals • 3. Give Extra Credit • Build in extra credit to encourage participation and to enhance assignment completion

19. Reflection Break! • Share what you do in your classroom that you think helps support your students’ will • Share what you think you need to focus on more to help support your students’ will

20. Interview ResultsLeeward Instructors with student success rates of 75% or greater did the following to promote their students’ belongingness at learning course material:

21. Interview Results: Belongingness • 1. Know Students’ Names • Learn names of students in first week (nametags) • 2. Establish a Clear Code of Conduct • Discuss expectations of class conduct and consequences • Include Leeward Code of Conduct in syllabus and discuss in class • Ask students to sign a professional code of conduct contract • 3. Is Approachable and Available for Help • Be visible to students as much as possible • Encourage students to visit office or seek help (provide tutors) • Contact underperforming students and offer help • Reply to emails within 24 hours • Discusses strategies with students to improve performance

22. Interview Results: Belongingness • 4. Use Appropriate Humor • Use self-deprecating humor to keep learning environment relaxed • Use humor to let students know that it is okay not to be perfect • 5. Create Safe Discussions • Assures students to freely express viewpoints with no judgments • Assures students that all viewpoints are valued (put ups only) • Assures students that there is no penalty for wrong oral answers • Assures students that all shared information will remain discreet

23. Interview Results: Belongingness • 6. Encourage Students to Help Each Other (Learning Community) • Remind students to help each other in collaborative assignments (not a competition) • Assigns roles for each student in a collaborative assignment • Encourages students to share notes with the class • Has students choose own class teams and partners themselves • Use ice breakers and interactive activities frequently • Switch students’ seat and partner’s seat frequently

24. Reflection Break! • Share what you do in your classroom that you think helps support your students’ belongingness • Share what you think you need to focus on more to help support your students’ belongingness