CA title page · Web viewMacroeconomics Essay Grading Grid Assignment: Write a well-structured, enlightened critical essay about current economic conditions that demonstrates command

Seven Levers for Higher and Deeper LearningResearch-based Guidelines and Strategies

for Improving Teaching, Assessment and LearningA Workshop for Academic Staff of

Sinclair Community College Saturday 24 October 2009 – 1:30 PM-4:30 PM

Tom AngeloProfessor of Higher Education and Director

The Curriculum, Teaching and Learning CentrePro Vice-Chancellor (Curriculum & Academic Planning)

La Trobe University – Melbourne, Australiaemail [email protected]

Some terms and concepts that might be of use Surface, strategic, and deep learning Learning outcomes/Teaching objectives Prior knowledge Bus Test, Parrot Test, Car Park Test Attention span Cognitive load Wait time Metacognition Formative and Summative assessment Novice-Expert differences The 80/20 Rule (aka, the Pareto Principle) Constructive alignment

mailto:[email protected]

Seven Levers for Higher & Deeper Learning – Sinclair CC – 24/10/09 – 1:30-4:30 PM page 2Lever 2

Goal Ranking & Matching ExerciseWhat do you hope to learn/gain through this afternoon’s workshop? How can it best address your needs and expectations? This is a Classroom Assessment Technique (CAT) designed to help you identify your goals and expectations and share them with each other and the presenter.

1. On the lines below, please list three or four learning goals you hope to achieve–things you hope to learn or questions you hope to answer–through participating actively in this workshop.

Your Learning Goals for this afternoon’s workshop ________________________________________________________________________________________________________________________________________________

2. Now, rank your goals in terms of their relative importance to you. Make the most important goal #1, the next most important #2, and so on.

3. Next, working with your group of 3-4 colleagues, determine quickly whether you have any first- or second-ranked goals in common. Determine which one or two key goals are most widely shared.

4. Prepare to report out which goals were shared within your group and to what extent. For example, “Three out of four of us wanted to learn X.”

________________________________________________________________________A Revision of Bloom's Taxonomy (From Anderson & Krathwohl, 2001)

CREATE Generate, Plan,

Synthesize, Produce the New

EVALUATECritique or Judge based onExplicit Standards/Criteria

ANALYZEBreak Down, Relate Parts & Whole, Organize

APPLYFollow Procedures to Solve Problemsor Carry Out Tasks

UNDERSTANDConnect New Learning to Prior Knowledge byInterpreting, Classifying, Comparing, Summarizing, etc.

REMEMBERElaborate, Encode, and Retrieve Information fromLong-term Memory

Tom Angelo – [email protected] – Curriculum, Teaching & Learning Centre – La Trobe University – 9/05/2023


Tri-national Background Knowledge Probe_______________________________________________________________________

Please answer each question below for all three countries: Australia (AU), New Zealand (NZ) and the US. [Rankings are international.] Guessing is encouraged!

AU NZ US1. Population? __________ ___________ _________2. Area in sq kms? __________ ___________ _________3. Capital city? __________ ___________ _________4. Elected head of national gov’t? __________ ___________ _________5. % Indigenous? __________ ___________ _________6. % of citizens without basic health care? __________ ___________ _________7. Infant mortality ranking? __________ ___________ _________8. Corruption ranking? ________ ___________ _________9. Obesity ranking? __________ ___________ _________10. Murder ranking? __________ ___________ _________11. Median income per capita in US$? __________ ___________ _________

12. Greenhouse gas emissions p/c? __________ ___________ _________13. % with Bachelors degree or above? __________ ___________ _________


Seven Levers for Higher & Deeper Learning – Sinclair CC – 24/10/09 – 1:30-4:30 PM page 4Lever 6Think-Pair-Share This collaborative learning technique (CoLT) is useful for stimulating engagement in discussions, checking students’ understanding of concepts, and encouraging students to rehearse, express, and compare their understandings with those of others

Estimated Time and Effort Required forFaculty to prepare this CoLT VERY LOWStudents to use this CoLT VERY LOWFaculty to assess/follow up VERY LOW

Complexity VERY LOWRisk of Failure VERY LOWDuration & Location 5-15 minutes/In classGroup Size & Structure Pairs or triads/Informal/No pre-organizing needed

Description and Purpose:The name of this CoLT, “Think-Pair-Share,” captures the essential steps. In response to a question posed by the instructor, students think and perhaps write on their own for a few minutes, quickly pair up with classmates, and then share, discuss, and compare their responses in pairs before responding to the instructor or sharing with the entire class. This technique provides students with the opportunity to formulate responses and practice communicating them with their peers. Since Think-Pair-Share can dramatically improve students’ willingness and readiness to participate, it’s often used as a “warm up” or “step up” to a whole class discussion.Procedure

1. Pose an engaging question to the class, giving students ample time to think about the question individually and to devise individual responses.

2. Ask students to pair with another student nearby to share responses and, if useful, to create a joint response by building on each other's ideas.

3. Ask the pairs to share their responses with the whole class. If time is limited and/or the class is large, randomly call on student pairs.

4. If appropriate, provide class with the correct or expert response, allowing them to check and, if needed, correct their individual and pair responses.


Seven Levers for Higher & Deeper Learning – Sinclair CC – 24/10/09 – 1:30-4:30 PM page 55.

Seven Levers for Deeper LearningResearch indicates that virtually all students can learn more – and more deeply – if we help them to . . .Become explicitly aware of their own relevant prior knowledge,

beliefs, preconceptions, and values – and be willing to unlearn, as needed

Set and maintain realistically high and personally meaningful learning goals and expectations for academic success

Learn how to learn effectively – given their own individualhistories, talents, preferences, and goals – so they become increasingly self-directed and independent learners

Understand the criteria, standards, and methods used in assessing and evaluating their learning and get useful,

timely feedback on their performance against those standards

Seek and find connections to and real-world applications ofconcepts and skills they are learning in class

Collaborate regularly and productively with other learners and with teachers to achieve meaningful, shared learning goals

Invest as much actively engaged time and high-quality effort as possible in their academic work


Seven Levers for Higher & Deeper Learning – Sinclair CC – 24/10/09 – 1:30-4:30 PM page 6

Lever 2FIVE DIMENSIONS OF HIGHER LEARNING

In your own undergrad education For your students now What percentage of the teaching you How would you (re)focus your experienced as a student focused on? program’s teaching if you could?

DECLARATIVE LEARNING Learning What

Learning facts and principles PROCEDURAL LEARNING

Learning HowLearning skills and procedures

CONDITIONAL LEARNING Learning When and Where

Learning applications

REFLECTIVE LEARNING Learning Why

Learning to understand one's self and others

METACOGNITIVE LEARNING Learning How to Learn

Learning to direct & manage one's own learning


Liquid hazardous waste isdisposed of by pumping itdown injection wells.Which well location wouldbe the most suitable touse for an injection well?Why? A B C

Conceptest


Thanks to Dr. David McConnell, of the University of Akron, for the Geology Conceptest above._________________________________________________________________

STATS FOR EVERYDAY LIFE – SPRING 2004 - ANGELO

First Concept ReviewCircle the variable in each pair that you would expect to have the larger standard deviation:

1.1 adult humans’ heights adult humans’ weights

1.2 domestic dogs’ weights domestic cats’ weights

1.3 language skills of 12-year-olds math skills of 12-year-olds

1.4 hours students spend hours students spend studying in this classroom for this class



Lever 3_______________________________________________________________________

Defining Features MatrixComparing Confusable Concepts

Directions: In the left-hand column below are features we could use to identify, distinguish, and classify reptiles and amphibians. Place plus signs ( + ) next to features that typically characterize reptiles and/or amphibians. Place minus signs ( – ) next to features which do not.

DEFINING FEATURES Reptiles Amphibians

Are vertebrates

Are tetrapods (four-limbed)

Are exothermic (cold-blooded)

Usually lay eggs in water

Usually lay eggs on land

Usually have scaly, dry skin

Usually have damp, smooth skin

Are more closely related to birds

Are of more ancient lineage

Many species are dangerous to humans

Many species are endangered



Lecture Design & Preparation Questions1. What are your intended learning objectives/outcomes for

this lecture? [How will you communicate them?]

2. What prior work leads in/connects to this lecture?

3. How will you and the students prepare for it?

4. How will you get, manage, and sustain attention?

5. How will you help students manage cognitive load?

6. What work will students do during the lecture?

7. How will you check understanding and achievement of learning objectives/outcomes?

8. What will the lecture lead/connect to? Next steps?



Preparing Effective Lectures EfficientlyThe Wrap Up

To make your lecture preparation time more effective and more efficient:

Set limits to your preparation time Remember the “80/20 rule” Contextualise and connect the lecture Start with the end–intended learning outcomes–

and design backwards Identify and prioritise no more than 5-7 key points Privilege the beginning and the end Manage attention span and cognitive load Prepare to be, or at least to act enthusiastic Have Plan B ready, just in case

Remember: It’s what the learners do that matters most.



Lever 4AN EXAMPLE OF GRADING STANDARDS

First-Year Writing SeminarEN 010-01 -- T. A. AngeloBoston College – Fall 1993

Grading Standards for Writing in Seminar Portfolios"A" work (1) Responds fully to the assignment given;

(2) Expresses its purpose clearly and persuasively; (3) Is directed toward and meets the needs of a defined audience;

(4) Begins and ends effectively; (5) Provides adequate supporting arguments, evidence, examples, and details; (6) Is well-organized and unified; (7) Uses appropriate, direct language; (8) Correctly acknowledges and documents sources; (9) Is free of errors in grammar, punctuation, word choice, spelling, and format;

(10) Maintains a consistent level of excellence throughout, and demonstrates originality and creativity in realizing (1) through (7).

"B" work Realizes (1) through (9) fully and completely–and demonstrates overall excellence–but shows little or no originality or creativity.

"C" work Realizes (1) through (9) adequately–and demonstrates overall competence–but contains a few, relatively minor errors or flaws. A "C" paper may show great creativity and originality, but those

desirable qualities do not make up for poor or careless writing. A "C" paper usually looks and reads like a next-to-final draft.

"D" work Fails to realize some elements of (1) through (9) adequately–and contains several, relatively serious errors or flaws, or many minor ones.A "D" paper often looks and reads like a first or second draft.

"F" work Fails to realize several elements of (1) through (9) adequately– and contains many serious errors or flaws, and usually many

minor ones, as well. An "F" paper usually looks and reads like a zero draft.



Levers 2, 3 & 4A SIMPLE ASSESSMENT/GRADING RUBRIC

Title of assignment: Author: Date:

(1) Responds fully to EXCELLENT VERY GOOD ADEQUATE FAIR POOR to the assignment ____

(2) Expresses its purpose EXCELLENT VERY GOOD ADEQUATE FAIR POOR clearly and persuasively ____

(3) Is directed toward and meets the needs of EXCELLENT VERY GOOD ADEQUATE FAIR POOR

a defined audience

(4) Begins and ends EXCELLENT VERY GOOD ADEQUATE FAIR POOR effectively

(5) Provides adequate supporting arguments, EXCELLENT VERY GOOD ADEQUATE FAIR POORevidence, examples,

and details

(6) Is well-organized EXCELLENT VERY GOOD ADEQUATE FAIR POOR and unified

(7) Uses appropriate, EXCELLENT VERY GOOD ADEQUATE FAIR POOR direct language ____

(8) Correctly acknowledges EXCELLENT VERY GOOD ADEQUATE FAIR POOR and documents sources ____

(9) Is free of errors in grammar, punctuation, EXCELLENT VERY GOOD ADEQUATE FAIR POORword choice, spelling,

and format

(10) Maintains a level of EXCELLENT VERY GOOD ADEQUATE FAIR POOR excellence throughout _____

Shows originality and creativity in realizing EXCELLENT VERY GOOD ADEQUATE FAIR POOR(1) through (7)

OVERALL EVALUATION EXCELLENT VERY GOOD ADEQUATE FAIR POOR

COMMENTS:



A More Detailed Assessment/Grading RubricMacroeconomics Essay Grading Grid

Assignment: Write a well-structured, enlightened critical essay about current economic conditions that demonstrates command of existing economic knowledge, appropriate interpretation and application of that knowledge, and demonstrates appropriate use of data and argumentation to support well-reasoned policy recommendations.Basic Questions:

What is the current macroeconomic situation in the U.S.?What is the likely prognosis for the next 12 to 24 months? What are your economic policy recommendations?

Thanks to Dr. Richard Stratton of the University of Akron for permission to use this example.


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Structure 10 8 6 4 2 0Meets all minimum requirementsExecutive summary is effective & conciseIntroduction clearly lays out a roadmap for the paper and places the information in contextBody addresses all the Basic Questions, includes the argumentation and dataConclusion provides summary and closure

Content Knowledge 30 24 18 12 6 0

Command of existing economic knowledgeUse of terms, theories, and data are Informed judgment demonstrated by selection of terms, theories and data (shown by the exclusion irrelevant and inclusion of relevant issues)Argumentation 40 32 24 16 8 0Argument flows logically so that early statements lay the foundation for later statements and the reader is guided through the argumentsAppropriate application of theory is used to make argument; clearly links theory and data to conclusionsArguments are persuasive focuses on key points, does not wonder, uses no unnecessary verbiageAlternative policies, arguments, conclusions and generalizations are noted where they exist and addressed; differences of opinion, supported by evidence, are also discussed

Data used is reliable, valid, and pertinent; it provides effective support; no superficial information or tangential data muddies the argument

Striving for Excellence and Creativity 20 16 12 8 4 0Presentation is neat and professional; all visuals used are well labeled, clear, and effective conveying information better than words; text contains no errors and is easy to read & understandCreativity – the paper clearly holds the imprint of the author. Original thought is demonstrated by innovative organization, the integration of concepts and ideas, the use of new approaches, the novel use of visuals, or other tangible traits


Lever 7Two Ridiculously Simple-minded Time-Management Techniques

The To-Do List 1 ____________________ 2 ____________________ 3 ____________________ 4 ____________________

5 ____________________

******************************************************************The Priority Matrix

IMPORTANT CAN’T ACHIEVE MY LIFE GOALS WITHOUT DOING THIS

Non-Urgent Urgent No deadline Must be done ASAP

Unimportant Doing this will make little or no difference



Productive Study-Time Log – Day 1 of 7DIRECTIONS: (1) Enter any block of 30 minutes or more you spent studying, writing -- or doing any other relevant academic work -- today on the form below; (2) Round off to the nearest half-hour. For example, if you started studying at 2 pm and ended at 2:40, fill in the lines next to 2:00 only; (3) Make a note of where you were working and what you were doing; (4) Make sure to rate the productivity of each half-hour segment in the appropriate column, using the following scale

0 = Non-productive -- Accomplishing nothing or extremely little1 = Low Productivity -- Accomplishing something, but not much2 = Average Productivity -- Accomplishing a fair amount 3 = High Productivity -- Accomplishing a great deal

(5) Take a moment to answer the follow-up questions each day; (6) After you've logged your time for seven consecutive days, complete the summary sheet; and, (7) Talk over the results with one or two classmates who have also gone through the time-logging exercise.

Productivity ProductivityTime Place Activity Rating Time Place Activity Rating 7:00 am _____ _____ _____ 4:00 pm _____ ______ _____7:30 am _____ _____ _____ 4:30 pm _____ ______ _____8:00 am _____ _____ _____ 5:00 pm _____ ______ _____8:30 am _____ _____ _____ 5:30 pm _____ ______ _____9:00 am _____ _____ _____ 6:00 pm _____ ______ _____9:30 am _____ _____ _____ 6:30 pm _____ ______ _____10:00 am _____ _____ _____ 7:00 pm _____ ______ _____10:30 am _____ _____ _____ 7:30 pm _____ ______ _____11:00 am _____ _____ _____ 8:00 pm _____ ______ _____11:30 am _____ _____ _____ 8:30 pm _____ ______ _____12:00 pm _____ _____ _____ 9:00 pm _____ ______ _____12:30 pm _____ _____ _____ 9:30 pm _____ ______ _____1:00 pm _____ _____ _____ 10:00 pm _____ ______ _____1:30 pm _____ _____ _____ 10:30 pm _____ ______ _____2:00 pm _____ _____ _____ 11:00 pm _____ ______ _____2:30 pm _____ _____ _____ 11:30 pm _____ ______ _____3:00 pm _____ _____ _____ 12:00 am _____ ______ _____3:30 pm _____ _____ _____ 12:30 am _____ ______ _____



Productive Study-Time Log – Day 1 of 7Daily Follow-up Questions

Directions: The questions below are meant to help you get more useful information and gain better insights from the time-logging exercise. As you jot down responses, be as specific and honest as you can be. (No one else ever needs to see what you've written here.)

1. Looking back over your day’s log on the previous page, tally up your time use:

Subtotal A: Hours of study/writing/academic work at Level 0 = _____Subtotal B: Hours of study/writing/academic work at Level 1 = _____Subtotal C: Hours of study/writing/academic work at Level 2 = _____Subtotal D: Hours of study/writing/academic work at Level 3 = _____Day 1: Total Hours spent on study/writing/academic work = _____

2. Reviewing the day's time log, and your responses to (1) above, do you notice any interesting or surprising facts or patterns related to –

A. The amount of time you spent on academic work? B. The locations you chose to work in?

C. Your productivity at various times of day and in different locations?

2. Overall, what was your most productive time/activity today?

A. What accounts for that?

3. Given what you've learned from the day you just logged, are there any specific things you could've done differently to make it more productive?

Reference: Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition. San Francisco: Jossey-Bass, pp. 300-302.



The Minute PaperPlease answer each question in 1 or 2 sentences:

1)What was the most useful or meaningful thing you learned during this session?

2)What question(s) remain uppermost in your mind as we end this session?

Reference: Angelo, T. A. & Cross, K. P. Classroom Assessment Techniques: A Handbookfor College Teachers, 2nd edition. San Francisco: Jossey-Bass, 1993, pp. 148-153.

The "Muddiest" Point*What was the "muddiest" point in this session? (In other words, what was least clear to you?)

Reference: Angelo, T. A. & Cross, K. P. Classroom Assessment Techniques: A Handbookfor College Teachers, 2nd edition. San Francisco: Jossey-Bass, 1993, pp. 154-158.



A Few Key References on Learning & TeachingAnderson, L.W. & Krathwohl, D.R. (Eds.). A Taxonomy of Learning, Teaching, and Assessment:

A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001.

Barkley, E.F., Cross, K.P. & Major, C.H. Collaborative Learning Techniques: A Handboookfor College Faculty. San Francisco: Jossey-Bass, 2005.

Biggs, J. Teaching for Quality Learning at University. Buckingham, UK: SRHE and Open University Press, 1999.

Boice, R. First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process. Bolton, MA: Anker, 1996.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press, 1999.

Cross, K.P & Steadman, M.H. Classroom Research: Implementing the Scholarship of Teaching.San Francisco: Jossey-Bass, 1996.

Davis, B.G. Tools for Teaching. San Francisco, CA: Jossey-Bass, 1993.

Halpern, D.F. Thought and Knowledge: An Introduction to Critical Thinking, (3rd ed.). Mahwah, NJ: Erlbaum, 1996.

McKeachie, W.J & Associates. Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 11th Edition. Boston: Houghton Mifflin, 2002.

Ramsden, P. Learning to Teach in Higher Education, (2nd Ed.). London, New York: RoutledgeFalmer, 2003.

Theall, M., (Ed). Motivation from Within: Approaches for Encouraging Faculty and Students to Excel. New Directions for Teaching and Learning, 78(Summer), 1999.

Walvoord, B.E. & Anderson, V. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998.

Weimer, M. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco, CA: Jossey-Bass, 2002.

And a Few Useful Websites on Teaching & Learning The Active Learning Site. http://www.active-learning-site.com/index.html

The Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/home.htm

The Center for Academic Transformation at RPI. http://www.center.rpi.edu/

The IDEA Center at Kansas State U.. http://www.idea.ksu.edu/

The National Institute for Science Education (NISE). http://www.wcer.wisc.edu/nise/

VARK: A guide to learning styles. http://www.vark-learn.com/


http://www.vark-learn.com/

http://www.wcer.wisc.edu/nise/

http://www.idea.ksu.edu/

http://www.center.rpi.edu/

http://www.carnegiefoundation.org/home.htm

http://www.active-learning-site.com/index.html




Workshop Evaluation Form1. Please rate the overall quality of this session on the scale below:

1 2 3 4 5very poor poor acceptable good excellent

2. Please rate the overall usefulness of the session below:

1 2 3 4 5useless not very somewhat very extremely

3. Please rate the effectiveness of the presenter below:

1 2 3 4 5not at all not very somewhat very extremely

4. What did you learn that you can apply to your work? (Please be specific.)

5. How could the session have been more useful to you? (Please be specific.)

6. What kinds of follow up would be most helpful to you?


CA title page · Web viewMacroeconomics Essay Grading Grid Assignment: Write a well-structured, enlightened critical essay about current economic conditions that demonstrates command

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