Strategies for Effective Instruction Marc W. Zolar April 5, 2006 Presented to: Central Carolina Community College Sanfor

1. Strategies for Effective InstructionMarc W. ZolarApril 5, 2006Presented to:Central Carolina Community CollegeSanford, NC

2. About the Presenter: Marc Zolar Marc is an instructional design consultant and certified distance learning mentor. He has a broad professional background spanning the corporate, government and academic sectors. The list of organizations Mr. Zolar has worked with on learning and development programs includes: America Online, American Research Institute, AT&T, Central Carolina Community College, Florida State University, IBM, U.S. Department of Defense, United State Marine Corps, University of North Carolina at Wilmington, Verizon, Walden University. He holds a Master’s degree in instructional design and development and is active in professional organizations in the field as a writer and speaker. Marc can be reached at mzolar@gmail.com

3. Today’s Topics • Constructivism and Adult Learning Principles • Lecture vs. Facilitation • Blended Learning approaches • Giving students ownership in the learning process • Accommodating different learning styles • Reflective activity

4. Today’s Approach • This room as a Community of Learning. • Presentation of content and ideas for open discussion. • Collect Best Practices.

5. Sharing your thoughts? • What is your guiding philosophy about teaching?

6. Topic 1 Constructivism And Adult Learning Principles

7. What is Constructivism? “Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.“ (Source: http://www.funderstanding.com/constructivism.cfm)

8. Principles of Constructivism • Learning is a search for meaning • Learning occurs in a context • Instruction is tailored to learners’ mental models • Constructing knowledge is purpose of learning (not “right” vs. “wrong”) (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

9. Impact on Curriculum • Less standardized curriculum • Customized to connect to learner’s prior knowledge • Emphasizes hands-on problem- solving (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

10. Impact on Instruction • Teacher as facilitator/guide rather than authority • Focus on making connections between facts • Experimentation, open-ended questions, extensive reflection, dialogue among students (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

11. Impact on Assessment • Ongoing assessment during instruction • De-emphasizes traditional grading methods • Self-assessment, learner articulates growth through projects and reflection (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

12. Constructivist Strategies • Inquiry learning • Discovery learning • Situational learning • Problem-based learning • Cognitive Apprenticeship (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

13. Constructivist Words and Phrases • Context • Authentic • Multiple perspectives • Learner-centered • Prior knowledge • Higher-order thinking • Meaningful connections • Social negotiation (Source: Zolar, M. Constructivism 101. NC Quest Program, University of North Carolina at Wilmington.)

14. Discussion Question/Activity #1 • List some constructivist strategies that you currently use, or could easily implement in your classroom.

15. What is Adult Learning Theory (Andragogy)? “Andragogy is a theory developed by Malcolm Knowles which attempts to describe how adults learn. His hypothesis was that adult learning could not follow the principles of traditional pedagogy in which teachers are responsible for making decisions about what will be learned, how it will be learned and when it will be learned. Because adults in general are more self-directed, they should take control of their own learning. The definition of an adult, however, is not strictly related to age. Knowles (1980) himself, defined adulthood as "the point at which individuals perceive themselves to be essentially self-directing". “ (Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm)

16. How are Adult Learners Different? • They are self-directed • They are goal oriented • They are practical and problem-solvers • They have accumulated life experiences. • (Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )

17. Implications of Andragogy for Instruction • Learners should know why they are studying something. • Instruction should be task-oriented, and it should take into account the wide range of different backgrounds of learners. • Learners should be able to relate what is being studied to their personal/professional experiences. • Learners should be motivated and ready to learn. • Learners should be involved in the planning and evaluation of their instruction. • Instruction should be problem-centered rather than content-oriented. • (Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )

18. Applying the Principles of Andragogy • Learner-centered classes will stimulate dialogue and knowledge construction. • Learners will benefit from a scaffolding approach to learning where the teacher provides more support in the early stages of the course . • Teachers should see themselves as facilitators and co-learners. • Teachers should recognize that learners are individuals with different life experiences and learning preferences. Some adult learners will still prefer the traditional pedagogical approach to teaching and learning. • Teachers should gradually try to push learners away from their comfort zone in the direction of a deeper approach to learning. (Source: http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm )

19. Practical Tips Ten Practical Tips for Teachers of Adult Learners Adults prefer instructors who: 1. Are content experts 6. Consider learner interests 2. Provide relevance 7. Individualize instruction 3. Are well organized 8. Use active learning 4. Don’t waste time 9. Encourage self-directed learning 5. Provide clear learning goals 10. Are supportive and non-threatening (Source: http://www.dit.ie/DIT/lifelong/adult/adlearn_strategies.pdf )

20. Discussion Question/Activity #2 • Describe one new activity you could add to one of your courses that is consistent with adult learning theory.

21. Topic 2 Lecture vs. Facilitation • "It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry. . . . It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty." • - - - - - Albert Einstein

22. Lecture: “Sage on the Stage” • At the root of the lecture model lies the notion that knowledge resides in the head of the teacher, and the student learns this knowledge by listening to the teacher. (Source: http://www.elearnspace.org)

23. Characteristics of Effective/Ineffective Lectures Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm

24. Lecture Components Silberman (1990) suggests five approaches to maximizing students’ understanding and retention during lectures. These can be used to help ensure the effective transfer of knowledge. Use an opening summary. At the beginning of the lecture, present major points and conclusions to help students organize their listening.  Present key terms. Reduce the major points in the lecture to key words that act as verbal subheadings or memory aids.  Offer examples. When possible, provide real-life illustrations of the ideas in the lecture.  Use analogies. If possible, make a comparison between the content of the lecture and knowledge the students already have.  Use visual backups. Use a variety of media to enable students to see as well as hear what is being said. Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm

25. Lecture or Not to Lecture? Source: http://www.reproline.jhu.edu/English/6read/6training/lecture/delivering_lecture.htm

26. Discussion Question/Activity #3 • How much do you rely on lecture as an instructional strategy? How do you determine whether or not to use this strategy?

27. Facilitation: “Guide on the Side” • Learners learn best when given control of the experience, under the guidance and direction of a skilled instructor. (Source: http://www.elearnspace.org)

28. What is Facilitation? • Facilitation is the process of enabling groups to work cooperatively and effectively (http://www.infodesign.com.au/usability/facilitation.html)

29. What is a facilitator’s job? “Quite simply, a facilitator's job is to make it easier for the group to do its work. By providing non-directive leadership, the facilitator helps the group arrive at the decisions that are its task. The role is one of assistance and guidance, not control.” (Source: Ward-Green and Hill Associates at: http://www.wghill.com/facilitate.htm)

30. Some Guidelines for Effective Facilitation • 1. Address students’ current mode of thinking and learning in class: • Many students believe they are supposed to: • to have the right answers; • to meet explicit or implicit expectations of authority figures; • not to ask questions or share information; • not to experiment or to make mistakes; and/or • not to challenge the status quo. • These types of student fears/misconceptions need to be addressed directly and honestly by the instructor. Students must be made to feel that your classroom is a “safe” place to explore new learning. Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

31. Some Guidelines for Effective Facilitation • 2. Manage class dynamics • As a facilitator, a faculty member will have to balance the following sets of opposing factors that influence how a class should be conducted: • Structure: How rigidly or flexibly should the lesson be run? Pacing: How rapidly or leisurely should the group be pushed to achieve learning? • Group Interaction: How do group members relate to the facilitator and to each other? • Focus: Which is more important to impart, all course content as planned or the process of learning? • Concern: Should energy be directed at individual or group needs? • Control: To what extent are students empowered to perform in class? Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

32. Some Guidelines for Effective Facilitation 3. Establish core values The teacher-as-facilitator should have a set of core values to guide his/her actions (Argyris & Schon, 1974). These core values will prevent the facilitator from behaving defensively when strong differences in views erupt in class or when students conduct themselves in an unacceptable manner. Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

33. Some Guidelines for Effective Facilitation • 4. Communicate • It is paramount for a facilitator to listen to not only what is said, but also what is not said during a discussion. The facilitator has to • Be alert and spot when and how individual students within the class express confusion or strong feelings. • Practice empathy so as to quickly respond to any doubts or questions students may have. • To encourage dialogue in class, both students and the faculty member have to suspend their own assumptions and show respect for each other in class: individual pride and ego must make way for a sincere interest in learning from one another. Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

34. Some Guidelines for Effective Facilitation 5. Sculpt students’ thinking For effective facilitation, facilitator’s probing or questioning skills, and the ability to integrate or summarize various viewpoints is important. In this manner, different viewpoints can be generated and presented, and all in the class can achieve a fuller understanding of what is taught or learned. The aim of ‘sculpting’ is not to impose one’s view on the students, but to help them mould their new understanding of the concepts learned to their existing body of knowledge and views (if any). Source: http://www.cdtl.nus.edu.sg/link/Mar2002/tm4.htm

35. Characteristics of Effective Facilitators • Effective facilitation does not happen overnight. It requires commitment and practice on the part of • the instructor or trainer. Aker (1976) studied effective facilitators in detail and believed they were • individuals who exhibited the following characteristics: • Have great empathy--i.e., try to see things as seen by their learners. • Consistently use reward, seldom if ever use punishment, and never ridicule. • Have a deep sense of their responsibility, enjoy their work, and like people. • Feel secure in their own abilities, yet believe that they can do better. • Have a profound respect for the dignity and worth of each individual and accept their fellow learners as they are without reservation. • Have a keen sense of fairness and objectivity in relating to others. • Are willing to accept or try out new things and ideas and avoid drawing premature conclusions. • Have high levels of patience. • Recognize the uniqueness and strengths of each individual and build upon such strengths. • Are sensitive to the needs, fears, problems and goals of their fellow learners. • Reflect on their experiences and attempt to analyze them in terms of success and failure. • Are humble in regard to their role and avoid the use of power which is assumed by some educators. • Do not pretend to have the answers and enjoy learning along with others. • Are continuously expanding their range of interest. • Are committed to and involved in their own lifelong learning (p. 3). Source: http://home.twcny.rr.com/hiemstra/tlchap5.html

36. Discussion Question/Activity #4 • List some core values you might establish in your classroom for facilitated exercises.

37. Topic 3 Blended-Learning Approaches

38. What is Blended Learning? Blended learning is the combination of multiple approaches to teaching or to educational processes which involve the deployment of a diversity of methods and resources or to learning experiences which are derived from more than one kind of information source. Examples include combining technology-based materials and traditional print materials, group and individual study, structured pace study and self-paced study, tutorial and coaching. Source: en.wikipedia.org/wiki/Blended-learning

39. Why Use Blended Learning? • Helps to accommodate different learning styles • Expands learning beyond the classroom • Gives students additional ownership in the learning process • Creates a community of learning

40. Web-based Options for Face-to-Face Classes Option 1: Asynchronous Discussion Boards in Blackboard: • Reinforces material covered in class and asks student to use higher-level thinking skills in answering questions. • Is a relatively low pressure strategy allowing students to carefully ponder assigned questions and prepare a thoughtful response before posting. • The exchange of ideas, including your insights, quickly creates an energy that can fuel your class and help create a sense of community among your learners.

41. Web-based Options for Face-to-Face Classes Option 2: Synchronous Chats in Blackboard: • More active participants in your class will embrace this method. • Real-time exchange of ideas is not only exciting, but also teaches the participants to assimilate information quickly and to communicate their points more succinctly. • Managing a synchronous chat experience requires the instructor to know and enforce some basic guidelines.

42. Web-based Options for Face-to-Face Classes Option 3: Web-based Research Assignments • The Internet is a powerful and free resource that has relevance to every conceivable content domain. • Encouraging some guided discovery learning using sites identified by the instructor as a starting point (e.g. Webquests, situated learning sites, etc). • Allow student to explore resources of their choosing, but provide guidelines for citation and validation of sources.

43. Web-based Options for Face-to-Face Classes Option 4: Online learning weeks • Skip a few face-to-face sessions during the semester and instead require students to complete classwork online. • Include assignments that require students to engage in different kinds of activities. For instance, you might ask your students to complete a Web-based research project, and then join a small group of their classmates for a synchronous chat session followed by an asynchronous discussion posting to share their conclusions. • When you see your students again in the classroom, you can lead a lively discussion about their distance learning experience in addition to what they learned in new content.

44. Web-based Options for Face-to-Face Classes Option 5: Distance-based collaborative projects for small groups • Assign students into small groups and ask them to work collaboratively at a distance. Successful online collaboration will foster discipline and responsibility. • Ask your students to use the tools at their disposal to socially negotiate a method for completing the collaborative assignment with their peers, and then execute it. • Have each group present their results including the method they used to work together.

45. Discussion Question/Activity #5 • Have you used any of these online components? If yes, what were the results. If no, which appeal to you (if any)? Why?

46. Topic 4 Giving students ownership in the learning process It is not what you teach, but what they learn, that matters.

47. Student Ownership in Learning Current educational research says puts increasing responsibility on the student for truly meaningful learning to occur. Promoting student ownership in the learning process is consistent with constructivist approaches to learning and adult learning theory. Some strategies to do this are: • Learning Contracts • Social negotiation of assignments and/or evaluation criteria • Collaborative work • Presentations

48. Strategy 1: Learning Contracts ATHERTON J S (2003) Learning and Teaching:  Learning Contracts [On-line] UK: Available:http://146.227.1.20/~jamesa//teaching/learning_contracts.htm

49. Learning Contracts, continued

50. Strategy 2: Social Negotiation of Criteria One very effective way to promote student ownership is to give them input over the evaluation process for assignments. For instance, you might conduct an activity to create a rubric for a class project. Why should students create their own rubrics? “Reading or listening to a teacher's expectations is very different for a student than creating and accomplishing his or her own goals. The purpose of inviting students to develop their own evaluation structure is to improve their motivation, interest, and performance in the project. As students' overall participation in school increases, they are likely to excel in it.” (Source: http://www.teachervision.fen.com/teaching-methods/rubrics/4586.html?detoured=1)