1 Keynote Presentation by Dr. L. Dee Fink “5 High Impact Teaching Practices” Thursday, June 18, 2015 | 8:45 – 10:00 AM | Westin Bayshore Hotel This provides some brief comments about each of the five high impact teaching practices that Fink will discuss in his presentation at the 2015 STLHE Conference in Vancouver. 1. Changing Students’ View of Learning In recent years, leading educators have been putting together ideas on how we can help students become more aware of and pro-active in shaping their own learning experiences. I will introduce two of these, one guided by the concept of “metacognition” and the other by the notion of “self-directed learning” – and show the impact of what they did. Related resources: • Linda Nilson, Creating Self-Regulated Learners. Stylus, 2013. • Carol Dweck, Mindset. Ballantine, 2007. This is the book that made the distinction between viewing our intelligence as “fixed” or “fluid” (meaning changeable). Most beginning college students come in with the former view; they need to change to the latter view, if we want them to believe they can learn how to improve their ability to learn. • A YouTube video (with animation) on what Stephen Carroll does. He is the second of the two professors whom I mention in my presentation: www.youtube.com/user/LDeeFink 2. Learning-Centered Course Design In his book on this topic (orig. 2003; updated ed. 2013), Fink introduced the Taxonomy of Significant Learning along with the model of Integrated Course Design as a way of designing significant kinds of learning into your course. Related Resources: • L. Dee Fink, Creating Significant Learning Experiences, Updated Ed. Jossey-Bass, 2013. • L.D. Fink & A.K. Fink, co-ed., Designing Courses for Significant Learning: Voices of Experience, in Jossey-Bass’ series, New Directions for Teaching and Learning, Vol 119 (Fall 2009). o This is a collection of 10 essay by people who used Integrated Course design: what they did and what happened when they used these ideas. • www.designlearning.org – A website where information about Integrated Course Design is being archived. Has tips, forms, descriptions of good course designs, and a listserv. o On this website, viewers can read Fink’s “Self-Directed Guide…”. This relatively short document describes the main ideas involved in Integrated Course Design.
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Keynote Presentation by Dr. L. Dee Fink
“5 High Impact Teaching Practices”
Thursday, June 18, 2015 | 8:45 – 10:00 AM | Westin Bayshore Hotel
This provides some brief comments about each of the five high impact teaching practices that Fink will discuss in his presentation at the 2015 STLHE Conference in Vancouver. 1. Changing Students’ View of Learning
In recent years, leading educators have been putting together ideas on how we can help students become more aware of and pro-active in shaping their own learning experiences. I will introduce two of these, one guided by the concept of “metacognition” and the other by the notion of “self-directed learning” – and show the impact of what they did.
Related resources: • Linda Nilson, Creating Self-Regulated Learners. Stylus, 2013. • Carol Dweck, Mindset. Ballantine, 2007.
This is the book that made the distinction between viewing our intelligence as “fixed” or “fluid” (meaning changeable). Most beginning college students come in with the former view; they need to change to the latter view, if we want them to believe they can learn how to improve their ability to learn.
• A YouTube video (with animation) on what Stephen Carroll does. He is the second of the two professors whom I mention in my presentation: www.youtube.com/user/LDeeFink
2. Learning-Centered Course Design
In his book on this topic (orig. 2003; updated ed. 2013), Fink introduced the Taxonomy of Significant Learning along with the model of Integrated Course Design as a way of designing significant kinds of learning into your course.
Related Resources: • L. Dee Fink, Creating Significant Learning Experiences, Updated Ed. Jossey-Bass,
2013. • L.D. Fink & A.K. Fink, co-ed., Designing Courses for Significant Learning: Voices of
Experience, in Jossey-Bass’ series, New Directions for Teaching and Learning, Vol 119 (Fall 2009).
o This is a collection of 10 essay by people who used Integrated Course design: what they did and what happened when they used these ideas.
• www.designlearning.org – A website where information about Integrated Course Design is being archived. Has tips, forms, descriptions of good course designs, and a listserv.
o On this website, viewers can read Fink’s “Self-Directed Guide…”. This relatively short document describes the main ideas involved in Integrated Course Design.
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3. Team-Based Learning Many professors are using small groups these days, but not all ways of doing this are equally good. In fact, some create very negative feelings among the better students. Team-Based Learning (TBL) is a special way of using small groups that focuses much attention and effort into change the initial “groups” into high performance “teams”. The originator of TBL, Larry Michaelsen, figured out what is necessary to support this change and to avoid the problems that can occur when using small groups. He and other users have provided extensive document on the quality and quantity of student learning that occurs when TBL is used properly.
Related resources: • J. Sibley & P. Ostafichuk, Getting Started with Team-Based Learning. Stylus, 2014. • Michaelsen et al., Team-Based Learning for Health Professions Education. Stylus,
2008. • M. Sweet & L.K. Michaelsen, Team-Based Learning in the Social Sciences and
Humanities: Group Work that Works to Generate Critical Thinking and Engagement. Stylus, 2012.
• www.teambasedlearning.org – A website with a wealth of resources and a very active listserv, to help people get started and continue to refine their ability to use this teaching strategy.
4. Service Learning – with Reflection
Professors have known for some time that getting students out into the community, providing a valued service for an individual or an organization, can be a transformative experience for the students as well as beneficial for the recipient. But the very richness of this experience can also be a problem: students are “learning” but they are frequently unaware of what all they are learning. This is where some guided reflection is very important, in bringing all their learning up into their consciousness.
Related Resource: • Several years ago, Edward Zlotkowski rendered college professors a major service by
editing a series of 20 booklets describing ideas for doing service learning in different disciplines. This series is now available from Stylus Publisher, at this website: https://sty.presswarehouse.com/Books/BookDetail.aspx?productID=117882
• One major tool for prompting student reflection on their own learning is learning portfolios. A major resource of learning more about this is:
o John Zubizarreta, The Learning Portfolio: Reflective Practice for Improving Student Learning. 2nd ed. Jossey-Bass, 2009.
5. Be a Leader with Your Students
Fink’s definition of Leadership is: “Motivating and enabling others to do important things well.” This goal applies to teachers as they work with and interact with their students as much as it does to a person in the public or commercial sector. We need to “motivate and enable” our students to achieve “important kinds of learning” well! How can we do that? In this section, I will draw a few lessons from the portraits of teachers described by Ken Bain in his bestselling book, What the Best College Teachers Do. These teachers clearly had learned how to be good leaders with their students, i.e., how to motivate and enable their students to learn well.
Related Resource: • Ken Bain, What the Best College Teachers Do. Harvard Univ. Press, 2004.
Let’s make it all that it can be and needs to be!Let’s make it all that it can be and needs to be!Let’s make it all that it can be and needs to be!Let’s make it all that it can be and needs to be!
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5 High Impact Teaching Practices
OR, A NEW START??
Teaching for the 21Teaching for the 21Teaching for the 21Teaching for the 21stststst Century . . .Century . . .Century . . .Century . . .
Let’s Get Started!!Let’s Get Started!!Let’s Get Started!!Let’s Get Started!!