Using Metaphors to transfer learning and create community in the college classroom

1. Using Metaphors to transfer learning and create community in the college classroom • Dr. Debbie Vera, Texas A&M University San Antonio • Dr. Shelley B. Harris, Texas A&M University San Antonio

2. Metaphor derives from GREEK (metaphorein) = Transfer Metaphor is an intuitive perception of likeness in the things that are different. ~Aristotle Thoughts to Ponder…

3. Purpose • The purpose of the metaphor is to “shatter and to increase our sense of reality by shattering and increasing our language.” (French linguist ,Paul Ricoeur, 1973)

4. Definitions • Metaphor: A literary figure of speech that uses an image, story or tangible thing to represent a less tangible thing or some intangible quality or idea; e.g., "Her eyes were glistening jewels".  • Metaphor may also be used for any rhetorical figures of speech that achieve their effects via association, comparison or resemblance.

5. What does the research say?? • In regards to concept attainment: “The students are more likely to remember the meaning of metaphor as a result of attaching it to the examples than if the meaning were learned in isolation.” (Gunter, Estes & Schwab, 2003) • In regards to synectics: “the best metaphors are those that lead to the most interesting insights, those that extend the resources of language to allow new meaning to emerge.” (Gunter, Estes & Schwab, 2003)

6. Research Con’t • Metaphors about leadership styles have provided insight into values, ethics and styles of leadership (Oberlechner & Mayer, Schönberge, 2002) • Singh (2010) discussed how metaphors about leadership assisted students in taking an abstract concept and making it more personal and realistic.

7. Research Con’t • In regards to Communities of Practice (CoP) - Wenger (1998) summarizes Communities of Practice (CoP) as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” This learning that takes place is not necessarily intentional. • CoP components: (1) the domain, (2) the community, and (3) the practice.

8. “So what” factor… • Two professors discussed critical assignments in class and how students LOVED the opportunity to express WHAT they know by using a unique definition based on THEIR learning. • Both decided to use the critical assignment in their graduate classes to see if they grasped the concepts. • Through discussion and preparation, we hoped that not only knowledge will be transferred, but the sense of community established in using this assignment. • The point it to make challenging concepts both attainable and applicable while having FUN!

9. Questions??? • How does a metaphor assignment build collaboration and community within a college classroom? • Does the students’ personal metaphor increase the transfer of knowledge about the concept? • Does listening to other metaphors from the class discussion increase the transfer of knowledge about the concept?

10. Procedures • Secure an Informed Consent • Pre-test about the concept and the class community • Class discussions about the concept • Students design their metaphor • Present their metaphor • Post-test about knowledge gained and development of community

11. Design and Sample • Mixed Methods approach (correlational and descriptive) • Two groups of graduate students both having the assignment of creating a metaphor. • EDRG 5438: 28 students • EDEC 5335: 16 students • Spring 2011 semester / 44 students total • (We are duplicating the research THIS semester)

12. Instrument • Pre/ Post Test • 16 questions • # 1-10 - Likert Scale • Use of metaphor previously • Relationships • Community of class before metaphor • #11-16 Open ended - metaphor and classroom community

13. Data • Questions 1-10 on Pre-test: Mean=6.835 • Questions 1-10 on Post-test: Mean=8.244 • There was an increase in knowledge, but what is it really telling us??

14. How did this experience affect your understanding of your classmates? • “Now I know my classmates on a different level” • “It actually brought me closer and now I have a new best friend” • “I did not know anyone in this class. Now, I feel as though I learned a lot about them because of this assignment”

15. Strengths • “I have a better understanding of the concept (DAP).” • “Now when I am working out, I think back to my metaphor and DAP” • “It made me think critically on how to blend the two concepts” • “I can tell anyone about writing…..it just makes sense!” • “This was a challenge but worth it.”

16. Challenges • “Creating the link between the concept and my personal experience that made sense” • “I didn’t know where or how to begin. It was hard at first” • “I would like more examples or explanations of final product”

17. Variety of Presentations

18. Student Samples • Grad Student presentations (pics) • Hard Samples

19. Results • Data reflects a significant growth in learning the concept. • Data shows interesting perspectives on own learning. • Students performed better on final exam than previous semesters by using a metaphor. • Metaphors make it personal. Personal increases meaning.

20. Future Studies • Increasing qualitative data • Focus Groups before and after • Reflective Journals during the presentations - students • Reflective journals - professors • Analyze Demographics

21. Final Thoughts • Suggestions? • Comments? • Questions?