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Alignment & Learning Activities: Framing Our Strategies. -Active learning, why? -Aligning with learning objectives -Building strategies from activities -Apply to your courses. -Jan Smith & Ken Foote. 5\%. 10\%. 20\%. 30\%. 50\%. 75\%. 90\%.
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-Active learning, why?
-Aligning with learning objectives
-Building strategies from activities
-Apply to your courses
-Jan Smith & Ken Foote
90%With a partner, sort learning experiences onto this “Learning Pyramid”
Average Retention Rates
Based on Bruner
“The Process of Learning”
Learning and Teaching
Designed to meet
Designed to assess
learning outcomes--Have students reached your goals? If they haven't, how can you help them reach your goals?
Transmission View of Learning
Active Experimentation (AE)
Reflective Observation (RO)
Abstract Conceptualization (AC)
THINKDavid Kolb's “Experiential Learning Cycle”
Learning is the process whereby knowledge is created through the transformation of experience (1984, 38)
Constructivist learning theory suggests using a variety of strategies, activities &techniques
Key ideas and concepts are revisited throughout a class or curriculum so that learners can build on these until they reach mastery.
Regular practice with ideas and skills provides opportunities for learners to extend knowledge and deepen confidence
How can these be organized into powerful learning experiences?
From Fink 2003
How will students learn?
Chain notes, concept maps, muddiest point, sketch maps, minute paper, pro-&-con grid, invented dialogs, word journal, analytic memos, memory matrix, one-sentence summary, empty outlines, field trips, field study, role play, lab experiment/exercise... (Angelo & Cross 1993)
PART I: Study several activities in pairs (~8 minutes) then take a break
Discuss their potential strengths and weaknesses--What learning objectives might they support, How much preparation is required, etc?
Reorganize in groups of 4
First, work alone to list two learning outcomes for the course you are developing or improving this week. Use the form provided.
Second, share these learning outcomes with the others in the group.
Third, discuss which of the activities you've studied (in Part I) would be useful for reaching each of the learning outcomes.
By the time you finish, each person should have a 2X2 list of learning outcomes and activities.
We Will Share Some of these Suggestions with the Full Group
How will student learning be assessed?
Going further with active pedagogy
These vary in design, scope and purpose
Projects may involve individuals or groups
Projects may range in scope from small to large and in length from short to long
Project complexity& levels of student teamwork required
Time (week from start of term)
Apply the same standards of scholarship to our teaching as we do to our research, so that:
“One telling measure of how differently teaching is regarded from traditional…research…is what a difference it makes to have a “problem” in one versus the other. In scholarship and research, having a “problem” is at the heart of the investigative process… But in one’s teaching, a “problem” is something you don’t want to have, and if you have one, you probably want to fix it. Asking a colleague about a problem in his or her research is an invitation; asking about a problem in one’s teaching would probably seem like an accusation. Changing the status of the problem in teaching from terminal remediation to ongoing investigation is precisely what the movement for a scholarship of teaching is all about."
Journal of Geography
Journal of Geography in Higher Education
International Research on Geographical and Environmental Education
Annals or other outletsWhy not research what strategies work, and which don't?