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Workshop for New Graduate Teaching Assistants. Helping Undergraduates Learn: The “Sage on the Stage” and Alternatives. John F. Schmitt Associate Dean The Graduate School. OUR TOPICS. Lecturing Collaborative Learning. LECTURING--the “Sage on the Stage”. LECTURING.

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Workshop for New Graduate

Teaching Assistants


Helping undergraduates learn the sage on the stage and alternatives

Helping UndergraduatesLearn: The “Sage on the Stage” and Alternatives

John F. Schmitt

Associate Dean

The Graduate School


Our topics
OUR TOPICS

  • Lecturing

  • Collaborative Learning


Lecturing the sage on the stage
LECTURING--the “Sage on theStage”


Lecturing
LECTURING

  • Good/Bad?

  • Learning Guaranteed?

  • Stimulating?

  • Simply One Method


Lecturing1
LECTURING

More than 50% of professors and GTAs report that “extensive lecturing” is still the primary instructional method they use


Lecture format
LECTURE FORMAT

  • The active role of the teacher makes lecturing an effective learning method...for the teacher.


Great teachers stimulate active--not passive--learning, and they encourage students to be critical, creative thinkers, with the capacity to go on learning after their college days are over.[adapted from Boyer, E. (1990). Scholarship Reconsidered.]


Effective lectures
Effective Lectures

  • Enthusiasm

  • Nonverbal communication - vocalics, oculesics, chronemics, etc.

  • Vary the techniques


3 rules plus 2
3 RULES...Plus 2

  • Recap prior class

  • Tell them what you’ll tell them

  • Tell them

  • Tell them what you told them

  • Tell them about next class


Undergrads today
UNDERGRADS TODAY

- current undergraduates were raised on Nintendo, MTV, AOL, laptops, Internet, etc.

- using multimedia may be a more familiar, flexible and effective way for them to learn than sitting in huge classes


Collaborative learning the guide on the side
COLLABORATIVE LEARNING--the “Guide on the Side”


Collaborative learning
COLLABORATIVE LEARNING

ActiveProblem-SolvingTechniques


Collaborative learning facilitates the educational process by “helping students converse with increasing facility in the language of the communities they want to join.”

[Bruffee, K.A. (1993). Collaborative Learning.]


Collaborative learning1
COLLABORATIVE by “helping students converse with increasing facility in the LEARNING

  • Promotes “positive interdependence”

  • Works well in both large and small classes


Applications
APPLICATIONS by “helping students converse with increasing facility in the

  • Case Method Business, Law, Medicine

  • Writing, NS, SS, MA, Engineering classes


Applications1
APPLICATIONS by “helping students converse with increasing facility in the

  • “Learning Cell”- students are given common reading to prepare for class- random assignment to dyads at the beginning of class(cont’d. next slide)


Learning cell cont d
LEARNING CELL by “helping students converse with increasing facility in the (cont’d.)

-take turns asking/answering questions

- instructor engages in “MBWA”

- SIG better exam results for learning cell vs. lecture


One minute paper students tell you 1 what they learned 2 what s still confusing

One-minute Paper by “helping students converse with increasing facility in the students tell you :(1) what they learned(2) what’s still confusing


One minute paper 3 minutes
One-minute Paper by “helping students converse with increasing facility in the (3 minutes)

1.

2.


Collaborative learning demo
Collaborative Learning by “helping students converse with increasing facility in the DEMO

  • NO COLLABORATIONanswer/confidence level

  • COLLABORATIONrevised answer/revised con- fidence level

  • RESULTS?(see video)


  • Large by “helping students converse with increasing facility in the Lecture

  • Chemistry Section

COLLABORATIVE

LEARNING


Collaborative learning2
COLLABORATIVE LEARNING by “helping students converse with increasing facility in the

Of all the teaching techniques, it has shown the highest increase in usage by faculty and GTAs over the last 7 years


Student resistance
STUDENT RESISTANCE? by “helping students converse with increasing facility in the


Comprehension improves
Comprehension Improves by “helping students converse with increasing facility in the

  • Student is “tested” often in role of peer-teacher--not just on exams

  • Student is active during learning


Recall
RECALL by “helping students converse with increasing facility in the

  • 25% of what we HEAR

  • 50% of what we HEAR & SEE

  • 75% of what we HEAR, SEE & DO[Hearing +Seeing +Doing = Collaborative Learning]


Final thoughts
Final Thoughts ... by “helping students converse with increasing facility in the

  • Lecture when it’s the bestmethod (not just most convenient)

  • Experiment with techniques & media

  • Design collaborative activities to  active learning


Teaching methods
TEACHING METHODS by “helping students converse with increasing facility in the

  • Goal: each semester, read 1 book or several articles on teaching

  • Many good references available

  • (see handout: “Selected Readings on the Development of Teaching Skills” in your handout binder)


To recap
To Recap... by “helping students converse with increasing facility in the

  • LECTURING

  • COLLABORATIVE LEARNING


Helping undergraduates learn
Helping by “helping students converse with increasing facility in the Undergraduates Learn


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