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CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Teaching Teaching&
Understanding Understanding
Claus Brabrand, Ph.D.((( [email protected] )))
DAIMI, Dept. of Computer ScienceUniversity of Aarhus
Film: ((( http://www.daimi.au.dk/~brabrand/short-film/ )))
[ 3 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Mini Seminar Outline (30/1)
Introduction: Why make the film?
Screening (19 min) Let's watch the film...
About the film: More information about the film?
Implementing Alignment: How to implement alignment (and course descriptions)
Discussion: Q'n'A and discussion: "The answer is Constructive Alignment" !?
1
2
3
4
5
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Introduction
Why make the film ?
1
[ 5 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Why make the film...?
Attended 5-day intensive pedagogy course:
Sandbjerg, Southern Jutland J. Biggs
[ 6 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Tremendous Knowledge Gap
GAP
What the teachers know about teaching
What the researchers know about teaching
[ 7 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
New perspective on my own teaching
[ 8 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Started giving seminars
Seminars:
[ 9 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
...slowly turned into the film
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Let's watch the film...2
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
About the film
More information about the film
3
[ 12 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Production
Manuscript (fall 2005 -- june 22, 2006) Casting Planning (incl. location-spotting) Filming (incl. audio, graphics, ...) Editing
manuscript (15-22/6)casting (29/6)
filming/audio/graphics (11-22/8)
rough editing (17-23/8)
planning/location-spotting (9-10/8)
june august september october
released (26/10)
biggs correction+epilogue (20/10)editing/intro/outro (24/8-8/9)
vacation
[ 13 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Post Production
Award/press Translation Subtitles and DVD Menu (incl. epilogue) Graphic cover design DVD printing
november december
award/press (13-17/11)
translation: 7 lang's (15-27/11)
menu/subtitles (21/11-8/12)
cover/disc design (22/11-8/12)
printing (11-21/12)
advertizing
january
vacation
[ 14 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
University servers:teaching.mov 1680 views (online)teaching.m4v 964 views (online)
Google video:video.google.com 5138 views (online)
TOTAL*: 7782 views (online)
*) excl. local distribution, public screenings, ...
Statistics
Non-profit sales: 1551 DVDs...since its release: Dec. 21, '06
Online viewing
...as of (Jan. 28, '07)
DVDs
[ 15 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Award
"The Golden Ratio" award, 2006: Jury: Danish film and pedagogy experts
The production conveys substantial insights from the area of didactics (university studies in education). It is a basis for a discussion about three perspectives on higher education; the students' activities, the teachers' activities, and the subject matter to be taught and learned.
It is intended for teachers and students at higher educational institutions. It is an exemplary basis for reflection with good identificational opportunities for the target audience.
In about twenty minutes it manages to convey a complicated message in a very well-structured and thought-provoking way.
One of the mechanisms used is humour; another, images and graphics. It is not just a 'double portrayal', where images and spoken words elicit the same information in two different ways. On the contrary, sound, image, and graphic elements are brought together elegantly forming one united expression.
Statement from the award jury:
[ 16 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Languages Covered (on DVD)
English, French, Spanish, Portuguese,
Italian, German, and Danish.
[ 17 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Homepage
[ 18 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Interactive Version
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Implementing Alignment4
[ 20 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
The Million Dollar Question...
"The million-dollar question": “How do we make sure students learn what we
want them to” ?
Answer: “Alignment”:Clear learning objectivesObjectives Exam assessment Teaching form...and tell this to the students ('day one')
[ 21 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Definition: “Good Teaching”
Definition:
Good news: We now know how to do this:
Alignment!!! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage! Explicitly defined course objectives (as verbs)!
”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”
-- “Teaching for Quality Learning at University”, John Biggs, 2003
[ 22 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
How to Implement Alignment
Process (making a course description):
1) Contemplate thoroughly:overall purpose of course;What should students learn?
2) Operationalize goals: as learning objectives (SOLO competences)
3a) Choose appropriate form of evaluation (wrt. learning obj.)
3b) Choose appropriate form of teaching (wrt. learning obj.)
alignment
can be difficult
[ 23 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
'Contents' aslearning objectives ? What is the problem with contents
as learning objectives ?!?reason
theorize
describeanalyze
identifydescribe
Stud. C
Stud. A
Stud. B
analyzereason
analyzereason
Censor
Teacher
Even if we were to agree the on course objectives,
we now know that it is the exam that really counts
tacit knowledge
(not known by stud.)
agreement
Learning objectives?
To learn about: differentiation integration linear algebra complex numbers ...
[ 24 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
'Understanding' as learning objectives ? Why not use understanding as a
learning objectives ?!?
The answer is simple:
differential equations ?!
Learning objectives?
To understand: differentiation integration linear algebra complex numbers ...
It cannot be evaluated(!)
[ 25 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
'Competences' as learning objectives ! 'Competences' as learning objectives !
Evaluation = Have the student do something,and then evaluate the product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note: inherently operational (~ verbs)
Learning objectives !After the course, the student is expected to be able to:
apply method.. prove properties.. analyze ... ...
Note: 'understanding' is obviously a prerequisite (!)
[ 26 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
'SOLO' Advantages
'SOLO' advantages: Developed specifically for research-based university education Converges on research (at SOLO 5)
SOLO 1 no understanding irrelevant information misses point ...
SOLO 2
SOLO 3
SOLO 4
SOLO 5
"pre-structural"
to identify to do procedure to recite ...
"uni-structural"
to classify to combine to enumerate ...
"multi-structural"
to relate to compare to analyze ...
"relational"
to generalize to hypothesize to theorize ...
"extended abstract"
dep
th(q
ual
itat
ive
leve
ls)
surf
ace
(qu
anti
tati
vele
vels
)
[ 27 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
SOLO (verb list)
"extended abstract"
"relational"
"multi structural" &"uni structural"
to theorize to hypothesize to generalize to criticize (theory) to put into perspective
to apply theory (to 'near' problems) to reason (reach conclusion) to explain (årsag-virkning) to explain (ligheder-forskelle) to explain (styrker-svagheder)
to structure to combine to classify to collate to describe to perform procedure
to apply theory (to 'distant' problems) to predict to reflect to judge (scientific evidence) to discuss (scientific evidence)
SOLO 2+3
SOLO 4
SOLO 5
to analyze to argue to relate to compare to integrate
to paraphrase to recount to enumerate to name to identify to recite
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Discussion...
The answer is 'Constructive Alignment' ?!?
5
CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
BONUS SLIDES
[ 30 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
e.g.- memorize- describe
UNALIGNED COURSE
e.g.- memorize- describe
"Dealing with the test"
[ 31 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
ALIGNED COURSE
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply