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Kaleidoscopic Learning: looking at learning through different lenses

Kaleidoscopic Learning: looking at learning through different lenses. Alison Morrison-Shetlar aims@mail.ucf.edu. Patterns of Learning. What are the pieces that need to be put together to promote student learning?

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Kaleidoscopic Learning: looking at learning through different lenses

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  1. Kaleidoscopic Learning: looking at learning through different lenses Alison Morrison-Shetlar aims@mail.ucf.edu

  2. Patterns of Learning • What are the pieces that need to be put together to promote student learning? • In what ways do the pieces fit together in different ways to enhance student learning? • Why is it important to continually refresh and renew the learning ‘picture’– who benefits? • How do the lenses through which we look affect the way we teach and the way students learn?

  3. The pieces • Students • Faculty • Learning environment • Co- and extra-curricular activities

  4. The student lens • Relevance • What does it mean to me and my life? • Application • How will I be able to use these ideas? • Critical thinking • How can I evaluate these ideas and my learning? • Problem solving • How does what I know help me work with this new problem?

  5. Student learning • Integration of learning into the curriculum • Across courses • Across programs • Integrated assessments • Portfolios that collect artifacts from all courses within a program • Reflections statements that help integrate the past, present and future learning

  6. A model that works • Undergraduate Education unifying theme • The model development • The Environment and Global Climate change • Brought in speakers • For students – small and large group interactions • For Faculty – book clubs and small group interactions • Extracurricular activities • Sponsored events – student development initiatives

  7. Other Student Engagement Strategies Students are retained within their discipline if they see an application to what they are doing in class to a real life situation. • Integration of: • Undergraduate research • Experiential learning – community based • Co-OP • Internships • Service Learning • Interdisciplinary connections – corner- and cap-stone experiences • Leadership opportunities

  8. Faculty Lens • What strategies do I need to use to help students learn? • How do I know that students have learned? • How do I close the loop of assessment to enhance my teaching?

  9. Design instruction for an optimum level of concern (helpful anxiety). Degree of Learning Level of Concern

  10. Strategies that work • One minute paper/pass to class/muddiest point • Drawing for understanding • Use of pictures

  11. One minute paper • Ask a question that is relevant, thought provoking, and/or requires synthesis and application • Easy to assign and assess • creates an opportunity to be considered as a person and establish a relationship

  12. Drawing for understanding • Students are asked to create a drawing, diagram or chart to help explain an idea, relationship, or process • Students must then share their drawing and discuss it with a classmate

  13. O2 ? H2O C6H12O6

  14. The power of the picture • Show a picture • a picture speaks a thousand words • initiates discussion • image stays in the student’s memory and creates a link to the information discussed and stored

  15. How to gauge understanding • Choral response • increases student participant • Pass the chalk • increases responsibility • everyone gets involved

  16. Assessment in class • Previous methods all assessment methods • Also try 3 x 5 cards • ask questions • quick feedback • anonymous • catches problem early

  17. The classroom lens • How is your class set up? • Face to face • Mixed mode • Web based • Are you: • Student centered • Faculty centered • Learning centered

  18. Integrated Curriculum modalities • Clustered courses • Team-taught courses • Invite colleagues (faculty and external speakers) into your classes to help students see relevance and application

  19. Learning for all lens • Communities of engagement – bringing different people together into different environments • Teaching circles • Learning communities • Peer observations of classroom activities • Peer mentoring of faculty • Effective evaluation by closing the loop

  20. Real life benefits lens • Higher student engagement – relevance and application • Better student attendance - they want to be there • Higher student & peer evaluations - • Greater enjoyment of teaching – more fun to facilitate and learn • Renewed energy and enthusiasm – think differently • Contribute positively to institutional culture – always good 

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