Tracey Tokuhama-Espinosa, Ph.D. Universidad San Francisco de Quito, Ecuador Marzo 2010 Benjamin Franklin School Barcelona, Espa単a
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What do the best teachers do? Profile of a BFIS graduate: What is the role of each teacher? Backward Design Objetives Evaluation Activities
Daily “Best Practice”
In groups: Put the characteris2c in order of inportance: Caring Knowledgeable Experienced Intelligent Planner
Organized Just Happy Dedicated Balanced
Good values Creative Professional Concerned Reflective
Respectful Active Sure Didactic Dynamic
Decide: 1. Ideal society 2. Ideal citizen 3. Philosophy of the institution 4. Mission and vision of the institution 5. Profile of the ideal graduate 6. Teacher profile 7. Profile of students at each level 8. Curriculum ◦ Objetcives ◦ Evaluation ◦ Activities 9. Syllabus 10. Unit planning ◦ Objetcives ◦ Evaluation ◦ Activities 11.
Planificación de lecciones
◦ Objetcives ◦ Evaluation ◦ Activities (Evaluación)
] Backward Design ] Backward Design ]
Backward Design
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“See themselves as makers and doers as opposed to consumers” “Posses a sense of self and who they want to be in the world” “Respond to others with cultural sensitivity” “Value learning as a means to continously grow and live vitally” “Resolve conflicts and problems effectively and peacefully”
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“Actively listen, [form] and ask critical questions” “Respect the planet and the sanctity of all living things” “Practice respect, empathy, and care for others” “Approach the future with hope, optimism, and confidence in their capacity to effect positive change” “Work both collaboratively with others and independently”
Adopted from Grant Wiggins and Jay McTighe (1998), Understanding by Design.
Knowledge
formulas, datess, facys, names, etc.
Skills
�able to do"
Attitudes
values, perspectives
Global Objetives
Specific
Competencies
Globals: general, achieved over the entire course, semester, year or school career (graduate profile). Specific: for each class.
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Backward Design can be conducted at all levels of planning: yearly, unit, theme, or class. • Today we focus on a single class. Determine objectives based on competencies Knowledge? Skills? Attitudes?
Backward design’s focus forces us to think about each unit of the class in terms of assessment evidence to document and validate desired learning objectives. How do we know if the students are achieving the results we desire and the standards we need? What will we accept as evidence of learning (the achievement of the competencies)?
Adopted from Grant Wiggins and Jay McTighe (1998), Understanding by Design.
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What is the purpose of evaluation? What is the difference between evaluation and feedback? Should we evaluate students based on standards, or on a student’s individual potential in your subject?
Can evaluation help learning? Is evaluation used to rank? Can exams be used to indicate errors in teaching?
Guskey (1996), Repor2ng on Student Learning: Lessons from the Past, Prescrip2ons for the Future en Communica)ng Student Learning, capítulo 3. Bain (2004) What the Best College Teachers Do, p. 152.
♦ What has more impact on
learning? ♦ What a student thinks the teacher thinks about him will impact his learning (even if it is an incorrect perception on the part of the student (Halpern & Hakel, 2003; Procter, 1984). Bain (2004) What the Best College Teachers Do, p. 33‐34 y Halpern & Hakel, 2003 citado en Giordano (2004), “Teaching and Learning When We Least Expect It: The Role of Cri2cal Moments in Student Development”.
PRODUCT: What does the student produce? PROCESS: How did the student come about the product? PROGRESS: How much did the student gain producing the product? All of the above?
Kovas (1993) citado en Guskey (1996) “Repor2ng on Student Learning: Lessons from the Past, Prescrip2ons for the Future” en Communica)ng Student Learning, capítulo 3.
Informal (oral) review Knowledge Skills Attitudes
Mul2ple choice tests Observa2ons (evalua2on informal) Open ended tests Academic hints Projects Simula2ons and drama2za2ons
Based on Grant Wiggins and Jay McTighe. (1998), Understanding by Design. Virginia: Associa2on for Supervision and Curriculum Development., p.12.
Criteria: 1. Is the evaluation method the most appropriate to measure progress towards the objective? 2. Can the instrument be “differentiated”?
Observations, conversations and feedback Tests and exams Academic hints Projects, simulations
¿Qué sabemos acerca de ….? ¿Cómo sabemos ….? ¿Por qué aceptamos o creemos que ….? ¿Hay evidencia para ….?
Bain (2004) What the Best College Teachers Do, p. 85.
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Arrive at the heart of the subject Don’t have a single correct answer (yes or no) Cross disciplines Naturally lead to other questions
“How do you cultivate and sustain cultures of high expectations and goodness?” “Why do we need to learn a foreign language?” “Why do we need to learn how to add (read)?” “Why care?” “Why is sound important?” “Why do we read, write and tell stories?” “Why do we need need to learn about different countries?” “How does energy change?”
Paradigm shift: The teacher does not have to answer all the questions. Start a habit of answer a question with a question. Habit of centering all classes on the student (on learning vs. on teaching)
Rubrics can be simple or detailed.
Basado en el Northwest Regional Educa2onal Laboratory, Portland, OR ©2000
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Holistic or analytic? Generic or specific? Scale?
Analy&c
Holis&c
Whole product
Divides product into various characteristics and awards each part.
For example, in a math class the teacher can choose to give a grade based on the final answer, or to give par2al credit for steps in the resolu2on of the problem
GENERIC
Use the same rubric to grade daily activities…
SPECIFIC
While specific rubrics are designed for a specific activity.
For example, a language teacher can design a rubric for class participation which is used on a daily basis, or she can design a rubric for a specific class presentation.
Scales be from 1 to 1000, depending on the local criteria. The decision about the number of points is determined by the range of you want to reflect. Typical: 5 points, but…
Options: Some teachers give rubrics to student at the beginning of the semester or unit.
Others give rubrics at the start of each graded activity.
Others develop the rubric with the students.
According to A Mind at a Time: Accomodations are small adjustments in the way we teach or grade in order to help each student find success in class. (If they are extreme, they neither help the student nor the teacher, however.) Source:: Mel Levine, 2000.
SPACE: Change a student’s seat (to improve concentration). PERSON: Permit feedback or evluation in small groups or by peers, parents or the student himself. TIME: Give more time to the student (so long as the task is not time-dependent). (For example, if the purpose is to value the quality of writing, does it really need to be timed?)
Source:: Mel Levine, 2000.
Start with a good diagnosis: What aspect of learning troubles the student? 2. Choose the correct evaluation tool based on the objectives (competencies). ◦ Use rubrics to consider Product, Process and Progress. 3. Apply accomodations. 1.
L. Dee Fink (2003) Creating Significant Learning Experiences, p.22
Seven factors in a good learning environment: 1. 2. 3. 4. 5. 6. 7.
Safe environment Intellectual freedom Respect Self-directed Paced challenges Active learning Feedback
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Student centered Active Holistic Authentic Expressive Reflexive Social Collaborative Democrative Cognitive Developmental Costructivist Challenging (Fun)
Lecture 5% Reading 10% Audio-Visual 20% Demonstration 30%
Group discussion50% Practice doing (examples by students)75%
Teaching others 90%
(Resultados 24 horas después de una clase. Estudio original llevado por los Laboratorios de Entrenamiento Nacional en Bethel, Maine, en los años 60’s, y posteriormente en los Laboratorios de Entrenamiento Nacional de Alexandria, Virginia.)
“Never tell what you can ask.”
Intellectual curiosity Intellectual courage Intellectual humility Intellectual empathy Intellectual integrity Intellectual perseverance Faith in reason Act justly: Have the disposition and be conscience of the necessity to consider improbable outcomes.
Debate Problem-based learning Case studies Stories, fables Dramatization Role play Crossword puzzels Questioning
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The Art of Questioning Essential Questions
Links: Constructivism and the 5 E’s from the “Miami Museum of Science” http://www.miamisci.org/ph/lpintro5e.html The 5 E’s – from the “Afterschool Training Toolkit, Southwestern Educational Development Laboratory” http://www.sedl.org/afterschool/toolkits/science/ tk_5Es.htmlOnline Cursos para profesores: La evolución de la enseñanza – excelentes ejemplos de la utilización de las cinco E’s en una unidad – de “PBS Online” http://www.pbs.org/wgbh/evolution/educators/course/
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Each class should begin with an event that captivates the attention of the students. This awakens the natural curiosity that they might have about the topic and helps them make links with past knowlegde.
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Students then do an activity that allows them to explore a new concept or skills. Students looks for solutions to problems or to explain a phenomena in their own words. This stage permits students to gather a group of shared experiences and work together to find a solution.
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Only after the students have explored the concept on their own should the teacher then explain using the correct terminology. Remember: Explanations after the experience!
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In this stage give the students to deepen their understanding and to apply what they have learned to new situations. Here, be sure to allow students to discuss their ideas.
The final unit of the class has two objectives: • First that students develop a clear understanding. • Second, to evaluate what they think they can now do. • At this point it is logical to evaluate key concepts and skills.
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Twelve (12) activities and five (5) specific tools.
Description: • Written summaries of synthesis of real life cases. • Require that the participants only think of key points related to the case. • Appropriately indentify strategies to resolve the case. • Consider both the pros and cons and all possible opinions for resolution • Recommend (present) an analysis of possible solutions. http://www.studygs.net/espanol/ casestudies.htm
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Read the first paragraph carefully, then quickly look over the rest of the case and ask yourself: In general, what is this case about and what do I need to know to be able to analyze it correctly? Read the entire case carefully, underlining key facts and taking notes in the margin. Ask yourself: What is the basic problem to be resolved? Think of the problem as your own. Take notes on key points. Classify and organize relevant queries for each problem or theme. Make a quantitative and qualitative analysis.
Develop recommendations based on your analysis.21 Hammond, p.2; Shapiro, p.2
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Keep a clear register of who said what in a way that is visible to all (use of white board, etc.). Identify key conflicts and differences of opinion. Ensure the discussion goes further than just a superficial diagnosis of the problem (and seeks solutions). Summarize and draw conclusions.
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The teacher must begin with clear objectives for the class (What are the knowledge, skills and attitudes expected of the students?) The teacher needs to choose appropriate cases to achieve chosen objectives. The teacher needs to be able to anticipate student interpretations and prepare questioning tactics that will lead to a resolution of the problem. The role of the teacher is one of a musical director: (s)he must be able to weave different opinions together to reach conclusions. The teacher needs to be able to summarize effectively in order to reach closure.
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The choice of the case should be made based on the teaching objective. What knowledge, skills and /or attitudes do I want to cultivate with this activity? Sources for good case studies…
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The teacher plants the main question of the case. Students discuss the case. The teacher takes notes and guides the discussion to ensure coverage of key concepts. Summarize.
(Hammond, Bonoma)
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Identify (justify) the objectives of the class. Choose an appropriate case. Know the details of the case. Anticipate basic arguments and potential conflicts. Take advantage of the arguments to improve deep analysis of the case. Take good notes and track the development of the discussion. Offer summary comments and continually remind group of the main objectives. (Hammond, p.4)
2. Mind Maps
A Picture is Worth ... a Thousand Words: Graphical Organizers as Thinking Technology - an article in From Now On (The Educational Technology Journal) http://fno.org/oct97/picture.html HyperPhysics - physics content presented as a series of concept maps with links to further content, from Georgia State University http://hyperphysics.phy-astr.gsu.edu/hbase/hph.htmlI HMC Cmap Tools - from IHMC Cmap Tools http:// cmap.ihmc.us/ Software for visualizing ideas - from Audience Dialogue http://www.audiencedialogue.org/soft-visu.html VUE - from Tufts University, registration and login required http://vue.uit.tufts.edu/ Electricity Concept Map - from The NASA Sci Files http:// whyfiles.larc.nasa.gov/text/educators/activities/2000_2001/ worksheets/elec_concept.html Exploring Mars - an interactive concept map from Center for Mars Exploration (CMEX), NASA http://cmex.coginst.uwf.edu/CMEX/Map%20of%20Maps.html
http://www.educ.uvic.ca/faculty/mroth/teaching/445/ VeeMiddle1.gif
Context and purpose: ◦ It doesn’t matter how good a teacher’s preparation, what the student hears isn’t always the same thing as what we wanted to say. ◦ A “One Minute Essay” is a great tool to easily evaluate and stay abreast of what is going on in students’ minds and to let quieter students have more say.
Angelo, T.A., and Cross, K.P. Classroom Assessment Techniques, 2nd ed., Jossey-Bass, San Francisco, 1993, pp. 148-153; Bressoud: http://www.maa.org/SAUM/ maanotes49/87.html
Method: In its most basic form, the teacher takes a minute (which is actually more like three) of class time and asks students to answer the following questions on a single piece of paper: ◦ What is the most important point of this class? ◦ What is still not clear to you? This “essay” can be used in small groups to generate answers to questions in a peer setting, or they can simply be used to help students articulate their queries in a clearer fashion. Angelo, T.A., and Cross, K.P. Classroom Assessment Techniques, 2nd ed., Jossey-Bass, San Francisco, 1993, pp. 148-153; Bressoud: http://www.maa.org/SAUM/maanotes49/87.html
Example: 1. Form groups of four: 1, 2, 3, y 4 2. Assign tasks 3. Divide once again in groups of four, but this time: A, B, C, y D 4. Ask that all the “As” share their information, etc.
Resources: Role Play about Decision Making! • A Genetics Role-playing Activity - from Access Excellence Recursos: http://www.accessexcellence.org/AE/ATG/data/released/0350SharonNelson/ • Rainforests of Madagascar: Role Playing and Decision Making - from Access Excellence http://www.accessexcellence.org/AE/AEPC/WWC/1991/rainforest_role.html • Darwin/Lamarck Court Case - at AccessExcellence http://www.accessexcellence.org/AE/ATG/data/released/0078-DonMils/ Role-Play/ • Simulation: Groundwater Contanimation - from EDC's Center for Science Education http://cse.edc.org/products/assessment/middleschool/roleplay.aspRolePlaying • Exercises - from Science Education Resource Centre, Carleton College http://serc.carleton.edu/introgeo/roleplaying/index.html
Teaching Method: Role Play - from University of Saskatchewan http://www.usask.ca/education/coursework/mcvittiej/ methods/role.html Competences, interest and role-play in science education from Danish Research centre on Education and Advanced Media materials http://www.dream.sdu.dk/uploads/files/Kofoed%20Mikkel %20H..pdf Demands on the Land - role play activity of wild horse culling and/or relocation, Environmental Education Resource from Bureau of Land Management http://www.blm.gov/education/00_resources/articles/ wild_bunch/wildbunch7a.html
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The teacher shres two controversial questions with the class. The teacher asks the students to reseach the two questions (both for and against for both) before the class. The teacher assigns groups. The teacher (along withe students) “polices” rule of debate.
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Ask students to develop a lesson plan based on a core concept, theme or competency of the course using video. Students need to research the Internet to find sources and show (a) what the concept is and, (b) how the concept is often misunderstood (poor information). Ej., use of cold pills in the media; understanding of global warming; political profiles (Chávez, etc.)
Field trips are a memorable way to help students learn about their world, explore ideas and values, and be in touch first hand with new experiences. However, fieldtrips are often outside the budget or timeframe of many schools. Nowadays, there are hundreds of high quality virtual fieldtrips available to students.
Resources: Black Holes: Gravity's Relentless Pull http://hubblesite.org/ discoveries/black_holes/home.html Virtual Trips to Black Holes and Neutron Stars http:// antwrp.gsfc.nasa.gov/htmltest/rjn_bht.html Virtual Field Trip: Supporting Geological Exploration Throughout the World - virtual field trip to Shark Bay and the Pilbara, Western Australia, from NASA in collaboration with the Macquarie University, the Australian Centre for Astrobiology and the ICT Innovations Center at Macquarie University http://quest.arc.nasa.gov/vft/ Virtual Field Trip - Kiama, NSW - prepared by UniServe Science as an example of a local area study http://science.uniserve.edu.au/school/virtexps/vftkiama/
Towra Point Mangrove Excursion - from the School of Biological Sciences, The University of Sydney http://bugs.bio.usyd.edu.au/ Mangroves/title.html Geology Field Excursions: Introduction - from the Department of Geology and Geophysics, University of Edinburgh http:// www.geos.ed.ac.uk/undergraduate/field/Kioloa A Virtual Geological Field Trip to Iceland - glaciation and volcanoes, from Northeastern University http://www.casdn.neu.edu/~geology/department/staff/colgan/ iceland/welcome.htm Death Valley National Park Virtual Geology Field Trip - from United States Geological Survey http://geology.wr.usgs.gov/parks/deva/devaft.html Geology of the Smith River: A Virtual Trip Through The Josephine Ophiolite - from College of the Redwoods, Eureka http://online.redwoods.cc.ca.us/depts/science/earth/smith/ smith.htm A Virtual Field Trip to the Stone Forest, Kunming, Republic of China - from John Butler http://www.uh.edu/~jbutler/kunming/stoneforest.html
Recources: Sample PBL Problems - Problem-Based Learning at the University of Delaware http://www.udel.edu/pbl/problems/ The Minimum Essential for Problem-based Learning and Generic Problem-based Learning Essentials - from the Problem Based Learning Initiative, Southern Illinois University, School of Medicine http://pbli.org/pbl/pbl_essentials.htm What is PBL? - from the Center for Problem Based Learning at Illinois Science and Mathematics Academy http://www2.imsa.edu/programs/pbln/
Problem-based Learning, especially in the context of large classes - from Chemical Engineering at McMaster University http://chemeng.mcmaster.ca/pbl/pbl.htm Problem-based Learning in Biology with 20 Case Examples http://www.saltspring.com/capewest/pbl.htm Critical Thinking in Biology: Case Problems http://www.saltspring.com/capewest/ct.htm
Recursos: • Utilizar posters in Estudios de Casos: El afiche como herramienta de enseñanza de Buffalo http://ublib.buffalo.edu/libraries/projects/cases/posters.html • Guidelines for Designing and Writing a Scientific Poster - U.S. Department of Energy http://www.osti.gov/em52/workshop/em52-gl.html • How to Make a Great Poster - an Educational Resource from American Society of Plant Physiologists http://www.aspb.org/ education/poster.cfm • The Class Poster Conference as a Teaching Tool - from North Carolina State University http://www4.ncsu.edu/~grhess/papers/posterpaper.html • Poster Presentation of Research Work - from the Department of Chemical and Process Engineering,University of Newcastle upon Tyne http://lorien.ncl.ac.uk/ming/Dept/Tips/present/posters.htm
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Designing Effective Poster Presentations - Biological Sciences in the Science and Engineering Library, University of Buffalo http://ublib.buffalo.edu/libraries/asl/guides/bio/ posters.html Developing a Poster Presentation - from University of Kansas Medical Center http://www.kumc.edu/SAH/OTEd/jradel/ Poster_Presentations/PstrStart.html How to Write a Scientific Poster - from The American Physiological Society http://www.the-aps.org/careers/careers1/undergrad/ uposter.htm How Do You Prepare a Research Poster? - from The American Physiological Society http://www.the-aps.org/careers/careers1/undergrad/ glas.htm
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Student profiles: Los Usos en el Aula – “Consumer’s Guide, Research Office”: http://www.ed.gov/pubs/OR/ConsumerGuides/ classuse.html An Introduction to Science Portfolios - from Access Excellence http://www.accessexcellence.org/21st/TL/mahood_port.html THE USE OF PORTFOLIO ASSESSMENT IN EVALUATION - from CyberNet Evaluation, University of Arizona http://ag.arizona.edu/fcs/cyfernet/cyfar/Portfo~3.htmPortfolio Assessment - from Prince George's County Public School http://www.pgcps.org/%7Eelc/portfolio.html Portfolio Assessment: Design and Implementation - from teachervision.com, registration (free) is required to access this site http://www.teachervision.com/lesson-plans/lesson-4535.html Portfolio-Based Assessment - from Prentice Hall School Professional Development http://www.phschool.com/professional_development/assessment/ portfolio_based_assess.html
Resources: The Mystery Point- en “AccessExcellence” http://www.accessexcellence.org/ AE/mspot/croak A scientific mystery from Access Excellence http://www.accessexcellence.org/ croak/ Chemistry Mysteries - from the American Chemical Society http://www.chemistry.org/portal/ a/c/s/1/general.html? DOC=vc2%5C2my%5Cmy2.html
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Compare Classify Create metaphors Create analogies
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“Rule-based strategy” (help students identify what is trivial or redundant and identify topic sentences--or write one themselves) “Summary Frames” • Structures for organizing information (e.g., in a narrative, identify the main characters, setting, time, etc.)
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Reciprocal teaching • (1) Summarizing; (2) questioning; (3) clarifying; (4) predicting
Note taking ◦ Format: Teacher-prepared Student-prepared (informal outlining, webbing) (Combination)
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Establish and communicate expectations (homework policy) Design homework assignments with purpose and identified outcome. Vary feedback mechanisms.
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There are general practices that we should use on a daily basis.
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Specific activities can “spice up” class structures
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Specific tools should be explicitly taught (good note taking, summary skills, questioning tactics, cooperative learning, clear objectives for every class, etc.).
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Choose one of the tools that you have not yet applied (successfully) in class to date and prepare a lesson for tomorrow.
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Tracey Tokuhama-Espinosa, Ph.D. Directora de IIDEA – Instituto de Investigación, Desarrollo y Excelencia Educativa Universidad San Francisco de Quito Edif. Galileo #101 Telf: 297-1700 x 1338 o 297-1937 desarrolloprofesional@usfq.edu.ec ttokuhama@usfq.edu.ec Tracey tiene su BA y BS (Licenciaturas) en Comunicación y Relaciones Internacionales de la Universidad de Boston, su Maestría en Educación de la Universidad de Harvard en Desarrollo Internacional y recibió su doctorado (PhD) en Educación con su tesis en Neuroeducación / la Ciencia de Mente, Cerebro y Educación / Neurociencia Educacional (Capella University) en agosto 2008.