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University of Alabama Arts and Sciences Active Learning Initiative

Active Learning Initiative. University of Alabama Arts and Sciences Active Learning Initiative. Session # 4 Documenting the Process for Departmental Accountability. Patrick Frantom , Ph.D . Rebecca Johnson Jessica Fordham Kidd, MFA Marvin E. Latimer Jr ., Ph.D.

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University of Alabama Arts and Sciences Active Learning Initiative

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  1. Active Learning Initiative University of Alabama Arts and Sciences Active Learning Initiative Session #4 Documenting the Process for Departmental Accountability Patrick Frantom, Ph.D. Rebecca Johnson Jessica Fordham Kidd, MFA Marvin E. Latimer Jr., Ph.D. Jeffrey Melton, Ph.D. Darren Surman, Ph.D.

  2. Revisiting the Argument Research suggests: There are some consistent theoretical constructs about how humans best learn.  Those constructs generally point to the notion that different humans learn differently.  Instructors should attempt to integrate diverse teaching/learning methods when possible.

  3. Revisiting the Argument Research also suggests: Higher education historically has defaulted toward instructor centered teaching (lecture method) where the students are less “actively” engaged in the learning process..  Instructors should attempt to integrate active teaching/learning methods when possible.

  4. A New Argument However: In order to be complete, our ALI course must address the procedure for providing external constituencies with documentation of our teaching methods.  These constituencies have little (or no) expertise in our specific instructional foci.  The document must be constructed in a way that it can be understood by persons with little (or no) expertise in our specific instructional foci (similar to a lesson plan for a substitute teacher).

  5. Hence, The Matrix (reloaded)

  6. Student Learning Outcomes Entering Learning Outcomes

  7. Instructional Methods Describing Instructional Methods and Active Learning Strategies

  8. Assessment Measures • What is an assessment? • Who is your audience (internal vs. external constituencies)? • Communicating expectations to students • Communicating quality of instruction to administrators • Of the three measures for quality of instruction (assessment matrix, student opinions of instruction, in-class observer), assessment is the only one under your control. • This is how you “exhibit” your class. • It is also a way to document (quantitatively if possible) the expectations and feedback for qualitative assessments. • A word about reliability of various kinds of assessments.

  9. Assessment Measures (Formative vs. Summative) • Shift from assessing rote learning and memorization to assessment of abilities (esp. higher order domains). • ALI focuses on affording students an opportunity to practice skills. • Ideally, this should happen prior to the final assessment. • Hence, the need to develop formative and summative assessment strategies. • Formative: during the learning process. • Summative: following the learning process.

  10. Assessment Measures (Direct vs. Indirect) • Direct assessment: tangible, measurable evidence of student learning. • E.g., tests, quizzes, student essays, student performances, oral presentations, student final projects or portfolios. • Indirect assessment: students reports of what they have learned, evidence that allows faculty to infer that student learning has occurred, etc. • E.g., end-of-semester surveys, reflection papers, class reflection exercises, mid-semester surveys, etc. • Measures students’ perception of their learning. • can also include signs of student learning such as job placement, retention rates, graduation rates, etc. • Both can be formative or summative.

  11. Reporting Actions to be taken • Changing the direction or pace of instruction during the course. • Documenting ideas for improvements in a course. • Eg., “ I learned that _________ did not work as well as I had expected. I plan to change __________ to better address that concept. • Demonstration of continual engagement with your profession • Responsiveness to changing trends in various internal and external influences on student learning (i.e., technology, class size, student preparedness, etc.).

  12. Your course matrix • Your matrix is due to Blackboard on Tuesday, Nov 26. • It should include the following • All course outcomes • A completed row for one course outcome: instructional methods, assessment measures, benchmarks. • You may not have results or actions to be taken at this point, but you can add a statement to that effect as a placeholder for those sections.

  13. Active Learning Initiative Final Questions and/or Concerns

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