Taking Student Learning Taking Student Learning Seriously Seriously Vincent Tinto Vincent Tinto Syracuse University Syracuse University “ “ Mobilizing for Student Success: An Mobilizing for Student Success: An Institutional Responsibility” Institutional Responsibility” Association of Canadian Community Colleges Association of Canadian Community Colleges Vancouver, British Columbia Vancouver, British Columbia January 29, 2004 January 29, 2004
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Taking Student Learning Seriously Vincent Tinto Syracuse University
Taking Student Learning Seriously Vincent Tinto Syracuse University. “Mobilizing for Student Success: An Institutional Responsibility” Association of Canadian Community Colleges Vancouver, British Columbia January 29, 2004. Taking Student Learning Seriously. - PowerPoint PPT Presentation
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– Contact with students, faculty, and staffContact with students, faculty, and staff– Time on taskTime on task
Students will become more involved in Students will become more involved in learning and spend more time learning learning and spend more time learning when they are placed in supportive settings when they are placed in supportive settings that hold high expectations for their learning, that hold high expectations for their learning, provide frequent feedback about their provide frequent feedback about their learning, and require them to learning, and require them to shareshare the the experience of learning with others.experience of learning with others.
Differing strategies to promote Differing strategies to promote student involvement and learningstudent involvement and learning
Positive interdependencePositive interdependence Promotive group processingPromotive group processing Interpersonal and group skillsInterpersonal and group skills Individual and group accountabilityIndividual and group accountability
Problem-Based Learning: Shared Problem Problem-Based Learning: Shared Problem Solving within the ClassroomSolving within the Classroom
Learning in groups to solve problem(s)Learning in groups to solve problem(s) Curriculum/pedagogy organized to promote Curriculum/pedagogy organized to promote
problem solving. problem solving.
Learning CommunitiesLearning Communities
Building involvement across the curriculumBuilding involvement across the curriculum
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught Use of cooperative/collaborative and/or Use of cooperative/collaborative and/or
problem-based learningproblem-based learning
Learning CommunitiesLearning Communities
Different types of learning communitiesDifferent types of learning communities
Understanding the impact of shared learningUnderstanding the impact of shared learning
Research FindingsResearch Findings
Developing supportive peer groupsDeveloping supportive peer groups
““In the cluster we knew each other, we were In the cluster we knew each other, we were friends, we discussed everything from all the friends, we discussed everything from all the classes. We knew things very, very well because classes. We knew things very, very well because we discussed it all so much. We had discussions we discussed it all so much. We had discussions about everything…it was like a raft running the about everything…it was like a raft running the rapids of my life.”rapids of my life.”
“ “ You know, the more I talk to other peopleYou know, the more I talk to other peopleabout our class stuff, the homework, the tests,about our class stuff, the homework, the tests,the more I’m actually learning ... and the more the more I’m actually learning ... and the more I learn not only about other people, but also I learn not only about other people, but also about the subject because my brain is getting about the subject because my brain is getting more, because I’m getting more involved withmore, because I’m getting more involved withthe other students in the class. I’m getting more the other students in the class. I’m getting more involved with the class even after class.”involved with the class even after class.”
in learning in learning Involvement, learning, and persistenceInvolvement, learning, and persistence Learning better togetherLearning better together
“ “ I think more people should be educated I think more people should be educated in this form of education. I mean becausein this form of education. I mean becauseit is good. We learn not only how to interactit is good. We learn not only how to interactwith ourselves, but with other people of with ourselves, but with other people of different races, different sizes, differentdifferent races, different sizes, differentcolors, different everything. I mean it justcolors, different everything. I mean it justmakes it better ... not only do you learn more,makes it better ... not only do you learn more,you learn better.”you learn better.”
Supplemental InstructionSupplemental Instruction
Mini learning communities applied to Mini learning communities applied to
Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.
Closing Thought:Closing Thought:
Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.
Shared learning should be the norm, not the Shared learning should be the norm, not the exception of the college experience.exception of the college experience.
Thomas Angelo and Patricia Cross, Thomas Angelo and Patricia Cross, Classroom Assessment Techniques: A Classroom Assessment Techniques: A Handbook for College TeachersHandbook for College Teachers, ,