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Teaching Techniques – Reflections on AAC&U’s Webinar

By Bonni Stachowiak | June 28, 2018 | | XFacebookLinkedInEmail

 

On June 19, 2018, I had the opportunity to attend an AAC&U Webinar entitled:

Teaching Techniques to Improve Learning and Ensure Classroom Success

It caught my eye because of the presenters, as fantastic people who have important things to say on the topic of teaching techniques and because of the quality of everything I have ever seen AAC&U produce.

The presenters were as follows:

  • C. Edward Watson (moderator)
  • Elizabeth Barkley
  • Jośe Bowen
  • Claire Howell Major

AAC&U webinar presenters

They each started out with an overview of how they see teaching and learning.

Barkley sees college teaching techniques as a way to make learning about teaching and learning more digestible. She recommends we consider breaking these big ideas and extensive research into bite-sized chunks. She used a recipe metaphor in thinking about how to grow our skills and knowledge about teaching.

The Rules of Engagement in NEA Higher Education Advocate, by Elizabeth Barkley

Bowen said that we need to look for ways to design our instruction in such a way that our students do the work, instead of us taking on the entire burden. He showed us a picture of a really buff guy and compared that to how we think about our own research. We may love doing 200 pushups at a time, while our students may just be tackling their first few and experiencing challenges we have long since forgotten.

“We are content experts and students are on the outside.” We have to think about the entry point for them into our subject matter.

Bowen's model for where to begin
Bowen's model for where to begin

Howell Major shared how complex teaching is… We need to consider how we:

  • Analyze learners
  • Set goals
  • Select content
  • Choose approaches
  • Identify assessments

“To be able to do these base level things and to be able to do them really well, teachers have to have a special kind of knowledge.”

Pedagogical content knowledge

venn diagram of content meets pedagogy

“Where really great teaching happens is in the middle part, where the two things come together.”

How do faculty learn how to teach more effectively?

  • Observation
  • Trial and error
  • Conferences
  • Classes

Another way to deepen that pedagogical knowledge is through educational research.

Interactive Lecturing: A Handbook for College Faculty 1st Edition, by Elizabeth F. Barkley (Author), Claire H. Major (Author)

Q. Is there a particular technique for student engagement that you have seen work in a lot of different contexts?

A. Barkley – Teaching and learning is more complex and is a larger task than a single technique. I introduce techniques with a framework that refers more of a design approach. Have to attend to many elements, including: motivation, active learning, create tasks that were challenging – but not too hard, valued as a part of a community, and addressing cognitive and social emotional elements.

One technique that works is the contemporary issues journal. Connect them to the themes within the course.

Contemporary Issues Journal

Q. What would you say is the most valuable thing that higher education has to offer students in terms of learning and how can we ensure that students can have access to that learning?

A. Bowen – “We are in the change business.” Great teachers should want to make themselves obsolete. Most of what they need to know, we can’t teach them anyway. Learning how to change is vital. Learning how to change one’s mind. This happens in a course, and across a campus. How do students become more self-regulated in their learning, how to change themselves?

Neuroscience helps us think about teaching. The flight or flight reflex impacts our ability to learn. The techniques we are talking about help more at-risk students. There’s a disproportional benefit to transparency, for example, to at-risk students.

Q. Lecturing has been demonized. What are your thoughts on the research on active learning vs lecturing.

A. Howell Major – All lecture (100% lecture) is compared to lecture plus active learning. That’s what is most often being compared. What happens if you add active learning to your lecture? Straight lecture benefits more traditional white male students, but even those students do better with active learning. More marginalized students benefit even more.

What the research helps us see is not what works (for sure), but what could work. Collecting data helps us see who these approaches are working best for…

She spends a lot of time thinking about both what she is doing as the teacher and what the students are doing, as learners. When she is lecturing, for example, she offers guided note taking tools for her students to use to help them stay engaged.

Bowen recommended using a cognitive wrapper to promote metacognition, in class, and handing back the papers with ten minutes to go… and asking them to read the feedback on the assignment and reflect on it.

Cognitive Wrapper Template

Q. How do you address students who don’t care as much about our areas of expertise as we do, as researchers?

A. Barkley – “Caring is something that we really want students to feel.” This is a normal desire to have. The digital story technique is one approach she has used to help students care more about the content. The immigration story is one topic they tackle and create a short video.

Digital story

Bowen – Stressed how this applies in online environment, as well. He encouraged a digital presence as a means for demonstrating that you care, even in a class that is in person. Facebook groups, video profiles of ourselves, getting to know our students.

“Transparency helps students understand why we are doing things.” When we do discussions, for example, it is important to talk about why we are asking students to undertake that effort and to engage in that way.

Bowen recommended:
Make it Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Loediger III, and Mark A. McDaniel

Q. How to you address differentiated instruction (the need to address learners of all levels of knowledge and motivation?

A. Barkley – teaches at an open institution in the community college system. “We take the top 100% of students who apply.” She looks at her learning goals and identifies different ways that students might address that particular goal. Another technique drawn from the K-12 system is to set aside 30 minutes in her online sessions for students to do the differentiated work to do what they need to do at their particular level.

Q. With the recent challenges that have come up in areas of psychological research (Stanford prison experiment, marshmallow study, etc.), what areas of educational research do you feel like could use more of a critical lens to be applied to it?

A. Barkley – stressed that there hasn’t been enough research on techniques that are not effective. Group work is supposed to be good, for example, but what about when it doesn’t go well. Can it undermine learning?

Howell Major – stated that this kind of research does have flaws. Typically done at one institution, doesn’t take different variables into account. Researchers attribute causation to something that is only correlation. We have found out some techniques that do work well in some contexts that we can then try out in our teaching. She also stressed the importance of the questions being asked in this body of research. “If we ask more nuanced questions, that can take us to the next level.”

Bowen – “20 years ago, we were all about learning styles and now we know, uh, not so much.” We all learn in varied ways and no one learns how to play tennis by just watching, as an example.

Q. These techniques take time. How do we address that as a concern?

A. Bowen – “Do you want to cover the content, or do you want students to learn the content?” He revisited the gym analogy and encouraged us to design workouts that students can do when they aren’t in the gym – more able to connect with them in their contexts. Read chapter 2 vs find a relative who has a disease that is mentioned in chapter 2. The way we frame what students will do out of class is vital in our teaching.

Howell Major – shared about some research on students who got 80% of the content for the class and how they did as well as those who got 100% of the content.

Thanks to AAC&U for an excellent webinar and to all the presenters. I was more engaged during this session than I have been in a long time when participating in something while sitting in front of my computer with its many potential distractions. 

Filed Under: Teaching

Teaching the Literature Survey Course

By Bonni Stachowiak | June 21, 2018 | | XFacebookLinkedInEmail

Teaching the Literature Survey Course

As I mentioned on episode #210 with James Lang, I wasn’t expecting to enjoy reading Teaching the Literature Survey Course as much as I was some of the other books in the West Virginia University Press Teaching and Learning in Higher Education series. Teaching the Literature Survey Course was thought of  as “eating my veggies” and as part of my obligation as part of West Virginia University Press' overall sponsorship of the Teaching in Higher Ed transcripts project.

I couldn’t have been more wrong.

Teaching the Literature Survey Course addresses two key challenges, which are often characteristics of general survey courses:

  • “Too much” to adequately “cover” in a single course
  • Lack of opportunities for deeper learning

In each of the classes I've taught in my career, I can’t ever recall a time when I didn’t feel at least some tension around wishing I could “cover” more. At the same time, my greatest desire in my teaching is that students would experience learning that would stay with them for the long haul and would be of great relevance in their lives.

Teaching the Literature Survey Course book coverIf you also find yourself feeling like you have too much to cover in a given class, or you want to find ways to have your students experience deeper learning, it is worth picking up a copy of:

Teaching the Literature Survey Course, Edited by Gwynn Dujardin, James M. Lang, and John A. Staunton

While the examples they provide are specific to literature classes, they are wide-ranging enough to have it be likely that you might find inspiration for teaching in a different discipline.

Leveraging Maps in Your Teaching

One area that really inspired me was involving using maps in our teaching. This is an approach I have never experimented with before, but have found myself regularly thinking about since I read Teaching the Literature Survey Course.

Two related tools that I regularly see people reference when talking about using maps in their teaching are Google Maps and Google Earth. I was confused about the difference between them, but found this explanation on Quora that cleared it up for me:

“Google Maps contains all of the navigation, lightweight mapping power and points of interest with just a small hint of satellite imagery, while Google Earth has complete 3D satellite data and just a small subset of information on places, without any point-to-point navigation.”

Todd Gardiner described them as related products. He advised that we think of them as a suite of products, like we would Microsoft Office.

Within that suite of products is Tour Builder (a Google Earth experiment), where you can “put your story on the map.” Instead of only seeing a map that was composed by others, we can add to an existing map points of interest, the way we might give someone a tour of our neighborhood. Google suggests that you:

“See how people are using Tour Builder on the site – From a nonprofit documenting its global missions, to a teacher transforming American history.”

sample google maps tours

While maps might at first seem primarily useful to those who teach history or other social sciences, Tom Barrett decided to use Google Maps to teach math. While his example comes from K-12, it provides us with enough inspiration to get us started thinking…

If you do teach history, there are plenty of sites that are great examples of ways to leverage Google maps in your teaching. Other disciplines will find inspiration on how to: “Pin point a book’s setting, use detective skills, measure distances” and more from Jessica Sanders. The Google Earth example categories are: history, science, space science, math, and geography, yet Teaching the Literature Survey Course is a perfect illustration of how to extend beyond those disciplines and into literature.

Doing something for one of my classes at this exact moment feels out of reach for me, until I become more familiar with the tools and what’s possible. However, I was thinking that I could start small and tackle the sixth suggestion from The Thinking Stick and to:

Create a Map for My Community

They gave an example of creating a map for friends who were visiting China with their favorite restaurants, places to visit, etc.

 

I could see making one for our local community and getting some practice with the tools. My colleague studies homeless populations and I imagine that maps like this could be very useful for his research (even if it started solely as a means for delegating the student researcher observations).

personalized book from WonderblyEven book publishers are starting to make use of Google maps in their creations. We ordered The Incredible Intergalactic Journey Home from Wonderbly for our son a couple of years ago. When he gets to the pages of the book that mean that he’s almost home, it is a picture of our neighborhood that is shown from Google maps. The book is customized much more than just the maps, but also throughout the book.

But Wait, There’s More

It is hard for me to stop writing at this point, because I have so many more notes I am reflecting back on after having read Teaching the Literature Survey Course. I started to think to myself that I should write ten posts about some of my take-aways, but then I thought I was getting a little ahead of myself with all of that.

Part of our work as educators is discovering new possibilities. But, there’s also the important step of beginning to experiment and increasing our tolerance for (or perhaps even delight with):

Not Yet-ness

As Amy Collier said all the way back on episode #70:

“When you embrace not yet-ness, you are creating space for things to continue to evolve.” – Amy Collier

Thank you to the editors and authors of Teaching the Literature Survey Course. You have given us so many ways to embrace not yet-ness in our teaching and contribute to deeper learning for our students. 

Filed Under: Resources

A Most Important Checkmark to Uncheck When Embedding YouTube Videos

By Bonni Stachowiak | June 14, 2018 | | XFacebookLinkedInEmail

A student asked if he could talk to me after class. I said absolutely, wondering about the serious tone of his request. His tendency toward humor was nowhere in his question.

After class, he told his story clumsily. He clearly felt awkward at confronting me with my own apparent missteps. He had been watching my pencasts with loyalty, but was experiencing something at the end of each video.

After hearing my voice and seeing the beautiful images I had drawn in the pencasts (cough, cough… I draw only slightly better than our six year-old does), he kept seeing very inappropriate videos show up at the conclusion of each of my videos. He said that my suggested videos were showing up on everyone’s computers and he thought I would want to know.

I thanked him for telling me and assured him that I would look into it. I found it curious, since my YouTube browsing history would be highly unlikely to show scantily clad women in sexual poses.

Instead, my current YouTube “prescriptions” include things like:

  • Stand By Me | Playing For Change | Song Around the World
  • Yoga Quick Stress Fix – 5 Minute Sequence
  • A new Randy Rainbow Song Parody: Rudy and the Beast
  • Samantha Bee’s Mission Migrant Children Update Act 1
  • Don’t Let’s the Pigeon Run This App (our son has now discovered that YouTube has these pigeon books on it and I let him watch a couple the other day)
  • How to Make Big Marble Run Machine from Cardboard

Those recommendations make sense to me, based on videos I have watched in the past (or my kids have watched). However, the descriptions of the kinds of videos the student was describing didn’t seem like any kind of viewing habits that YouTube would have ever seen from me or my family members.

Those of you with a better understanding of YouTube’s algorithms already know how this story ends. I discovered that the videos that showed up after my students watched one of my pencasts had nothing to do with what videos YouTube recommends to me. Instead, they have to do with the person watching the video’s viewing habits.

I let the student know that maybe his roommates had been watching inappropriate videos on his computer, or somehow YouTube had decided that these were the kinds of videos he enjoys watching. I let him know how to fix his history and start fresh with the suggestions YouTube was making.

The other thing I did was make it a more habitual practice to uncheck the box when I embed a YouTube video that says:

“Show suggested videos when the video finishes.”

My story is super tame when compared to the ones shared in The New Yorker and tweeted about by zeynep tufekci. There’s a lot more to do than just checking off one more box. However, if it helps us avoid having students think that we are recommending videos to them that are actually coming from their own viewing habits, I think it is worth it to try to spread the news on this small step.

In writing this post, I linked to a pen casting blog post I wrote to help people make their own and realized that the video on that page wasn’t embedded correctly (the setting was not unchecked to show suggested videos when the video finishes). So, when I got to the end of the pendcasting video, this is what I saw as the recommended videos:

My “personalized” recommendations all made sense for that video, except for the one in the lower left-hand corner:

  • Everything You Need to Make Educational Videos… More or Less – even thought it was from 2014, it still seems quite relevant to today
  • Must Have Teacher Apps! – More geared toward K-12
  • How to Make a Pencasting Video – This one is from Brandy Dudas, who was on Teaching in Higher Ed episode 153 and it isn't surprising that YouTube thinks I would love to learn even more from her
  • 35 Unbelievable Cooking Hacks – Not sure how on earth this got recommended to me, as I am not much of a cook

While YouTube can be a good option for hosting videos we want to use in our teaching, the recommendations that come at the end of each video are more suited to serve YouTube's business needs than they are our students' ongoing learning. I hope this post reminds you of a most important checkmark to uncheck when embedding YouTube videos and keep the attention on the next part of their learning within your class content. 

Your Turn

What other guidance do you have for when embedding YouTube videos to help our students have a better viewing experience?

Filed Under: Educational Technology

The Spark of Learning

By Bonni Stachowiak | June 7, 2018 | | XFacebookLinkedInEmail

I recently have had the opportunity to revisit my reading of Sarah Rose Cavanagh’s The Spark of Learning: Energizing the College Classroom with the Science of Emotion.

The book is part of a series of books:

Teaching and Learning in Higher Education book series from West Virginia University Press, edited by James M. Lang

West Virginia University Press has sponsored the Teaching in Higher Ed podcast transcripts project. As a result, I get the honor of interviewing the series’ authors and the chance to read their books.

Sarah’s book is the first in the series and has much to say about how we can better facilitate learning for our students by considering the element of emotions. In this post, I share some of the ways that her book has stayed with me since reading it more than a year ago. Here are just a couple of practices that are still with me after my first read of The Spark of Learning.

Generate Curiosity

“When you burn to know what comes next, you are feeling curious” (Cavanagh, 2016, p. 121).

Dave (my husband) shared on a prior episode about his chemistry teacher who ended class on the first day by taking the lit candle that had been sitting on his desk, putting it in his mouth, and proceeding to swallow it.

You can bet that the class was wondering what was going to happen next for the rest of the semester. No, we don’t have to put our lives at stake by attempting the eating of a candle in our particular discipline. But, we can work to find ways to create a healthy tension between students’ current knowledge and what might be possible with further learning.

This might be something as simple as a puzzle, an activity more resembling a mystery, or even introducing a debate that explores two different viewpoints or options.

Encourage Mindfulness

We got to hear about some of Sarah’s and her colleagues’ forthcoming research on the effects of teaching students about mindfulness on episode #204. In The Spark of Learning, she reminds us of the detrimental impact of test anxiety and how the practice of transparency can assist our students in reducing stress and enhancing learning.

Sarah describes Brunye’s research on how learners with math anxiety experienced more of a sense of calm and better results on a math exam when engaging in breathing exercises as compared to other variables.

I’ve been finding big benefits when following a simple mindfulness practice introduced by Asao B. Inoue on episode #209 (airs 6/14/18). I’ll let you hear about it straight from him, but I hope this mention of it causes you to listen extra careful to episode 209’s recommendations segment.

Your Turn

What ways are you discovering to leverage The Spark of Learning in your pedagogy?

Filed Under: Resources

2018 Summer Reading

By Bonni Stachowiak | May 28, 2018 | | XFacebookLinkedInEmail

Books by Susan Yin on Unsplash
Photo by Susan Yin on Unsplash

Sara asked on the Teaching in Higher Ed Facebook group:

“What’s on your summer reading list?”

At first, it felt like she was asking just me, but I realized that she was probably asking everyone in the group. I think I got overly excited, initially, for two reasons:

  1. It has been a while since I felt giddy about writing a blog post and writing about the books I have been reading inspired me.
  2. I have always loved summer reading programs and posts and thought it would be fun to contribute to conversations like that.

When I was a kid, I used to sign up for every reading group I had access to in the summers. At the Carlsbad library, I remember we got to have some sort of paper creatures (fish, animals, etc.) that would appear with our names on them each time we read a book and shared it with the library. It was so fun for me to see evidence of the stories that had so captured my imagination during that season in such a visible and colorful way.

In this post, I’ll share some recent books that I think should be on your summer list. Finally, I will let you know what I am hoping to read this summer.

Recent Reads

I have enjoyed many of the books I have read recently. Any of these would make for great summer reading for those in higher education.

  • Educated, a Memoir – by Tara Westover
  • On Tyranny: Twenty Lessons from the Twentieth Century – by Timothy Snyder
  • The Hate U Give – by Angie Thomas
  • The College Classroom Assessment Compendium – by Jay Parkes and Dawn Zimaro
  • Everything Happens for a Reason: And Other Lies I’ve Loved – by Kate Bowler
  • iPhone Field Guide (only on Apple iBooks or via PDF) – by David Sparks

The books listed above are all excellent and are highly recommended. There was only really one book that I read recently that left me wanting more. The Year of Less really fits more into the memoir category and doesn’t really provide any practical advice to someone wanting to live with less. I suppose it could be said that I don’t have as much in common with her and therefore couldn’t find ways to take her experience and make it fit my own aspirations.

Summer Reads

I didn’t realize this until just now when writing this post, but all of these books are already in my Kindle app and just waiting for me to read or finish them.

Agile Faculty: Practical Strategies for Managing Research, Service, and Teaching – by Robecca Pope-Ruark – I have already started reading this one and am starting to get my head around ways we might take inspiration from the programming world’s practices and use them to make progress on multiple goals at once and with complex projects.

I’m Still Here: Black Dignity in a World Made for Whiteness – by Austin Channing Brown – I began reading this book a few days ago and am already captivated. Channing puts into words her experience of growing up as a black child in predominantly white schools and churches and then navigating the changes when spending summers in a mostly-black community. Her stories of transitioning into the workplace are full of stark reminders of the ways we make it challenging for people of color to thrive and have a voice in our white-dominated schools, churches, and workplaces.

We Were Eight Years in Power: An American Tragedy – by Ta-Nehisi Coates – I’m realizing as I type this how many of my summer reads I have already started. I love reading Coates’ writing, yet this one isn’t grabbing me as much. I find I would rather read present-Coates’ versus the articles he wrote during those eight years. It is still a wonderful book; I am just feeling even more captivated by some of the other books I have started and more of his recent articles and find I am not opening this book up as much.

Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play – by Mitchel Resnick – I think I saw someone mention this on Twitter and it looks wonderful. The more I see how our young kids’ teachers approach learning, the more I wish these techniques could carry across to teaching college and beyond.

Algorithms of Oppression: How Search Engines Reinforce Racism – by Safiya Umoia Noble – George Woodbury regularly comes through with great Teaching in Higher Ed podcast guest recommendations, including his idea to invite Safiya Umoia Noble onto the show to talk about her book. I left a message on her website a couple of months ago and haven’t heard back. Maybe I will try other methods to see if I can reach her and get her interested in coming on to talk about this important work.

Evicted: Poverty and Profit in the American City – by Matthew Desmon – I bought this book for my Mom for Christmas last year and she said it was very powerful. I have seen many news stories where Desmon is cited, but haven’t taken the plunge yet on his book. My understanding is that he tells stories of specific individuals who are in poverty to help us confront our misinformed beliefs about what it means to be poor in America.

Beneath a Scarlet Sky: A Novel – by Mark Sullivan – I don’t remember how I came across this book suggestion, but maybe because I had liked Unbroken and All the Light We Cannot See. From Amazon: “Based on the true story of a forgotten hero, the USA Today and #1 Amazon Charts bestseller Beneath a Scarlet Sky is the triumphant, epic tale of one young man’s incredible courage and resilience during one of history’s darkest hours.”

The End of Violence: A Novel – by Tom Drury – This one was recommended by John Warner on episode #172. From Amazon: “Welcome to Grouse County — a fictional Midwest that is at once familiar and amusingly eccentric — where a thief vacuums the church before stealing the chalice, a lonely woman paints her toenails in a drafty farmhouse, and a sleepless man watches his restless bride scatter their bills beneath the stars. At the heart of The End of Vandalism is an unforgettable love triangle set off by a crime: Sheriff Dan Norman arrests Tiny Darling for vandalizing an anti–vandalism dance and then marries the culprit's ex-wife Louise. So Tiny loses Louise, Louise loses her sense of self, and the three find themselves on an epic journey.”

I will also be doing a bunch of reading this summer to support my partnership with West Virginia University Press’ Teaching and Learning in Higher Education book series.

Teaching and Learning in Higher Education Book Series from West Virginia University Press

As you may recall, they provided financial support for the first 200 episodes’ transcripts of the Teaching in Higher Ed podcast. In exchange, I get the opportunity to talk with many of the authors of the series and read their books. Pretty fortunate, aren’t I? It’s like sending me straight into the briar patch.

How Humans Learn – by Joshua R. Eyler

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education – by Thomas J. Tobin and Kiesten T. Behling

Teaching the Literature Survey Course – Edited by Gwynn Dujardin, James M. Lang, and John A. Staunton

I had already read and truly enjoyed Sarah Rose Cavanagh’s The Spark of Learning: Energizing the College Classroom with the Science of Emotion. Watch for a forthcoming blog post about it and check out the two episodes that Sarah has done with me about this book:

  • Episode 135: The Spark of Learning with Sarah Rose Cavanaugh
  • Episode 204: The Spark of Learning Reprise with Sarah Rose Cavanaugh

All of these authors are superb educators and I appreciate the opportunity to learn from all of them and pass as much as I can on to the Teaching in Higher Ed community.

Your Turn

What are you planning on reading this summer? Any recommendations for those looking for something good to read?

Filed Under: Personal knowledge mastery

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