Shelley A. Chapman, PhD. The 5-Minute University Father Guido Sarducci’s Five-minute University.

Shelley A. Chapman, PhD

Father Guido Sarducci’s Five-minute University

http://www.youtube.com/watch?feature=player_detailpage&v=kO8x8eoU3L4

What is your biggest challenge or question about facilitating learning that lasts?

Learning Goals for TodayDescribe “learning that lasts”

Learning that transfersDistinguish between three different types of

learning goals and the corresponding teaching roles for each

Use several strategies to promote transfer

Learning Tree

Assumptions, Beliefs, Values

Emotions

Knowledge

Skills

Transfer

Transformation

Behaviorism

Constructivism

Humanism

Transformative Learning

Learning Tree


Emotions

Knowledge

SkillsAcquisition

Meaning

Transfer

ConstructUnderstanding

Wiggins, G. & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA:ASCD.*

*Used with permission.

3 Stages of UbD

Learning for Transfer Understanding

(Audience Participation—Brainstorm)

What do YOU think understanding is?

Understanding

“If, when the circumstances of testing are slightly altered, the sought-after competence can no longer be documented, then understanding—in any reasonable sense of the term—has simply not been achieved.”

Howard Gardner

As quoted in Wiggins, G. & McTighe, J. (2005). Understanding by Design. Expanded 2nd Ed. Alexandria, VA: ASCD.

Understanding“…understanding is the ability to think and act flexibly with what one knows…more like learning to improvise jazz or hold a good conversation or rock climb than learning the multiplication table or the dates of the presidents...”

David Perkins

Perkins, D. (1998). "What is Understanding?" Teaching for understanding: Linking research with practice. ed. by Martha Stone Wiske. San Francisco: Jossey-Bass.

Knowledge Versus Understanding*Knowledge Understanding

The facts The meaning of the facts

A body of coherent facts The “theory” that provides coherence and meaning to those facts

Verifiable claims Fallible, in-process theories

Right or wrong A matter of degree or sophistication

I know something to be true I understand why it is, what makes it knowledge

I respond on cue with what I know

I judge when to and when not to use what I know

*Wiggins, G. & McTighe, J. (2005). Understanding by design. Expanded 2nd Ed. Alexandria, VA: ASCD. (page 38) Used by permission.

Understanding is…Meaning Making


Seeing the big picture

Grasping core concepts

Making connections


Transfer

Seeing the big picture


Making connections


Transfer

Seeing the big picture Saying it in one’s own words


Applying something to the real world

Making connections Defending one’s views to an audience

• Mission of Institution

• Standards for Accreditation

• Established Student Learning Outcomes for Program and Course*

*Adapted with permission.

Students will be able to independently use their learning to…

What kinds of long-term, independent accomplishments are desired?

UNDERSTANDINGSStudents will understand that…

What specifically do you want students to understand?

What inferences should they ma

Meaning

Stage 1 – Desired Results

ESSENTIAL QUESTIONSStudents will keep considering…

What thought-provoking questions will foster inquiry, meaning making, and transfer?

Transfer

Acquisition of Knowledge & SkillStudents will know…

What facts and basic concepts Should students know and be able to recall?

Students will be skilled at…

What discrete skills and processes Should students be able to use?

Established Goals









What inferences should they make?

Meaning




Transfer





Established Goals










Meaning




Transfer





Established Goals








What specifically do you want students to understand?What inferences should they make?

Meaning




Transfer





Established Goals









Meaning




Transfer





Established Goals





Students will be able to independently use their learning to…Engage in critical reflection of their own practice of adult learning, and thereby regularly improve the learning experiences of their students in higher education.UNDERSTANDINGSStudents will understand that…



Meaning




Transfer





Established Goals





Students will be able to independently use their learning to…Engage in a ongoing critical reflection of their own teaching practice, and thereby regularly improve the learning experiences of their students in higher education.UNDERSTANDINGSStudents will understand that learning is complex and that teaching is like a dance between an applied science and a social practice.Inferences: Understanding how people learn drives curriculum decisions.

Meaning


Transfer





Established Goals

ESSENTIAL QUESTIONSStudents will keep considering…how do I continually reflect upon cognitive science, neuroscience, and the social aspects of teaching adults?

Is the adult brain more like a computer or a jungle?





Students will be able to independently use their learning to…Engage in a continual critical reflection of their own practice of adult learning, and thereby regularly improve the learning experiences of their students in higher education.UNDERSTANDINGSStudents will understand that learning is complex and that teaching is like a dance between an applied science and a social practice.Inferences: Understanding how people learn drives curriculum decisions.

Meaning


Transfer





Describe major learning theories and theories of adult development, which have informed the practice of adult learning.

Established Goals

Apply theoretical principles to learning plans for a higher education setting.

ESSENTIAL QUESTIONSStudents will keep considering…how do I continually reflect upon cognitive science, neurology, and the social aspects of teaching adults.

Is the adult brain more like a computer or a jungle?









Meaning




Transfer





Established Goals

Targeting Enduring UnderstandingsUnderstandings are

Not simply concepts or topics (“causes and effects of the civil war”)

Not truisms or vague statements (“math involves patterns”)

Not single facts (the Magna Carta was signed on June 15, 1215)

Enduring UnderstandingsWhat they ARE

Hard won insights that come from digging into the subject and drawing out important conclusions

Can be found in the strategies, rationale, or value of a skillExample: The most efficient and effective stroke mechanics in swimming involve pushing the maximum amount of water directly backward.

ExamplesStudents will understand THAT…1. History is always written by the winners,

making it difficult to understand the “real” story of all peoples and cultures.

2. Seemingly random data often reflect elegant functional relationships.

3. Good readers approach a nonfiction text with just the right mix of respect for the author’s argument and skepticism about its truth.

4. Self-deprecating humor can be an effective (and ironic) way to persuade audiences.

Articulating UnderstandingsUse this sentence stem:Students will understand that…

Craft understanding for meaning and transfer

Learning Goals and Teaching RolesThree InterrelatedLearning Goals

Acquisition

Meaning Transfer

Teacher roleand InstructionalStrategies


Acquisition

Meaning Transfer

Seeks to help learners acquire factual information and basic skills


Direct InstructionPrimary role= Inform•Lecture•Graphic Organizers•Questioning (convergent)•Demonstration•Process Guides•Feedback, corrections


Acquisition

Meaning Transfer


Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes



Facilitative TeachingEngage in active processing•Inquiry-oriented approaches•Using analogies•Questioning (divergent) and probing•Problem-based learning


Acquisition

Meaning Transfer



Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations




Coaching in increasingly complex situations•Ongoing assessment, providing specific feedback •Conferencing•Prompting self-assessment and reflection

Example: Foundations to Adult LearningThree InterrelatedLearning Goals

Acquisition Meaning TransferSeeks to help learners acquire factual information and basic skills




Direct InstructionPrimary role= Inform•Brief Lecture using Whiteboard with Graphic Organizers•Questioning (convergent)•Demonstration of learning theories in action•Feedback on their demonstrations

Facilitative TeachingEngage in active processing•Write answers to divergent questions based on readings each week•Provide analogies and metaphors for learning processes

Coaching in increasingly complex situations•Teach the class about a learning theory and use the theory while teaching about it•Write an autobiography of your learning as an adult•Write your teaching philosophy

Three InterrelatedLearning Goals








Example: Foundations to Adult Learning

Example: Foundations to Adult LearningThree InterrelatedLearning Goals








Which Teaching Roles Will You Use?Three InterrelatedLearning Goals







Coaching in increasingly complex situations•Ongoing assessment, providing specific feedback •Conferencing•Prompting self-assessment and reflection

3 Stages of Understanding by Design

Stage 2: Determine EvidencePerformance Verbs Related to the Six Facets of Understanding*Explanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge

Demonstrate

Create analogies

Adapt Analyze Be like Be aware of

Derive Critique Build Argue Be open to

Realize

Describe Document Create Compare Believe Recognize

Design Evaluate Decide Contrast Consider

Reflect

Exhibit Illustrate Design Criticize Imagine

Self-assess

Express Judge Invent Infer Relate

Justify Provide metaphors

Perform Role-play

Model Read between the lines

Produce

Predict Represent Propose

Prove Tell a story of

Solve

Show Translate Use *See p. 100

Learning Tree


Emotions

Knowledge

Skills

Transfer

Transformation

© Shelley A. Chapman 2007

Learning That LastsFocus on TransferTo do that, help students construct meaning

and apply what they have learned in different contexts

Use facilitation and coaching more than direct instruction

Classroom Assessment 1. What was the most interesting thing you

learned today? Why?

2. What is the muddiest point of todays session?

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Shelley A. Chapman, PhD. The 5-Minute University Father Guido Sarducci’s Five-minute University.

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