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by Terry Heick
For in-person professional development from TeachThought on how to create an effective learning environment in your classroom or school, contact us today.
Wherever we are, we'd all like to think our classrooms are 'intellectually active' places. Progressive learning(like our 21st Century Model, for example) environments. Highly-effective and conducive to student-centered learning.

But what does that mean?

The reality is, there is no single answer because teaching and learning are awkward to consider as single events or individual 'things.' This is all a bunch of rhetoric until we put on our white coats and study it under a microscope, at which point abstractions like curiosity, authenticity, self-knowledge, and affection will be hard to pin down.

So we put together one take on the characteristics of a highly effective classroom. They can act as a kind of criteria to measure your own against-see if you notice a pattern.

10 Characteristics Of A Highly Effective Learning Environment
1. The students ask the questions-good questions
This is not a feel-good implication, but really crucial for the whole learning process to work.

The role of curiosity has been studied (and perhaps under-studied and under-appreciated), but suffice to say that if a learner enters any learning activity with little to no natural curiosity, prospects for meaningful interaction with texts, media, and specific tasks are bleak. (Interested in how to kill learner curiosity in 12 easy steps?)
2. Questions are valued over answers 3. Ideas come from a divergent sources
Many teachers force students to ask questions at the outset of units or lessons, often to no avail. Cliché questions that reflect little understanding of the content can discourage teachers from 'allowing' them. But the fact remains-if students can't ask great questions-even as young as elementary school-something, somewhere is unplugged.
4. A variety of learning models are used 5. Classroom learning 'empties' into a connected community
Questions are more important than answers. So it makes sense that if good questions should lead the learning, there would be value placed on these questions. And that means adding currency whenever possible-grades (questions as assessment!), credit (give them points-they love points), creative curation (writing as a kind of graffiti on large post-it pages on the classroom walls), or simply praise and honest respect. See if you don't notice a change.

Ideas for lessons, reading, tests, and projects-the fiber of formal learning-should come from a variety of sources. If they all come from narrow slivers of resources, you're at risk of being pulled way off in one direction (that may or may not be good). An alternative? Consider sources like professional and cultural mentors, the community, content experts outside of education, and even the students themselves. Huge shift in credibility.
6. Learning is personalized by a variety of criteria
And when these sources disagree with one another, use that as an endlessly 'teachable moment,' because that's what the real world is like.
7. Assessment is persistent, authentic, transparent, and never punitive
Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school, eLearning, Mobile learning, the flipped classroom, and on and on-the possibilities are endless. Chances are, none are incredible enough to suit every bit of content, curriculum, and learner diversity in your classroom. A characteristic of a highly-effective classroom, then, is diversity here, which also has the side-effect of improving your long-term capacity as an educator.
8. Criteria for success is balanced and transparent. 9. Learning habits are constantly modeled
In a highly-effective learning environment, learning doesn't need to be radically repackaged to make sense in the 'real world,' but starts and ends there.
10. There are constant opportunities for practice
As great as it sounds for learners to reflect on Shakespeare to better understand their Uncle Eddie-and they might-depending on that kind of radical transfer to happen entirely in the minds of the learners by design may not be the best idea. Plan on this kind of transfer from the beginning.
10 Characteristics Of A Highly Effective Learning Environment
It has to leave the classroom because they do.

Personalized learning is likely the future, but for now, the onus for routing students is almost entirely on the shoulders of the classroom teacher. This makes personalization-and even consistent differentiation-a challenge. One response is to personalize learning-to whatever extent you plan for-by a variety of criteria-not just assessment results or reading level, but interest, readiness-for-content, and others as well.

Then, as you adjust pace, entry points, and rigor accordingly, you'll have a better chance of having uncovered what the learners truly 'need.'

Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more infrequent, clinical, murky, or threatening it is, the more you're going to separate the 'good students' from the 'good thinkers.' And the 'clinical' idea has less to do with the format of the test, and more to do with the tone and emotion of the classroom in general. Why are students being tested? What's in it for them, and their future opportunities to improve?

And feedback is quick even when the 'grading' may not be.

Students should not have to guess what 'success' in a highly-effective classroom looks like. It should also not be entirely weighted on 'participation,' assessment results, attitude, or other individual factors, but rather meaningfully melted into a cohesive framework that makes sense-not to you, your colleagues, or the expert book on your shelf, but the students themselves.

Cognitive, meta-cognitive, and behavioral 'good stuff' is constantly modeled. Curiosity, persistence, flexibility, priority, creativity, collaboration, revision, and even the classic Habits of Mind are all great places to start. So often what students learn from those around them is less directly didactic, and more indirect and observational.

Monkey see, monkey do.

Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new angles. Divergent concepts are contrasted. Bloom's taxonomy is constantly traveled up and down, from the simple to the complex in an effort to maximize a student's opportunities to learn-and demonstrate understanding-of content.

For professional development around this or related ideas in education, contact us.

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The Characteristics Of A Highly Effective Learning Environment

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by Terry Heick For in-person professional development from TeachThought on how to create an effective learning environment in your classroom or school, contact us today. Wherever we are, we'd all like to think our classrooms are 'intellectually active' places. Progressive learning(like our 21st Century Model , for example) environments.

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19 March 2019

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Future of Ed Tech Is Bright, According to Faculty Survey -- Campus Technology

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Teaching with Technology Survey

Future of Ed Tech Is Bright, According to Faculty Survey

In our latest Teaching with Technology Survey, nearly all faculty said they believe tech will play a positive role in education in the future.

Ninety-seven percent of faculty members who took our 2018 Teaching with Technology Survey reported a positive outlook on the future of technology in education. The survey asked higher education faculty at colleges and universities across the country about tech's role in education, what technologies will become important in the future, what will fizzle out and more.

While faculty see a bright future for ed tech in general, they also acknowledged that certain technologies might be nearing their expiration date. When asked to predict which technologies would be dead and gone in the next decade, the No. 1 response was desktop computers, followed by non-interactive projects and displays, document cameras/overhead projectors, printed textbooks and clickers.

Some additional candidates for the chopping block, proposed by only a handful of respondents but interesting to consider, include: anything that is not accessible; anything currently freemium; Bloom's Taxonomy; gamification; Minecraft; QR codes; Second Life; smartwatches; badges; and adaptive learning.

We also asked faculty which technologies they wish they didn't have to deal with. Tied for the top of that list were learning management systems and non-interactive projectors and displays. Mobile phones and social media rounded out the top three slots, followed by lack of internet/wireless access, clickers, printers and smart watches (another tie), and e-mail.

A few other answers that caught our eye: Chegg.com (we have students using it to cheat); frequent, late-announced changes to technologies I must use every day; lack of training for teachers; mail-order Ph.D. college presidents; out-of-date student computers; and proprietary publisher content.

When we asked faculty what technologies they think will become important in education over the next decade, the lion's share of responses pointed to virtual/augmented/mixed reality. In fact, that particular technology has topped the list three years in a row. Rounding out the top five this time around: mobile devices and wearables, 3d printing and scanning, artificial intelligence, and game-based learning.

Other less common yet interesting answers included accessibility, Amazon, face-to-face classes, haptic interfaces, mentoring/coaching, and nanotechnology.

Finally, we asked faculty for freeform comments on the state of technology in education. Their responses ran the gamut from concerns about accessibility and plagiarism to digital literacy and IT support, but one common theme was change.

"Technology is an indicator and revealer of the very fundamental changes that are needed in higher education, but not the short-cut answer to those critical questions," noted one faculty member at a private nonprofit four-year institution in Oklahoma.

"Hurdle: Reduce the fear," said another respondent from a public four-year institution in Arizona. "We know there are very smart people who have not engaged with these technologies because they don't see the value or have a fear of change to the current model."

And a faculty member at a public community college in Ohio reminded us, "Over the past three decades as an educational technology professional I've observed that while technology changes constantly, human nature and human needs don't. We sometimes forget that."

About the Author

About the author: Rhea Kelly is executive editor for Campus Technology. She can be reached at rkelly@1105media.com.

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Future of Ed Tech Is Bright, According to Faculty Survey -- Campus Technology

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Teaching with Technology Survey In our latest Teaching with Technology Survey, nearly all faculty said they believe tech will play a positive role in education in the future. Ninety-seven percent of faculty members who took our 2018 Teaching with Technology Survey reported a positive outlook on the future of technology in education.

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Scholarship

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The Art of Teaching

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article by Pratt

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Statement of teaching

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My professional philosophy is rooted in the belief that scholarship, teaching and community engagement must always be interconnected. My experiences coming through the educational pipeline heighten my awareness of the need to bridge cultural gaps without invalidating the uniqueness of the diverse communities of the United States.

For these reasons, I actively incorporate service learning and community-based scholarship in my courses. This approach supports my belief that teaching can be grounded in research and also a means to self-discovery and empowerment. Yet, developing these opportunities is not always easy-even when the institution is located in a community with diverse needs. However, by using an assets-based approach to education, we as educators can help uncover and tap into the many strengths our students bring to the classroom every day. In all of my classes, I aim to inspire my students to think critically and creatively by promoting their engagement in the learning process and treating them as intellectual equals.

My priority as a classroom instructor is to affirm the students' knowledge while providing them the opportunity to create and acquire knowledge both within and outside of the classroom. I continually assess the needs of the students and adapt my teaching and content to maximize student achievement while also expanding the base knowledge in Latina/o Studies. Students, therefore, are not just repositories of knowledge, but creators of knowledge-participating in community-based research projects. My scholarly approach to teaching encourages students to become keen researchers who can apply that knowledge to real-life situations.

My students have played a key role in documenting and disseminating the history of the bracero and migrant farmworker in the Río Grande Valley as well as the story of Chicana feminist author and theorist Gloria Anzaldúa, a Valley native and graduate of our institution who is largely unrecognized by the local population. My students have presented at conferences, published their work and organized conferences, exhibits, public mural projects, and much more.

In addition to the scholarly impact is the personal impact that the courses have on students. The overwhelming majority of the students have never had the opportunity to see themselves reflected in their studies. When they do, they can have transformational experiences. On a recent evaluation of my "Introduction to Mexican American Studies" class, a student wrote, "Finally, I feel I am in the correct place, that I have a voice and I deserve to be here." In "Cosecha Voices" (a class dedicated to migrant farmworker students), one student noted that, "Before "Cosecha Voices," I was uncomfortable with who I was. I was ashamed of where I came from. Thanks to the class, I can say that I am proud of who I am... I have found in "Cosecha Voices," the motivation I need to not give up."

This type of work is grueling and often times not supported-because of a lack of resources or, even more so, a lack of understanding. I have often wondered if I should give up. I have pondered that perhaps I should be a "traditional" professor: lecture, give exams, hold "regular" office hours. However, reflecting on my own education, I recall the urgency of the task ahead of us to educate this generation of diverse students, and how we cannot continue to implement the same practices that have failed so many students. It is also during these times that I remind myself of my deeply held belief that the most important aspect of teaching is a professor's willingness to take a sincere interest in her students' success.

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My professional philosophy is rooted in the belief that scholarship, teaching and community engagement must always be interconnected. My experiences coming through the educational pipeline heighten my awareness of the need to bridge cultural gaps without invalidating the uniqueness of the diverse communities of the United States.

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Statement of teaching

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As a teenager in high school, I would never have believed I might someday become a college math professor. My guidance counselor warned me to avoid algebra, proclaiming it "too hard" for me. Nevertheless, I took that first algebra course and survived it-through time-consuming labor coupled with an intimidating fear I would not succeed. Interestingly, that first course turned out to be the hardest math course I ever took, and math seemed to "click" for me from then on. The experience proved to be important to me as a teacher, and I've been spending a lifetime trying to discover what caused my initial struggle, what I did to overcome it and how I can help community college students understand what I learned through it- that through hard work and perseverance, they can gain the confidence to overcome obstacles, not only in mathematics, but in any difficult endeavor they may face.

For some students, algebra is a "foreign language," and the skills don't come quickly or easily to them. Increasingly in our instant-access culture, students often give up and see math as irrelevant, unrewarding and boring. One of my instructional goals is to assist students in understanding that to learn math, they have to practice productive persistence. Much of the power and beauty of algebra comes from the fact that it is so general and works in such a variety of contexts. Students need help, however, in learning to apply algebra to solve specific, real-world problems.

To engage students in learning about math, I've spent much of my teaching career developing activities to contextualize math. Students need to recognize that they must develop algebraic thinking skills that extend beyond the classroom. They need to think mathematically when faced with real problems, to see math as a tool to describe those problems and solve them. Many students who have passed through traditional instruction in algebra still fail to have a strong understanding of foundational concepts, such as variables and functions. Without these, algebra remains a purely mathematical exercise with little connection to real life. It's crucial to engage students in non-threatening math activities designed to help build an understanding of algebra based on things they've already known or experienced.

One tool I use to contextualize math for students is SAM, a calculator-controlled robot I co-created with a colleague in the physics department. Students are challenged to make SAM navigate a maze, collect data and perform various tasks. They're motivated to make SAM perform correctly, often in competition with other students. Algebra is used naturally as a tool wherein students discover the utility and power of algebraic variables and functions to "make things happen." They also soon realize that computers, cell phones and gaming systems all use algebra to perform tasks. This "function thinking" in a specific, physical context helps build a strong foundation for students' general understanding of algebra. Such activities present innovative opportunities for natural, physical assessment. Either the robot works or it doesn't. Students want to make the robot function correctly and will persevere until it does. Such assessment allows for immediate and motivating feedback. Students instantly discover what they know and what they still need to learn instead of waiting for a paper or test to be graded or other such traditional methods. Math becomes real when instructors use problem-based math activities such as this one.

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Robert Chaney - Passion for Teaching Statement

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As a teenager in high school, I would never have believed I might someday become a college math professor. My guidance counselor warned me to avoid algebra, proclaiming it "too hard" for me. Nevertheless, I took that first algebra course and survived it-through time-consuming labor coupled with an intimidating fear I would not succeed.

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Cathy Davidson

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169: The New Education: How to Revolutionize the University to Prepare Students for a World in Flux

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Teaching in Higher Ed - Bonni Stachowiak 

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169: The New Education: How to Revolutionize the University to Prepare Students for a World in Flux

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Wendy Purcell

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Bonni Stachowiak - Teaching in Higher Ed

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Audrey Watters

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18: How Technology Is Changing Education

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Bonni Stachowiak - Teaching in Higher Ed

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18: How Technology Is Changing Education

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Dave Stachowiak

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4: The what, why and how of teaching philosophies

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Bonni Stachowiak - Teaching In Higher Ed

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4: The what, why and how of teaching philosophies

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Dell white paper

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Futures of Learning

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Activities for online learning

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Blended learning: drivers & barriers

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Binging

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Education Research

The Impact of Binging on Education Content

Binge-watching leads to poorer sleep, less family time in front of the TV and even less enjoyment of the content. But at the same time could it also generate better learning outcomes and higher completion rates? That's the question toyed with in " Binge Consumption of Online Content," a research project that took place at the University of Pennsylvania's Wharton School of Business.

Researcher Eric Bradlaw, a professor of marketing at Wharton, is no stranger to research on binge behaviors. A couple of years ago he researched the impact for marketers of customer "clumping" behavior - extended periods of inactivity punctuated with short, intense buying bursts. This time, he teamed up with another professor of marketing, J. Wesley Hutchinson, and doctoral candidate Joy Lu, to analyze online learning data. The goal: to understand the connection between content consumption and the "long-run accumulation of knowledge."

The data being examined related to the behavior of people taking two courses offered by Wharton Online through Coursera in 2015 and 2016: " Introduction to Marketing" and " Introduction to Operations Management." The enrollment information was filtered to focus on those individuals who took both courses simultaneously and were committed enough to pay a fee for course certifications. Out of 108,000 initial enrollees, 508 fit the criteria.

Each course is offered multiple times during the year, and each "section" spans five weeks, with four to seven hours of lecture videos and quizzes. For the first year, content was released sequentially, one week's content at a time. For the second year it was made available simultaneously; all lessons were available starting on the first day of the course.

Bradlaw and his associates identified two forms of binging behavior: "temporal binging," where the individual consumes multiple lectures in a single sitting rather than spreading them out over time and they might switch between the two courses (marketing, operations, marketing, operations); and "content binging," where they consume lectures from the same course in succession with few switches between courses (marketing, marketing, marketing, the operations, operations...).

According to an interview with Bradlaw on Knowledge@Wharton, overall, "people who binge tend to do better. They also tend to stay on the platform longer."

The impact influenced the outcomes for both courses, almost, it appears, by virtue of momentum. For example, individuals doing content binging when content was available in the simultaneous model might complete their goal for one of the courses - watching all the content available - and then turn their attention to the other course until new content was made available in a subsequent week (or the course ended). In that case, binging in one content area promoted participation with the other content area as well by its availability.

When simultaneous release of content was available, people binged even more (because they had access to more content), and they tended to get higher test scores.

Next up for the researchers is to examine "forward-lookingness" - to understand whether bingers are consuming the content just for the pleasure of today or because they're thinking about the future. Binging is a subject, said Bradlaw, "that I think we'll be looking at for years to come."

About the Author

Dian Schaffhauser is a senior contributing editor for 1105 Media's education publications THE Journal and Campus Technology. She can be reached at dian@dischaffhauser.com or on Twitter @schaffhauser.

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The Impact of Binging on Education Content -- Campus Technology

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Education Research Binge-watching leads to poorer sleep, less family time in front of the TV and even less enjoyment of the content. But at the same time could it also generate better learning outcomes and higher completion rates?

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HIEPs

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Association of American Colleges & Universities

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Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008)

Chart of High-Impact Practices (pdf)
High-Impact Educational Practices: A Brief Overview
The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.

On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices' contribution to students' cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. The rest of this publication will explore in more detail why these types of practices are effective, which students have access to them, and, finally, what effect they might have on different cohorts of students.

First-Year Seminars and Experiences
Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students' intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members' own research.

Common Intellectual Experiences
The older idea of a "core" curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes-e.g., technology and society, global interdependence-with a variety of curricular and cocurricular options for students.

Learning Communities
The key goals for learning communities are to encourage integration of learning across courses and to involve students with "big questions" that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link "liberal arts" and "professional courses"; others feature service learning.

Writing-Intensive Courses
These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice "across the curriculum" has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.

Collaborative Assignments and Projects
Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one's own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.

Undergraduate Research
Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students' early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

Diversity/Global Learning
Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies-which may address US diversity, world cultures, or both-often explore "difficult differences" such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.

Service Learning, Community-Based Learning
In these programs, field-based "experiential learning" with community partners is an instructional strategy-and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

Internships
Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting-usually related to their career interests-and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.

Capstone Courses and Projects
Whether they're called "senior capstones" or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they've learned. The project might be a research paper, a performance, a portfolio of "best work," or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.

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Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008) Chart of High-Impact Practices (pdf) High-Impact Educational Practices: A Brief Overview The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds.

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Unit 6 - Goal analysis

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Instructional Design - Unit 6 - Goal Analysis

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A look at how we analyze, categorize, and diagram our goals in the analysis phase of instrutional design.

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Unit 1 - What is teaching? and ID models

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Instructional Design - Unit 1 - An Introduction

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Unit 2 - Phase 1--Analysis

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Instructional Design - Unit 2 - Goals and Objectives

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Unit 3 - Taxonomy and ID

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Instructional Design   Unit 3   TaxonomyTables

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An introduction to taxonomy tables and how you might use them to better align your goals and objectives.

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Unit 4 - Learner analysis

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Instructional Design - Unit 4 - Learner Analysis

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A look at some of the things to consider about learners as you design instruction during the analysis phase of the instructiona design process.

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Unit 5 - Environmental context ana

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Instructional Design - Unit 5 - Environmental Context Analysis

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A look at some of the things to consider related to the Learning Environment during the analysis phase of the instructional design process.

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A motivational video reinforcing the importance of learning and teaching in Highere Education and the influence it has on developing 21st Century graduates

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Outcome-Based Learning Project - About OBL

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Interactive teaching

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Youtube video

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Teaching guides

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The CFT has prepared guides to a variety of teaching topics with summaries of best practices, links to other online resources, and information about local Vanderbilt resources. Academic Advising Academic Integrity: Grappling with Cheating and Plagiarism Accommodating Student Athletes In the Classroom Active Learning Active Learning Classrooms An Introduction to Lecturing Assessing Student Learning Beyond...

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28 Student-Centered Instructional Strategies
by TeachThought Staff
For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today.
Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding.

Put another way, student-centered teaching is teaching that is 'aware' of students and their needs above and beyond anything else. It places students at the center of the learning process.

This isn't as simple as it sounds, especially without shifting one's mindset towards that approach. We recently shared 32 Research-Based Instructional Strategies. The following infographic via Mia MacMeekin provides additional tools (in the form of strategies) that can help create a learning environment that can, depending on the context, more approachable, friendly, or familiar to students in your classroom.
See Also 28 Critical Thinking Question Stems & Response Cards
Let us know in the comments which are your favorites, or any good ones you think Mia might have missed.
28 Student-Centered Instructional Strategies
28 Student-Centered Instructional Strategies

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28 Student-Centered Instructional Strategies -

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28 Student-Centered Instructional Strategies by TeachThought Staff For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today. Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum ...

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Scholarship revisited

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What is OBE

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by Ron Brandt

Outcome-based education has been the topic of acrimonious debates in many states and school systems. The furor surprised some educators who, after years of hearing calls for "results" from political and business leaders, assumed that most parents and citizens would support a move to more definite outcomes and means of assessing them. Perhaps the majority of people do agree with the principles of OBE-or would if they understood them-but highly vocal critics have how raised enough questions about how OBE might work in practice to create doubts among informed members of the public about its desirability.

Should education be outcome-based? Some might argue that it already is, to some extent. Nearly all education institutions have goals that supposedly guide their work. When educators plan curriculums or teachers plan lessons for their classes, they usually start by clarifying the purposes.

Still, advocates of OBE say that traditional schools are really time-based. Teachers and principals may want students to learn something, but they typically allocate a certain amount of time to study of that topic and then move on, whether or not students have mastered it. For schools to be fully outcome-based, they must organize so that outcomes are fixed, and time and other resources needed to achieve the outcomes are variable.

OBE is more of a philosophy than a uniform set of practices. Many states and school systems have adopted the philosophy in part by emphasizing outcomes schools are expected to achieve, but few have changed all of their rules and regulations to be compatible with the notion that every aspect of schooling must be based on outcomes rather than on other considerations, such as length of the school year. Similarly, some programs that are consistent with the OBE philosophy do not use that terminology. Some have no special designation; some are called results-based or performance-based. The programs described below represent some of the varied approaches to OBE.

The Johnson City Model

A well-established example of OBE in actual use is the Johnson City, New York, schools (Vickery 1990). The Johnson City program, called by its developers the Outcomes-Driven Developmental Model or ODDM, was launched by John Champlain in the early 1970s. The program was originally described as a mastery learning program (the term outcome-based was not in use at that time). Al Mamary, former superintendent, says the major difference between mastery learning and ODDM is that ODDM puts increased emphasis on the studentapos;s role. In a mastery learning program, teachers take responsibility for making sure that most students learn. Under ODDM, students are informed of the outcomes and expected to assume responsibility for achieving them (Brandt 1994). ODDM is described as having a strong philosophical and psychological base as well as a technical one.

The High Success Network

Perhaps the best-known model of OBE was developed by Bill Spady and his associates at the High Success Network. Spady lists four principles that he believes should characterize OBE:

Clarity of focus (having specific outcomes gives a strong sense of purpose to everything teachers and students do).

Design down, deliver up (when planning curriculum, educators start with the outcomes and work backwards; when planning instruction, teachers teach what students need to learn to demonstrate the outcomes).

High expectations (OBE departs from traditional education in its assumption that all students can learn well-although not in the same way and not necessarily on the same day), an.

Expanded opportunities (students must be permitted to demonstrate their learning in different ways, and they must have numerous opportunities to demonstrate the outcomes, not just one. Spady calls this "grading in pencil").

Concerned that some people equate outcome-based education with mastery learning, Spady and his colleague Kit Marshall have developed a way of categorizing OBE programs. Mastery learning, they explain, is a technique for insuring that more students learn well, but it applies to any content. Outcome-based education incorporates the principles of mastery learning but goes beyond them to be concerned with what students are to learn and why.

Spady and Marshall use the term traditional OBE for OBE programs in which the outcomes are defined as mastery of traditional subject matter: English, mathematics, science, and so on (Spady and Marshall 1991). Programs with content outcomes but also higher order outcomes such as being able to work with others are transitional. Spady and Marshall advocate transformational OBE, in which outcomes are derived from careful analysis of what students must be able to do to succeed in the future. These transformational outcomes are be demonstrations of life "performance roles" such as problem solver and teacher (Spady 1994). The action planning workbook by Charles Schwahn that follows in this chapter of the ASCD Curriculum Handbook stems from this TOBE approach.

The McREL Model

An approach complementary to OBE that many educators have found to be helpful is the performance assessment system developed by Bob Marzano and associates at the Midcontinent Regional Educational Laboratory (McREL). Responding to educators whose school systems have adopted transitional outcomes and who need a valid way to assess them, the model involves writing performance tasks that specifically include elements of several different outcomes in one challenging task (Marzano, Pickering, and McTighe 1993). Because assessment of student performance is an essential part of OBE, the Marzano model is a useful supplement to transitional OBE programs.

Educators who accept the OBE philosophy begin by involving teachers, parents, citizens, and students in establishing the outcomes students are to demonstrate. These outcomes may be traditional-in terms of subject matter-or may include other outcomes, such as ability to communicate in a variety of forms, or the ability to perform life roles, such as "creators and producers.".

When outcomes have been established, educators should design curriculum to give students the knowledge and skills they need to demonstrate the outcomes. In many cases the outcomes will be such that they can be assessed only with performance assessment, not conventional tests, so the school's assessment processes will need to be different. Finally, educators need to examine every other aspect of the school's operation to determine what changes are needed-in grading policies, for example-to insure that larger numbers of students will in fact be prepared to demonstrate the outcomes.

References

Brandt, R. (1994). "On Creating an Environment Where All Students Learn: A Conversation with Al Mamary." Educational Leadership 51, 5: 18-23.

Spady, W. (1994). "Choosing Outcomes of Significance." Educational Leadership 51, 5: 18-23.

Spady, W., and K. Marshall (1991). "Beyond Traditional Outcome-Based Education." Educational Leadership 49, 2: 67-72.

Vickery, T. R. (1990). "ODDM: A Workable Model for Total School Improvement." Educational Leadership 47, 7: 67-71.

A Word About This Special Topic

If your school or district has already decided to take an outcome-based approach, no matter which model you choose, careful planning is essential to the process. The following section will help you examine your own existing system, determine where you are on the continuum, and lay the foundation for success. Charles Schwahn poses the essential questions and outlines the steps educators need to take in planning to implement outcomes-based education.

This Special Topic takes the form of a workbook excerpted and adapted from a four-part "handbook" Schwahn uses to train districts in Transformational Outcomes Based Education (TOBE). We believe that this section on establishing a purpose is straightforward and self-contained enough to be used independently by schools and districts wanting to begin the first planning phase.

This planning workbook is divided into the following subsections:

The Introduction describes the format and outlines the four processes of this TOBE Action Planning Model.

"Using the Action Planning Workbook" provides an overview of the four steps of the action planning process.

"The Purpose Leadership Arena" contains guidelines and worksheets to be used for the first step: creating a mission statement, student exit outcomes, and a vision statement.

An explanation of next steps describes the remaining processes of this TOBE Action Planning Model.

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by Ron Brandt Outcome-based education has been the topic of acrimonious debates in many states and school systems. The furor surprised some educators who, after years of hearing calls for "results" from political and business leaders, assumed that most parents and citizens would support a move to more definite outcomes and means of assessing them.

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Malaysia

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This article briefly discusses the methodology used by Dr. Mary Alvior in the preparation of her dissertation focusing on the benefits of in-service training activities to teachers. She expounds on the results of the study specifically providing descriptive statistics on satisfaction of in-service training to them and how this affected teaching efficacy, job satisfaction, and attitude in public school in the City of Puerto Princesa in the Philippines.
Methodology

This study utilized the research and development method (R&D) which has two phases. During the first phase, the researcher conducted a survey and a focus group interview in order to triangulate the data gathered from the questionnaires. Then, the researcher administered achievement tests in English, Mathematics and Science. The results found in the research component were used as bases for the design and development of a model. The model was then fully structured and improved in the second phase.

The participants were randomly taken from 19 public high schools in the Division of Puerto Princesa City, Palawan. A total of fifty-three (53) teachers participated in the study and 2,084 fourth year high school students took the achievement tests.

The researcher used three sets of instruments which underwent face and content validity. These are

1. Survey Questionnaires for Teacher Participants,

2. Guide Questions for Focus Group Interview, and

3. Teacher-Made Achievement Tests for English, Mathematics, and Science.

The topics in the achievement tests were in consonance with the Philippine Secondary Schools Learning Competencies (PSSLC) while the test items' levels of difficulty was in accordance with Department of Education (DepEd) Order 79, series of 2003, dated October 10, 2003.

Results of Descriptive Statistics

Teachers' insights on in-service training activities

Seminar was perceived to be the most familiar professional development activity among teachers but the teachers never considered it very important in their professional practice. They also viewed it applicable in the classroom but it had no impact on student performance.

Aside from seminar, the teachers also included conference, demo lesson, workshop and personal research as the most familiar professional development activities among them.

Nonetheless, teachers had different insights as to which professional development activities were applicable in the classroom. Science teachers considered team teaching, demo lesson, and personal research, but the English and Mathematics teachers considered demo lesson and workshop, respectively.

With regard to the professional development activities that were viewed very important in their professional practice and had great impact on student performance, all subject area teachers answered personal research. However, the Mathematics teachers added lesson study for these two categories while the teachers in Science included team teaching as a professional activity that had great impact on student performance.

Moreover, teachers had high regard for the INSET programs they attended and perceived them effective because they were able to learn and developed themselves professionally. They were also highly satisfied with the training they have attended as indicated in the mean ( M=3.03, SD=.34). Particularly, they were highly satisfied with the content, design, and delivery of in-service training (INSET) programs, and with the development of their communication skills, instruction, planning, and organization.

Teachers' teaching efficacy, job satisfaction and attitude

Teachers had high level of teaching efficacy ( M=3.14, SD=.27) particularly on student engagement, instructional strategies, and classroom management but not in Information Communication and Technology (ICT). It seems that they were not given opportunities to hone their skills in ICT or they were not able to use these skills in the classrooms. Likewise, they had an average level of job satisfaction ( M=2.91, SD=.27) and had positive attitude towards their teaching profession ( M=2.88, SD=.44).

In conclusion, there are professional activities that are viewed very important in teaching and there are also which have great impact on students' academic performance. In addition, the study found the inclusion of ICT in teaching and for professional development.

To know more about the model derived from this study, please read 2 Plus 1 Emerging Model of Professional Development for Teachers.

© 2014 December 29 M. G. Alvior

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This article briefly discusses the methodology used by Dr. Mary Alvior in the preparation of her dissertation focusing on the benefits of in-service training activities to teachers. She expounds on the results of the study specifically providing descriptive statistics on satisfaction of in-service training to them and how this affected teaching efficacy, job satisfaction, and attitude in public school in the City of Puerto Princesa in the Philippines.

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article by Lawson

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Educational Technology and Mobile Learning

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Adult learning is a vast area of educational research and probably one of the most complicated. Adults learn differently and have different strategies in learning. Adults Learning Theory and Principles explain in details these strategies and sheds more light on how adults cultivate knowledge.

Talking about adult learning brings us to the concept of Andragogy. According to the article Malcolm Knowles an American practitioner and theorist of adult education, defined andragogy as "the art and science of helping adults learn". Knowles identified the six principles of adult learning as:

Adults are internally motivated and self-directed

Adults bring life experiences and knowledge to learning experiences

Adults are goal oriented

Adults are relevancy oriented

Adults are practical

Adult learners like to be respected

Tom Whitby wrote this great article " Pedagogy Vs Andragogy " in which he argued for using these same principles of adults learning in kids learning. I highly recommend this article to those of you interested in learning more about Andragogy. I am also sharing with you this awesome chart created by floridatechnet.org featuring the differences between pedagogy and Andragogy. Enjoy

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Awesome Chart on " Pedagogy Vs Andragogy "

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Adult learning is a vast area of educational research and probably one of the most complicated. Adults learn differently and have different strategies in learning. Adults Learning Theory and Principles explain in details these strategies and sheds more light on how adults cultivate knowledge. Talking about adult learning brings us to the concept of Andragogy.

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Youtube video

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EDUC6030: Instructional Systems Design Models

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Designing and delivering a training to a nonprofit audience is not about extreme content delivery or putting together a PowerPoint and answering questions. If you want to get results, you need to think about instructional design and learning theory. And, there is no shortage of learning theories and research. As someone who has been designing and delivering training for nonprofits over the past twenty years, the most exciting part is apply theory to your practice.

I use a simple structure to design: before, during, and after. This framework works like a charm, whether it is a one-hour webinar or 7 day intensive International training or college graduate course or year long peer learning program. Recently, I was on a call with colleagues to plan our NTC session on training, and co-presenter Cindy Leonard said to me, "You are using ADDIE!" ADDIE is an instructional design method that stands for Analysis, Design, Development, Implementation, and Evaluation.
BEFORE Analysis
This is where you identify the learning goals, audience needs, existing knowledge, and other background by doing audience research. Ideally, audience research should be done before you design your workshop or course. I often include some questions as part of the registration process that ask about participant's experience with the topic, their attitudes about it, and their organizational context. Because I like to design for real world application, I often target more than one person from an organization to participate so the ideas can be transferred to the whole organization. It is also important to target the right level of authority. Many times, it means both the "doer" and the "decision maker."

For the networked nonprofit workshops I facilitate, I've developed a maturity of practice assessment called " Crawl, Walk, Run, Fly " which gives me a detailed understanding of where the organization is in its practice. As I've expanded my repertoire to train people on other topics (not just social media or measurement), I have learned how to create practice rubrics for other areas. It takes several iterations of your survey to develop one that works, but you really gain a good understanding of the level of your audience.

Sometimes you don't have the ability to do a survey before, especially if it is an online webinar or a conference session. There are alternative ways to do research. I obtain a list of participants with their organizational contact information and do a scan and audit of their digital presences if I'm leading a session on digital marketing. I might audit their Facebook best practices and other social media channels. In addition, I do a little real-time assessment in the room by doing "raise your hand" polls or in a webinar by using the polling feature. This can help you adjust in real-time to the audience needs or what I call a real-time pivot.

You also need to consider the learning environment, any constraints, the delivery options, and the timeline for the project. The physical space you are working in will also help inform your design. I prefer flexible space but that isn't always possible. I have learned the feng shui of how classroom setup impacts interaction and learning. For webinars, the platform is your classroom setup, so it important to understand how the Q/A and chat features, whether everyone can see everyone else's chats or just the presenter.
Design
The design is a description of how you will use the time slots - goals, content, instructional activities, materials, technology, documentation, and evaluation. My early experience in doing technology training was collaborating with teachers to deliver professional development on how to integrate technology. I was introduced to lesson planning from veteran teachers and have written "lesson plans" or now that I'm an adjunct professor a syllabus for everything I teach.

You may feel at first this is an "extra" step or unnecessary. But, I do this for any training I do - whether alone, with other instructors or even an hour webinar. My starting point for designing is the schedule: the start and end time. I start with a participant agenda and then I do a detailed description, typically with columns that are labeled: time/objective/content/instructional design/documentation. Then I block out 90 minute and 75 minute modules with 15 minute breaks in between. Within the modules, I break it down in 15 minute blocks. I also keep in mind dips in the circadian rhythms for humans that have impact on their ability to pay attention and learn - and I design different types of activities accordingly.

As part of the design process, I focus on " real world application " for the material I'm going to cover. Training is only valuable if participants apply what they learn. Training must include time for participants to synthesize what they learned into some "reporting out and up" takeaways to share with their organization. In my training design, I always include an instructional activity where participants create a "learning artifact" such as a "strategy poster" or filling in a worksheet and allow time in the workshop for participants to present. The content has to be practical about the amount of investment required to implement ideas - and always include some "low hanging fruit" or actionable steps that don't require a huge amount of organizational change or monetary investment.

Your design is not just about content. That's where a lot of trainers fall short. They focus on the content, not the design of learning activities. Learning activities might include full group discussion, spectragrams, or interactive lectures, sticky note facilitation, small group exercises or games, share pairs, or independent work (reading, working on an assessment, or poster).

Whatever the structure for your learning activities, they should use four different kinds of activities that help the brain learn rapidly and identify your discussion questions. The learning model is called "SAVI " :

Moving and doing (Somatic)

Talking and hearing (Auditory)

Observing and picturing (Visual)

Problem-solving and reflecting (Intellectual)

For many of these, you need materials like sticky notes, markers, paper, pipe cleaner, and maybe even play dough. I always bring a suitcase of supplies, but some spaces come equipped with supplies.

I feel strongly that to keep audiences engaged, they have to be moving. As a facilitator, you have to watch the participants body language and look for the "slump," when they get tired. As I mentioned before, you need to build in shifts in your delivery, whether you get them to stand up and stretch, do a share pair, or move. If you lecture without any interaction for more than 15 minutes, this will no doubt happen. Movement does not distract learners - although some audiences are so formal and stilted they aren't use to moving and the initial discomfort to asking them to move can make you believe otherwise. When participants move, oxygen to the brain increases, thereby enhancing both learning and memory. People can't be as focused on content when they been sitting longer than 10-20 minutes.

If you are doing a full-day training, you will get the "after lunch" slump. I planned for this by incorporating an after-lunch energizer that used movement to get people's brains going. Energizers are activities designed to awaken a sleeping audience or activate a jaded one. Energizers are typically done right after lunch and during mid-afternoon breaks, when energy tends to be low, but they can be done any time. The energizer can be connected to the content or just a movement exercise or stretch.

You also need to design good openers and closers! Openers can include fun icebreakers that give people a chance to know and trust other people in the group. This helps promote interaction. If you learn in your assessment that people feel a high degree skepticism about the topic or there is resistance, facilitating a "hopes and concerns" discussion about the training can provide the space to let people express that and get it out of the way.
Development
This is the research and development of learning materials. This includes: presentations, handouts, and I typically create a wiki or online page for resources. If I am working with a new to me audience, I have to do a lot of research to "localize" or "customize" the content. For example, I recently gave a webinar on social media for engagement of Alumni Networks. All of my examples were from universities, Jewish Day schools, and camps that made up the audience. When I taught Networked Nonprofit workshops for NGOs from India and Pakistan, all the examples and even the icebreakers were relevant.

For the development process, I use my lesson plan and do research for examples - I ask colleagues and do internet scans. In topics that I am also a subject matter expert, I draw from content in my books,blog, content curation, or presentations.

You can use a "lean start up" approach for the development phase by doing a pilot or experiment and adjust. I do this all the time.
DURING Implementation
This is the actual delivery of the instruction and content. This is where you apply your presentation and facilitation skills. Remember, training isn't just about content and presenting a monologue. I have a philosophy about training delivery and that is that my audience knows a lot and has an opportunity to learn from each other - if you, as the instructor, don't talk the whole time! I want the training to be transformative and that happens by being a guide on the side, not the sage on the stage.

It is really important to pay attention to body language (discomfort, confusion, boredom, etc.) and be transparent and responsive to the audience. Don't be so focused on getting through your lesson plan if you feel that participants need understand the content in a different way. The photos above are from a Train the Trainers workshop I did in Tunisia. I asked participants to demonstrate what it looks like being bored vs engaged. If you see your participants looking like the top photo, it is time to shift or do an energizer.

It is also important to watch the clock and at the same time be a little organic with your lesson plan if you are running out of time. Sometimes we include too much content, other times an exercise takes longer than we expected or the group just needs to move slower. If you find that you are running behind and have a lot of content left, one trick is to summarize it and let participants now they can access it later. If you are running behind with group exercises, do have everyone do a report out.

There will be times when you are presenting content, ideally in short 12-15 modules. Remember your speaker skills: warmups, breathing, relaxing, physicality, and eye contact. It is critical to understand usual style and consciously mixing it up (if you are usually a "cheerleader", moderate that energy, etc).
AFTER
This is evaluation. It consists of getting audience feedback through a survey or maybe as a focus group at the end if a small group. You want to evaluate your training against your learning goals -and also get feedback about how to improve the delivery or instructional exercises. With evaluation, take into account the " Kirkpatrick Model of Training "

the participant's reactions and their thoughts about the training experience;

the participant's resulting learning and increase in knowledge from the training experience;

the participant's behavioral change and improvement after applying the skills on the job;

the results or effects that the student's performance has on the nonprofit's mission.

You also want to document your training. My lesson plan includes a process documentation strategy of what and how I will document. I use photo documentation and also social media, for example, tweeting - and do a storify. You can also ask your participants to help with the photo documentation.I write up a documentation strategy as part of lesson plan. Evaluation should also include your personal reflection. This will help you learn to reflect in while you are delivering and adjust in real time.

I use the photo documentation, evaluation survey results, review of any assignments, and my lesson plan to reflect on what worked and what didn't. I write up notes about what to change the next time I deliver the training. This is where I get my best instructional design ideas and how to revise the content so it enhance learning. You have to be a little fearless piloting new instructional techniques or you will just do the same old stuff - you'll get bored and your participants will also be bored. So writing a lesson plan and using it for reflection is an invaluable process for improving your instructional techniques.

If you do training for nonprofits, how do you effectively design your sessions so they get more impact? What are your burning questions about designing and delivering training?

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How To Think Like An Instructional Designer for Your Nonprofit Trainings

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Designing and delivering a training to a nonprofit audience is not about extreme content delivery or putting together a PowerPoint and answering questions. If you want to get results, you need to think about instructional design and learning theory. And, there is no shortage of learning theori

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Bates, A. W (Tony)

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Book Information

Book Description

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.

The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

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Teaching in a Digital Age - The Open Textbook Project provides flexible and affordable access to higher education resources

# data[].attributes.attachment_link.description
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.

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Youtube

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How Different Types of Knowledge Are Assessed

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Effectively assessing different types of knowledge requires asking students to complete different types of tasks. This interactive module helps you identify the types of tasks best used to assess declarative knowledge, procedural knowledge, and problem solving. It also describes the types of tasks associated with higher levels of cognitive complexity.