Claus Brabrand Aug 03, 2010 Universidade Federal de Pernambuco, Recife, Brazil How to make sure your students learn what you want them to Claus Brabrand ((( [email protected]))) Associate Professor ((( Programming, Logic, and Semantics ))) IT University of Copenhagen Claus Brabrand ((( [email protected]))) VISITING Professor ((( Software Productivity Group (SPG) ))) Univ. Fed. de Pernambuco
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Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil How to make sure your students learn what you want them to Claus Brabrand.
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Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
VISITING Professor((( Software Productivity Group (SPG) )))
Univ. Fed. de Pernambuco
[ 3 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
"What is good teaching?"
Exercise:T
[ 4 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Outline (Aug 03, 2010)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 5 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
“Teaching for Quality Learning at University
- What the student does”
“Teaching for Quality Learning at University
- What the student does”
Constructive Alignment & SOLO Taxonomy:
Introduction to…
“Teaching Teaching & Understanding Understanding”
“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)
John Biggs’ popular and heavily cited book:
Note: 3rd Edition now available [J.Biggs & C.Tang, 2007]
[ 6 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
"What are the film'smain messages
(in your opinion)"?
Neighbour Discussion:T
[ 7 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Outline (Aug 03, 2010)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 8 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
From Content to Competence
My old course descriptions (Concurrency 2004): Given in terms of a 'content description'.
Essentially:
This is a bad ideafor two reasons...!
Goal is…:
To understand: deadlock interference synchronization ...
[ 9 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Goal is…:
To understand: deadlock interference synchronization ...
Problem 1 !
Problem with 'content' as goals ! analyze ...theorize ...
define deadlockdescribe solutions
name solutionsrecite conditons
Stud. C
Stud. A
Stud. B
analyze systemsexplain causes
Censor
Teacher
agreem
ent
analyze systemsexplain causes
tacit kno
wled
ge fro
m a
research-b
ased trad
ition
no
t kno
wn
by stu
den
t
[ 10 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Problem 2 !
Problem with 'understanding' as goals !
The answer is simple:
'concept of deadlock' ?!
Goal is…:
To understand: deadlock interference synchronization ...
It cannot be measured !
[ 11 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Competence !
'Competence' as goals !
Have the student do something;and then observe (evaluate) the product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note': inherently operational (~ verbs)
Objective !
To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...
Note: 'understanding' is of course
pre-requisitional !
Competence := knowledge + capacity to act upon it
[ 12 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Neighbour Discussion
"How does thiscontent vs. competence relate to YOUR courses?"
T
[ 13 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
SOLO (elaborated)Note: the list is non-exhaustive
SOLO 2”uni-structural”
SOLO 3“multi-structural”
SOLO 4“relational”
SOLO 5“extended abstract”
theorize generalize hypothesize predict judge reflect transfer theory
(to new domain) …
analyze compare contrast integrate relate explain causes apply theory
(to its domain) …
combine structure describe classify enumerate list do algorithm apply method …
define identify count name recite paraphrase follow (simple)
instructions …
Graphic Legend
problem / question / cue known related issue - given! hypothetical related issue - not given! student response
Q
R
QUANTITATIVE QUALITATIVE
R
R'Q
RQRQRQ
[ 14 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
SOLO verbs
Mapped by: B. Dahl & C. Brabrand
(Natural science context!)
With help from: 3 Educational research
colleagues (medicine) J. Biggs & C. Tang
[ 15 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
SOLO Advantages
Advantages of The SOLO Taxonomy: Linear hierarchical structure (good for progression) Aimed at evaluating student learning Converges on research (at SOLO 5)
Research:Production ofnew knowledge
[ 16 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Exercise
"Key competences in YOUR course?"
T
Concurrency:
analyze systemscompare models
Concurrency:
analyze systemscompare models
Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
10' Break
Please put the Post-Its on the wall
"What is good teaching?" Key competences(in your course)
[ 18 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Outline (Aug 03, 2010)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 19 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Concrete Recommendations
Intended Learning Outcomes [Genetics 101]
After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,
[ 33 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Questions...
"What is good teaching?"
The Film
Cognitive processes
Association
new ~ old
The Book
John Biggs
"understanding"
content competence
Student activation
Susan & RobertTeacher models
levels 1 - 2 - 3
Course descriptions
Constructive AlignmentTop Competences
15% programming
CS v. NAT v. MAT
Students at University
My researchand teaching
'TLA'Teaching / Learning
Activities
Tips'n'Tricks
?
recitegeneralize
R
R'
Q
The SOLO Taxonomy
[ 34 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Now, please: "2-minute recap"
Please spend 2' on thinking about and writing down the most important points from the talk – now!:
After 1 dayAfter 1 week
After 3 weeksAfter 2 weeks
Immediately
T
[ 35 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Key References ”Teaching for Quality Learning at University”
John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.
”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982
”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006
"Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007
Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process)
Student 'recap' at end:
after 1 dayafter 1 week
after 3 weeks
after 2 weeks
now
[ 39 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
E.g. course: ”Databases” (at RUC/Roskilde):
Note: almost entirely non-operational(!)
i.e. measure how?!
obtain knowledge about the structure of database systems; be familiar with design of databases by use of special notations like E/R and analysis through normalization; get an overview of the most important database models and a detailed knowledge about the most important model - the relational model as well as the language SQL; get an overview of database indexing and query processing; obtain knowledge about application programming for DB systems.
Problematic Courses
Familiar with ?!
[ 40 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
e.g.- memorize- describe
UNALIGNED COURSE
e.g.- memorize- describe
"Dealing with the test"
[ 41 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
ALIGNED COURSE
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
[ 42 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
5) Capacity for moving consciously between stages 3) and 4): (which is required by a teacher)
[ 49 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
On the Role of Examination
Alignment: A systemic theory (a teaching system w/ cause/effects) A theory of planning (over the course of a course) A theory of motivation (and incentive)
From the exam as a...:
...to:
"Necessary evil"
Motivational and learning-guidingpedagogical tool for the teacher(!)
applicationof alignment
"The exam does not come after, but before the course!"
[ 50 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
Definition: “Good Teaching”
Definition:
Good news: We now know how to do this:
Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather 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
[ 51 ]Claus Brabrand Aug 03, 2010Universidade Federal de Pernambuco, Recife, Brazil
The BLOOM Taxonomy (1956)
The BLOOM Taxonomy:
Knowledge
Comprehension
Application
Analysis EvaluationSynthesis
Qualitative
Quantitative
SO
LO 4
+5
SO
LO 2
+3
”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item”