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SCALE-UP CLASSROOMS,REVISITED

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 Jerzy “George” Jura

Director of Academic Technology School of Nursing

SCALE-UP CLASSROOMS,REVISITED

Intro - name, contact information

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PROPOSED: 

INTERACTIVE SESSION - 50 minutes

Original plan

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PROPOSED: 

INTERACTIVE SESSION - 50 minutes

NOW: 15 minutes

Adjusted plan

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PLAN / OVERVIEW: 

why now? > why use AL?> 2 challenges > 2 simple ideas

NOW: 

15 minutes

Plan for the next 14 minutes

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Why talk aboutSCALE-UP classrooms

NOW ? 

Two reasons - one “objective” and one “personal”

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OBJECTIVE: There are very many good resources and method guides for active learning, but most had been developed before mobile, social,

campus landscape 

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PERSONAL: UW-Madison School of Nursing, is the smallest college on UW-Madison campus, about 400 students (306 undergrads). Summer oa 5-story, $53 million building. Still – there are buildings that are bigger, and more expensive - so what is special about Cooper Hall?

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PERSONAL: UW-Madison School of Nursing, is the smallest college on UW-Madison campus, about 400 students (306 undergrads). Summer oa 5-story, $53 million building. Still – there are buildings that are bigger, and more expensive - so what is special about Cooper Hall?

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60 students 15 groups of 4 

2 rooms

All spaces designed for active learning, and no traditional lecture hall in the building; a couple of tiered lecture halls each for 60 students - but ac15 groups of 4

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32 students 4 groups of 8 

2 rooms

Interactive spaces: a couple small seminar rooms, X-rooms, modeled after Steelcase LearnLab design.

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153 students 17 groups of 9 

2 rooms

Most importantly, two large ALCs, with 17 tables of 9 (153 students in each room), that can be merged into one room, with 34 group-work tables of this kind in the country. 

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306 students 34 groups of 9 

1 room

Most importantly, two large ALCs, with 17 tables of 9 (153 students in each room), that can be merged into one room, with 34 group-work tables of this kind in the country. NOTE: Currently, we have two rooms with 4x9 tables, that can be merged into 1 room for 72 students; the teaching methods and strategies menwith the prototype rooms.

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ACTIVE LEARNING

When I joined School of Nursing 1.5 years the priority of our team became guiding and assisting faculty in the transition from lecture-based teach

So why invest so much in active learning? What is the return on this HUGE investment?Let’s take a look at two different approaches to learning

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BLOOM TAXONOMY 

Proposed in 1956 

Let’s take a look at two different approaches to learningMost people think Bloom.

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BLOOM TAXONOMY 

Proposed in 1956 Reviewed in 2001 

Bloom was updated - not very successfully - in 2001 - hierarchy still remained in place, despite lack of scientific evidence that it can be supported

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Making Thinking Visible, by Ron Ritchhart et al. has an informative chapter “Beyond Bloom.” A good resource.

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NEWBLOOM

TAXONOMY 

Verbs >Objectives >Outcomes >

The “laundry list” of Bloom’s “action” verbs is still very useful for planning and writing learning outcomes – but now we know that the hierarchy doat: https://teachinghow2s.com/resources/category/learning-theory

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ThreeMetaphorsof Learning

Richard Mayer,2009 pp. 14… 

MultimediaLearning 2nd ed. 

Instead, at SoN we use a simpler, but more productive approach, adapted from Richard Mayer’sApplying the Science of Learning and his later Multimedia Learning (Cambridge UP)

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INFORMATION 

ACQUISITION

KNOWLEDGE

CONSTRUCTION

RESPONSE

STRENGTHENING

Three metaphors of learning…

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RESPONSE

STRENGTHENING

This metaphor or mode of learning emphasizes repetition and is best summarized by the saying “practice makes perfect.” Based on behavioral sby Anders Ericsson who introduced the concept of “deliberate practice” in 1993.  

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INFORMATION 

ACQUISITION

Information transfer – “empty vessel” approach THE LECTUREEnlightenment concept of “tabula rasa” = “blank slate”

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INFORMATION 

ACQUISITION

Assumptions: All vessels will fill the same way  

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INFORMATION 

ACQUISITION

Information transfer – is akin to cloning knowledge - and difficult to do  

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KNOWLEDGE

CONSTRUCTION

> Construction of knowledge > like a puzzle

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KNOWLEDGE

CONSTRUCTION

…only much more complex

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KNOWLEDGE

CONSTRUCTION

> Chess example: Chase and Simon (1973) schemata and patterns

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TRANSFERRECALLPERFORMANCE

INFORMATION 

ACQUISITION

KNOWLEDGE

CONSTRUCTION

RESPONSE

STRENGTHENING

KNOWLEDGE CONSTRUCTION - Offers the Holy Grail of Teaching and Learning: transfer.Behavioral > (tested by) Performance Information Transfer > (tested by) Recall Construction of Knowledge > (tested by) Transfer = ability to apply constructed knowledge to new, never before seen problems, and to come u

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KNOWLEDGE CONSTRUCTION =

ACTIVE LEARNING 

=

2 BIG PROBLEMS

STEM Disciplines have developed valid ways of teaching in the ALCs - how about others? TWO PROBLEMS: misconceptions and lack of good teaching techniques.

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PROBLEM 1 - MISCONCEPTIONS 

?

SEE: YouTube video - Harvard Graduates Explain Seasons

PROBLEM 1 MISCONCEPTIONS

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PROBLEM 1 - MISCONCEPTIONS 

SEE: YouTube video - Harvard Graduates Explain Seasons

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PROBLEM 2 - IDEAS 

> SOCIAL READING 

> GRAPHIC ORGANIZERS

Two simple solutions

SOCIAL READING

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SOCIAL READING 

BOOK CLUB: THE ORIGINAL “SOCIAL READING”

Book club - original form of “social reading” For Richard Mayer, meaningful, active lear“learner’s cognitive activity [,] rather than [merely] behavioral activity during learning.” 21-22).

SOCIAL READING

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SOCIAL READING 

ELIMINATES MISCONCEPTIONS EARLY

Great at preventing the formation of misconceptions Misconceptions about ACTIVE learning. 

 John Hattie’s 1999 ”Influences on Student Learning” - based on thousands of studies, ee#   ect of reciprocal teaching at 0.85.

SOCIAL READING

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SOCIAL READING 

EASY TO USE & IMPLEMENT

Easy to use - simple software everybody has!

SOCIAL READING

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SOCIAL READING 

inkling.com is a great example of “social reading” but is not yet fully developed, you cayour class - it includes all readers.

SOCIAL READING

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SOCIAL READING 

• read &highlightkey sections 

•write questionsfor each section 

•collect fromgroup members 

•vote on bestquestions 

•hand o#    to othergroup

Example of using Acrobat Reader for “social reading” activities

SOCIAL READING

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SOCIAL READING 

•SMALL GROUP(1 article / 3students) 

•MULTI GROUP

(3 articles /3 groups) 

•WRITTENASSIGNMENT (3 students- 1 group)

Example of using Acrobat Reader for “social reading” activities

GRAPHIC ORGANIZERS

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GRAPHIC ORGANIZERS 

IDEA 2 - Graphic Organizers - Problems with large boards - solution Steelcase verb boa

GRAPHIC ORGANIZERS

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GRAPHIC ORGANIZERS 

some of many books on graphic organizers

GRAPHIC ORGANIZERS

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GRAPHIC ORGANIZERS 

DEFINE 

• Just Draw It 

•Hierarchy Map / Flowchart 

•Stakeholder Map - EXAMPLE 

•A$nity Map

•Target (“Bull’s Eye”) - EXAMPLE

Opur process: guide faculty through an annotated list of graphic organizers, and then htheir course plan where these specific types of organizers may fit.

GRAPHIC ORGANIZERS

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GRAPHIC ORGANIZERS 

COMPARE 

• “Blob” / Venn 

•Matrix 

•XY Continuum

RELATE IN TIME & SPACE 

•Gradient / Timeline 

•Process Cycle -EXAMPLE 

•Decision Tree 

•Location / Map

Opur process: guide faculty through an annotated list of graphic organizers, and then htheir course plan where these specific types of organizers may fit.

GRAPHIC ORGANIZERS

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GRAPHIC ORGANIZERS 

CHALLENGE: How do you share what one group of students came up with, with the remCombination of Verb boards, iPad (one for taking pictures of whiteboards, one connectscreens for the room), and Web Albums iPad app for immediately uploading the photosalbum, shared by both iPads.

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 Jerzy “George” Jura

 [email protected]

SCALE-UP CLASSROOMS,REVISITED

Please contact if interested in more information.