Jim,
Thanks for forwarding this. Lots of things we could discuss at the TB.
Barbara
-----Original Message-----
From: Greenberg, James
Sent: Thursday, January 09, 2003
9:09 AM
To: [log in to unmask]
Subject: STRATEGIES THAT IMPROVE
UNDERGRADUATE EDUCATION
TBers,
I am on a listserv called "Tomorrow's Professor". Recently this was posted to that list. I thought you might find it interesting. Information on how to join this listserv is at the bottom of this message. Many of these ideas have been talked about at past Teaching Breakfasts and perhaps future sessions should touch on more of these.
Mr. James B. Greenberg
Director
Teaching, Learning and Technology Center
Milne
Library
SUNY
College at Oneonta
Oneonta,
New York 13820
email: [log in to unmask]
phone:
607-436-2701
"Ignorance is curable, stupidity lasts forever"
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Folks:
The posting below summaries many of the strategies
that research has
shown
to be effective in enhancing student learning. It is from
Chapter
10, Teaching Strategies for the Twenty-First Century, by
James
Eison in Field Guide to Academic Leadership, Robert M. Diamond,
editor,
Bronwyn Adam, assistant editor. Published by JOSSEY-BASS, A
Wiley
Company, San Francisco. http://www.josseybass.com
Copyright ©
2002
by John Wiley & Sons, Inc. Jossey-Bass is a registered trademark
of
John Wiley & Sons, Inc. All rights reserved. Reprinted with
permission.
Rick Reis
[log in to unmask]
UP
NEXT: Using Cases in Higher Education
Tomorrow's Teaching and Learning
---------------------------------- 1,116 words
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STRATEGIES THAT IMPROVE UNDERGRADUATE EDUCATION
A variety of well-researched scholarly publications
(for example,
Association
of American Colleges Task Group on General Education,
1988;
Donovan, Bransford, & Pellegrino, 1999; Engelkemeyer & Brown,
1998;
Study Group on the Conditions of Excellence in American Higher
Education,
1984) spanning over fifteen years provide both faculty and
academic
administrators with a clear, consistent, and comprehensive
description
of instructional strategies for enhanced student
learning.
For illustrative purposes here, the findings and
recommendations
of three such reports will be mentioned briefly.
Seven Principles of Good Practice in Undergraduate Education
The single best known description of teaching
practices that promote
student
learning is Chickering and Gamon's (1987, 1991, 1999) "Seven
Principles
of Good Practice in Undergraduate Education." First
published
in an article in the March 1987 AAHE Bulletin, the authors'
provocative
and pithy review of the research literature was later
reproduced
by the Johnson Foundation and over 150,000 copies were
distributed.
Subsequently, several articles and texts based on this
landmark
document, along with helpful instruments to assess
instructor
and institutional effectiveness in each of these seven
areas,
have been created (Gamson & Poulsen, 1989). These assessment
inventories
can be found in Chickering and Gamson (1991) and Hatfield
(1995).
The seven principles of good practice are these:
1. Encourages contact between students and faculty.
Frequent
student-faculty
contact in and out of class is the most important
factor
in student motivation and involvement.
2. Develops reciprocity and cooperation among
students. Learning is
enhanced
when it resembles a team effort rather than a solo race.
3. Encourages active learning. Learning is not a
spectator sport.
Students
must talk about what they are learning, write about it,
relate
it to past experiences, and apply it to their daily lives.
They
must make what they learn part of themselves.
4. Gives prompt feedback. Knowing what you do and do
not know focuses
learning.
Students need appropriate feedback on performance to
benefit
from courses.
5. Emphasizes time on task. Time plus energy equals
learning. There
is
no substitute for time on task.
6. Communicates high expectations. If teachers
expect more they will get
more.
7. Respects diverse talents and ways of learning.
There are many
roads
to learning. Students need the opportunity to show their
talents
and learn in ways that work for them.
Other Best Practices
Angelo (1993) similarly articulated for faculty and
administrators a
well-supported
list "fourteen general research-based principles for
improving
higher learning."
1. Active learning is more effective than passive learning.
2. Learning is more effective and efficient when
learners have
explicit,
reasonable, positive goals, and when their goals fit well
with
teachers' goals.
3. High expectations encourage high achievement.
4. Motivation to learn is alterable; it can be
positively or
negatively
affected by the task, the environment, the teacher, and
the
learner.
5. Learning requires focused attention and awareness
of the
importance
of what is to be learned.
6. To be remembered, new information must be
meaningfully connected
to
prior knowledge, and it must first be remembered in order to be
learned.
7. Unlearning what is already known is often more
difficult than
learning
new information.
8. Information that is organized in personally
meaningful ways is
more
likely to be remembered, learned, and used.
9. To be most effective, teachers need to balance
levels of
intellectual
challenge and instructional support.
10. Mastering a complex skill or body of knowledge
takes great
amounts
of time and effort.
11. Learning to transfer, to apply previous
knowledge and skills to
new
contexts, requires a great deal of directed practice.
12. The ways in which learners are assessed and
evaluated powerfully
affect
the ways they study and learn.
13. Interaction between teachers and learners is one
of the most
powerful
factors in promoting learning; interaction among learners is
another.
14. Learners need feedback on their learning, early
and often, to
learn
well; to become independent learners, they need to become
self-assessing
and self-correcting.
Among the more recent analyses of how instructors
can be most helpful
in
facilitating student learning is the report of the Joint Task
Force
on Student Learning, created by the American Association of
Higher
Education, the American College Personnel Association, and the
National
Association of Student Personnel Administrators. This
document
articulated ten principles of learning and identified a
large
number of actions and initiatives that have been used on
various
campuses to implement these principles (Engelkemeyer & Brown,
1998).
The ten principles of learning are these:
1. Learning is fundamentally about making and
maintaining
connections:
biologically through neural networks; mentally among
concepts,
ideas, and meanings; and experientially through interaction
between
the mind and the environment, self and other, generality and
context,
deliberation and action.
2. Learning is enhanced by taking place in the
context of a
compelling
situation that balances challenge and opportunity,
stimulating
and using the brain's ability to conceptualize quickly
ant
its capacity and need for contemplation and reflection upon
experiences.
3. Learning is an active search for meaning by the
learner =
constructing
knowledge rather than passively receiving it, shaping as
well
as being shaped by experiences.
4. Learning is developmental, a cumulative process
involving the
whole
person, relating past and present, integrating the new with the
old,
starting from but transcending personal concerns and interests.
5. Learning is done by individuals who are
intrinsically tied to
others
as social beings, interacting as competitors or collaborators,
constraining
or supporting the learning process, and able to enhance
learning
through cooperation and sharing.
6. Learning is strongly affected by the educational
climate in which
it
takes place; the settings and surroundings, the influences of
others,
and the values accorded to the life of the mind and to
learning
achievements.
7. Learning requires frequent feedback if it is to
be sustained,
practice
if it is to be nourished, and opportunities to use what has
been
learned.
8. Much learning takes place informally and
incidentally, beyond
explicit
teaching or the classroom, in contacts with faculty and
staff,
peers, campus life, active social and community involvement,
and
unplanned but interesting, complex situations.
9. Learning is grounded in particular contexts and
individual
experiences,
requiring effort to transfer specific knowledge and
skills
to other circumstances or to more general understandings and
ability
of individuals to monitor their own learning, to understand
how
knowledge is acquired to develop strategies for learning based on
discerning
their capacities and limitations, and to be aware of their
own
ways of knowing in approaching new bodies of knowledge and
disciplinary
frameworks.
10. Learning involves the ability of individuals to
monitor their own
learning,
to understand how knowledge is acquired to develop
strategies
for learning based on discerning their capacities and
limitations,
and to be aware of their own ways of knowing in
approaching
new bodies of knowledge and disciplinary framework.
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