This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Talk Structure
Introduction: Empathy Teaching/Learning “Susan and Robert” Cognitive levels (“The SOLO Taxonomy”) Alignment Definition: Good Teaching Beyond Good Grades A bit of Assessment- and Evaluation Theory “Bag of Tricks”
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Empathy
About helping/teaching others:
Basically: empathy! Know/anticipate what your students know (/don’t know)!
"At man, når det i sandhed skal lykkes en at føre et menneske hen til et bestemt sted, først og fremmest må passe på at finde ham der, hvor han er, og begynde der.
Dette er hemmeligheden i al hjælpekunst. Enhver der ikke kan det, han er selv i indbildning, når han mener at kunne hjælpe en anden.
For i sandhed at kunne hjælpe en anden, må jeg forstå mere end han - men dog vel først og fremmest forstå det, han forstår. [ empathy! ]
Når jeg ikke gør det, så hjælper min mere-forståen ham slet ikke. Vil jeg alligevel gøre min mere-forståen gældende, så er det fordi jeg er forfærdelig stolt, så jeg i grunden i stedet for at gavne ham egentlig vil beundres af ham.”
-- “Brudstykker af en ligefrem meddelelse”, Kierkegaard, 1859
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
“The SOLO Taxonomy”
Cognitive levels of understanding: SOLO 1 (aka. “prestructural”):
no understanding: misses point !
SOLO 2 (aka. “unistructural”): identification, memorization, simple procedures, …
SOLO 3 (aka. “multistructural”): enumerate, describe, perform algorithms, …
SOLO 4 (aka. “relational”): compare, analyse, relate, apply, …
SOLO 5 (aka. “extended abstract”): theorize, generalize, hypothesize, …
dee
pe
r u
nd
erst
and
ing
surfaceunderstanding
depthunderstanding
Often, examiners and censors distinguish “good” and “bad” student performancebased directly on this taxonomy, and often, without being consciously aware of it!
S.O.L.O. (Structure of the Observed Learning Outcome)
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Course Objectives
“What are the students supposed to learn”? State explicitly (as verbs) the skills they are to acquire
Makes it clear what they are supposed to be able to do and they are able to check themselves against it
…and at which cognitive level: to recite … // SOLO 2 to describe … // SOLO 3 to explain … // SOLO 3 to compare / relate … // SOLO 4 to prove … // SOLO 4 to apply … // SOLO 4 to hypothesize … // SOLO 5d
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Definition: “Good Teaching”
“Definition”:
“Teach so that Robert behaves like Susan”
Good news: You should now know how to do this:
Explicitly defined course objectives (as verbs) Alignment!!! avoid surface-encouraging aspects add depth-encouraging aspects Better with depth than breadth of coverage
”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”
-- “Teaching for Quality Learning at University”, John Biggs, 2003
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Example (Semantics’05)Program world
Model world
ConcreteAbstract
~
P
P’
M
M’
1. P ~ P’ ?2. abstract
3. M ~ M’ ?
4. relate
5. M ~ M’ !6. concretize7. P ~ P’ !
What discerns a really good programmer from one that is not so good is the capability of moving (consciously or unconsciously) between the concrete world of programs and the abstract world of semantic models (via abstraction and concretization).
Specifically, such a programmer is capable of (consciously or unconsciously): - 1) abstracting programs into models - 2) reasoning about the models - 3) concretizing the insights back into the world of programs
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Evaluation Theory
1. Evaluator The students fill out
2. Time at the end of the lectures (and before the exam)
3. Method a questionnaire
4. Application so that the teacher and the administration can measure
5. Standard if satisfactorily and to which degree
6. Criterium among the students there has been initiated:- high-level activity;- responsibility for own learning;- new knowledge and competences; and- autonomous thinking
OCT 25, 2005BRICS / FIRST PH.D. SCHOOL RETREAT 2005 (SANDBJERG)
Hidden Abstract
Target audience:-30x Ph.D. students from four Danish Universities
(=> keep it more abstract/theoretic than concrete/example-driven)-10x VIP and secretaries (=> careful with computer science specific examples)-international crowd, many cultures (=> in English, no Danish-specific examples)
Context (of the talk):Prior to my talk, they have just had exercises on Empathy
=> move all things pertaining to Empathy to the beginning and add transitional example (relating empathy to teaching/learning) giving them a chance to see and experience the effect of (using/not using empathy in) building/not building on prior knowledge.
Practice what you preach (take your own medicine):- Talk objectives (what you should learn and be able to do) => alignment!!!- Variation => mild hypnosis ; activation => 60” reflective timeouts ; …