John Tingerthal, EdD, SE, PE
2/13/2017 1:09:18 PM
I think that it is safe to assume that college faculty are interested in improving the learning experience for students. There is substantial literature on overall course re-design models that supplement or fully replace traditional lectures with technology, online or emporium-style resources. ‘Flipping’ a class, in which content delivery is moved online allowing students to actively engage with that content in class, has received considerable attention at NAU. But the reality is that the demands on our time only allow for such dramatic redesign in select cases. Fortunately, there are small changes that you can make that can pay large dividends in student achievement. The intent of this post is to stimulate reflection on your own teaching practice and consider how you can make your class more learner-centered with minimal additional effort.
A recent series of articles in the Chronicle of Higher Education by James Lang (2016) proposes some small changes that can have a powerful impact on student learning. Lang suggests techniques that are easy to implement are supported by the research on learning and get at what Chickering and Gamson (1997) classified as seven principles for good practice in higher education:
- Good Practice Encourages Contacts Between Students and Faculty
- Good Practice Develops Reciprocity and Cooperation Among Students
- Good Practice Uses Active Learning Techniques
- Good Practice Gives Prompt Feedback
- Good Practice Emphasizes Time on Task
- Good Practice Communicates High Expectations
- Good Practice Respects Diverse Talents and Ways of Learning
Techniques suggested by Lang include the following elements:
- Leverage the moments before class to set the stage for learning
- Rethink how you spend the first five and last five minutes of class
- Help students make connections between content and their world
- Space out content and assessment to improve depth of learning
- Give students some control over their learning
For instance, leveraging the minutes before class to informally connect with your students and create wonder about the day’s topic can set the stage for engagement with the content. In the first five minutes, opening the class with questions about the previous class or homework reading instead of spending time on administrative tasks can also work to engage the students by getting them active in the process.
It is well documented that experts (read: instructors) organize information differently from novices (read: students). Lang discusses some techniques that can help students make connections between the course material and their everyday lives, which can assist them in formulating their own ideas.
Research on learning also supports the notion that we can only take in so much information at once. Spacing out the content and assessments while including some cumulative questions along the way can keep the information present and active.
In the last five minutes of class, it may be futile to try to cram in new content. Instead, use this time for students to reflect on the day’s work and process it in the context of their own experiences and learning. A simple technique called the ‘minute paper’ has the students summarize most salient point of the class and codify any confusion that remains on the topic. These minute papers can be collected and quickly reviewed as to assess the effectiveness of the day’s lesson, prompting the preparation for the next class meeting. Classroom Assessment Techniques by Angelo and Cross (1993) is a handbook that provides other ideas for real-time assessment. This book cross-references techniques to individual disciplines and provides a measure of the required effort associated with administering each.
Giving students control can be a scary proposition. It can be a simple as soliciting questions for inclusion on quizzes and examinations or as involved as letting the students collectively design an assignment. I have gone so far as to use a technique called Specifications Grading (Nilson, 2014), which makes every assignment pass/fail, but gives students the opportunity to select which assessments to complete.
There is no lack of advice on ways to improve student learning. In fact, I would argue that there may be too many ideas, with the difficulty being in having the time to evaluate the appropriateness of these ideas for your students and discipline. I therefore suggest starting small. Here are a few things that you can do right now:
- Reflect on your own teaching practice and evaluate it against the seven principles listed above. Ask yourself whether you can make a small adjustment to better align with these good practices. I keep this list posted at my desk as a reminder for when I am preparing a lecture, assignment, or learning module.
- Pick one technique from Lang’s suggestions above and make it your own. Tailor it to your own teaching style, students,and discipline.
- Review the online resources below and make it a point to subscribe to at least one of them. I find that I cannot digest all of the ideas that come into my inbox, but at least once a week, a topic catches my eye and inspires me to think about my own practice.
It is in making small changes that we can make a difference for our students.
Additional online resources:
- Faculty Focus newsletter. Through its free e-newsletter and dedicated website, Faculty Focus publishes articles on effective teaching strategies for the college classroom.
- Monday Morning Mentor. 20-Minute online programs each week of the school year designed for busy schedules. Contact the NAU Faculty Professional Development office to sign up for the weekly password.
- TILT Blog: Techniques in Learning and Teaching. Short, research-based, locally tested, globally minded and timely learning/teaching ideas, insights and resources.
References:
- Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (second). San Francisco: Jossey-Bass. (Available at the NAU Teaching Commons, Room 169 Cline Library)
- Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3), 140–141. http://doi.org/10.1016/0307-4412(89)90094-0
- Lang, J. M. (2016). Small Changes in Teaching. Washington, D.C. Retrieved from http://www.chronicle.com/specialreport/Small-Changes-in-Teaching/44
- Nilson, L. (2014). Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time. Stylus Publishing, LLC. (Available at the NAU Teaching Commons, Room 169 Cline Library)
John Tingerthal, EdD
Acting Director, Faculty Professional Development Program
President’s Distinguished Teaching Fellow
Box 4131, Northern Arizona University, Flagstaff, Arizona 86011
928-523-5217
John.Tingerthal@nau.edu