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How to make sure your Students Learn what you want them to. Claus Brabrand ((( [email protected] ))) ((( http:// www.itu.dk /people/ brabrand / ))) Associate Professor, Ph.D. Software and Systems Section IT University of Copenhagen, Denmark. - PowerPoint PPT Presentation
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How to make sure your Students Learn
what you want them to
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor, Ph.D.Software and Systems Section IT University of Copenhagen, Denmark
An Introduction toConstructive Alignment and The SOLO Taxonomy
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor, Ph.D.Software and Systems Section IT University of Copenhagen, Denmark
[ 3 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
"What is good teaching?"
Exercise:T
[ 4 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Outline (Oct 10, 2013)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 5 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
“Teaching for Quality Learning at University
- What the student does”
“Teaching for Quality Learning at University
- What the student does”
Constructive Alignment & SOLO Taxonomy:
Introduction to…
“Teaching Teaching & Understanding Understanding”
“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)
John Biggs’ popular and heavily cited book:
[J. Biggs & C. Tang, 2007]
[ 6 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
"What are the film'smain messages
(in your opinion)"?
Neighbour Discussion:T
[ 7 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Outline (Oct 10, 2013)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 8 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
From Content to Competence
My old course descriptions (Concurrency 2004): Given in terms of a 'content description'.
Essentially:
This is a bad ideafor two reasons...!
Goal is…:
To understand: deadlock interference synchronization ...
[ 9 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Goal is…:
To understand: deadlock interference synchronization ...
Problem 1 !
Problem with 'content' as goals ! analyze ...theorize ...
define deadlockdescribe solutions
name solutionsrecite conditons
Stud. C
Stud. A
Stud. B
analyze systemsexplain causes
Censor
Teacher
agreem
ent
analyze systemsexplain causes
tacit kno
wled
ge fro
m a
research-b
ased trad
ition
no
t kno
wn
by stu
den
t
[ 10 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Problem 2 !
Problem with 'understanding' as goals !
The answer is simple:
'concept of deadlock' ?!
Goal is…:
To understand: deadlock interference synchronization ...
It cannot be measured !
[ 11 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Competence !
'Competence' as goals !
Have the student do something;and then observe (evaluate) the product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note': inherently operational (~ verbs)
Objective !
To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...
Note: 'understanding' is of course
pre-requisitional !
Competence := knowledge + capacity to act upon it
[ 12 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Neighbour Discussion
"How does thiscontent vs competence
relate to YOUR courses?"
T
[ 13 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
SOLO (elaborated)Note: the list is non-exhaustive
SOLO 2”uni-structural”
SOLO 3“multi-structural”
SOLO 4“relational”
SOLO 5“extended abstract”
theorize generalize hypothesize predict judge reflect transfer theory
(to new domain) …
analyze compare contrast integrate relate explain causes apply theory
(to its domain) …
combine structure describe classify enumerate list do algorithm apply method …
define identify count name recite paraphrase follow (simple)
instructions …
Graphic Legend
problem / question / cue known related issue - given! hypothetical related issue - not given! student response
Q
R
QUANTITATIVE QUALITATIVE
R
R'Q
RQRQRQ
[ 14 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
SOLO verbs
Mapped by: B. Dahl & C. Brabrand
(Natural science context!)
With help from: 3 Educational research
colleagues (medicine) J. Biggs & C. Tang
[ 15 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
SOLO Advantages
Advantages of The SOLO Taxonomy: Linear hierarchical structure (good for progression) Aimed at evaluating student learning Converges on research (at SOLO 5)
Research:Production ofnew knowledge
[ 16 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Exercise
"Key competences in YOUR course?"
T
Concurrency:
analyze systemscompare models
Concurrency:
analyze systemscompare models
[ 17 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
The BLOOM Taxonomy (1956)
The BLOOM Taxonomy:
Knowledge
Comprehension
Application
Analysis EvaluationSynthesis
Qualitative
Quantitative
SO
LO 4
+5
SO
LO 2
+3
”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item”
-- (Biggs & Collis, 1982)”
[ 18 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Outline (Oct 10, 2013)
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy
3) In Practice Concrete recommendations Alignment implementation process
[ 19 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Implementation Process
1) Think carefully about: overall goal of course (what students learn to do?)
2) Operationalize these goals and formulate them as SOLO intended learning outcomes
3) Choose carefully the form(s) of assessment (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignmentlearning incentive learning support
[ 20 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Concrete Recommendations
Intended Learning Outcomes [Genetics 101]
After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,
in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria). describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation variation, in-breeding, natural selection).
describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously
2) List sub-goals as 'bullets': Clearer than text
1) Use 'standard formulation':
a) puts learning focus on the student
b) competence formulation: "to be able to"
3) Use 'Verb + Noun' formulation:
What the student is expected to
do with a given matter .V N
V
V
VV
V
V
V
V
N
N
N
N
4) Avoid 'understanding-goals':
"To understand X", "Be familiar with Y", "Have a notion of Z" !
N
[ 21 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Implementation Process
1) Think carefully about: overall goal of course (what students learn to do?)
2) Operationalize these goals and formulate them as SOLO intended learning outcomes
3) Choose carefully the form(s) of assessment (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignmentlearning incentive learning support
[ 22 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Teaching/Learning Activitiesfunctional knowledge
(problem oriented)
declarative knowledge(discipline oriented)
teacher centric student centric
Lecture
Project work
Exercise class
Case teaching
[ 23 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Lecture (about Application) Teacher activity:
Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up
Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question
activeteacher
passivestudent
vs.
[ B
igg
s &
Tan
g 2
007
, p
.13
7 ]
vs.
[ 24 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Learn about vs. Learn to do Learning (about):
about application about cooking about programming about designing about analysis about construction about relating ...
Learning (to do): to apply to cook to program to design to analyse to construct to relate ...
studentlistening
studentdoing !!
vs.
(to something about something)
[ 25 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Student ActivationAverage
retention rate
5%
10%
20%
30%
50%
75%
80%
Lecture
Reading
Audiovisual
Demonstration
Discussion group
Practice by doing
Teaching others
[ NTL Institute for Applied Behavioral Science, Bethel, Maine ]
passivestudent
activestudent
stud
ent
activ
atio
n
"The (in-famous) Learning Pyramid":
Doing:Learning to doDoing:Learning to do
Listening:Learning aboutListening:Learning about
Note: thesepercentagesare "bogus"
[ 26 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Make explicit ILO's ( )
(…and tell this to students)
= ILO's = TeachingLearningActivities
Assessment
Constructive Alignment
vs.
ROBERT:extrinsically motivatedROBERT:extrinsically motivated
SUSAN:intrinsically motivatedSUSAN:intrinsically motivated
IntendedLearningOutcomes
[ 27 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Questions...
"What is good teaching?"
The Film
Cognitive processes
Association
new ~ old
The Book
John Biggs
"understanding"
content competence
Student activation
Susan & RobertTeacher models
levels 1 - 2 - 3
Course descriptions
Constructive AlignmentTop Competences
15% programming
CS v. NAT v. MAT
Students at University
My researchand teaching
'TLA'Teaching / Learning
Activities
Tips'n'Tricks
?
recitegeneralize
R
R'
Q
The SOLO Taxonomy
[ 28 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Now, please: "2-minute recap"
Please spend 2' on thinking about and writing down the most important points from the talk – now!:
After 1 dayAfter 1 week
After 3 weeksAfter 2 weeks
Immediately
T
[ 29 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Key References ”Teaching for Quality Learning at University”
John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.
”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982
”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006
"Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007
Thank You!
((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Film's homepage:
[ 31 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Tips'n'Tricks (activation)
Neighbour discussions:
Frequent breaks:
Post-It exercise: focus: zoom in anonymous (!) swap'able everyone will engage empathetic control shared knowledge pool
pu
lse
re
ad
er
me
asu
rem
en
ts:
more questions (students dare ask them)
better questions (students had a chance to discuss)
1-2 min timeout [Phil Race]
Form variation:
lecturing blended with in-class activation exercises
[ 32 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Tips'n'Tricks (cont'd)
"Less-is-more":
Use many examples:(build on student pre-knowledge)
Explicit structure:
analyze compare relate
common deadlock, uncommon deadlock, A-synchronization, B-synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks, ...
vs.
Emphasize depth over breadth (coverage)
NEWOLD
1. xxxxxxxxxx
2. yyyyyyyyyy
3. zzzzzzzzzz
4. wwwwwww
1. xxxxxxxxxx
2. yyyyyyyyyy
3. zzzzzzzzzz
4. wwwwwww
1. xxxxxxxxxx
2. yyyyyyyyyy
3. zzzzzzzzzz
4. wwwwwww
1. xxxxxxxxxx
2. yyyyyyyyyy
3. zzzzzzzzzz
4. wwwwwww
self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process)
Student 'recap' at end:
after 1 dayafter 1 week
after 3 weeks
after 2 weeks
now
[ 33 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
E.g. course: ”Databases” (at RUC/Roskilde):
Note: almost entirely non-operational(!)
i.e. measure how?!
obtain knowledge about the structure of database systems; be familiar with design of databases by use of special notations like E/R and analysis through normalization; get an overview of the most important database models and a detailed knowledge about the most important model - the relational model as well as the language SQL; get an overview of database indexing and query processing; obtain knowledge about application programming for DB systems.
Problematic Courses
Familiar with ?!
[ 34 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
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"
[ 35 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
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
[ 36 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Student Motivation
Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams !
[ 37 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Constructivism
”Transmission is Dead…” : (lectures = ) Knowledge is… Actively Constructed !
active teacher &passive students
!
risk
[ 38 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
SOLO Taxonomy
Hierarchy for Competences:
Deep learning (not surface) !
5: generalize, theorize, predict, …4: explain, analyze, compare, …3: describe, combine, classify, …2: recite, identify, calculate, …
[ 39 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Stud Learning Focus
Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning
[ 40 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Alignment
Make explicit ILO’s (Intended Learning Outcomes):
(…and tell this to students)
Exam = ILO’s = Teaching
[ 41 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Acquisition of Competence
Acquisition of competence progresses according to the following stages of learning:
1) Unconscious incompetence 2) Conscious incompetence 3) Conscious competence 4) Unconscious competence
5) Capacity for moving consciously between stages 3) and 4): (which is required by a teacher)
[ 42 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
On the Role of Examination
Constructive Alignment: A systemic theory (a teaching system w/ cause/effects) A theory of planning (over the course of a course) A theory of motivation (and incentive)
From the exam as a...:
...to:
"Necessary evil"
Motivational and learning-guidingpedagogical tool for the teacher(!)
applicationof alignment
"The exam does not come after, but before the course!"
[ 43 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
Definition: “Good Teaching”
Definition:
Good news (we now know how to do this): Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage!
”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
[ 44 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University
The SOLO Taxonomy (1982)SOLO 1: (Pre-Structural)Here the subject does not have any kind of understanding but uses irrelevant information and/or misses the point altogether. Scattered pieces of information may have been acquired, but they are unorganized, unstructured, and essentially void of actual content or relation to a topic or problem. SOLO 2: (Uni-Structural)The subject can deal with one single aspect and make obvious connections. The subject can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name, count, etc. SOLO 3: (Multi-Structural)At this level the subject can deal with several aspects but these are considered independently; i.e., not in connection with one another. Metaphorically speaking; the subject sees the many trees, but not the forest. He or she is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc. SOLO 4: (Relational)At level four, the subject may understand relations between several aspects and how they might fit together to form a coherent whole. The understanding forms a structure and now he or she sees how the many trees form a forest. A subject at this level may compare, relate, analyze, apply theory, explain in terms of cause and effect, etc. SOLO 5: (Extended Abstract)At this level, which is the highest, the subject may generalize structure beyond what was given, may perceive structure from many different perspectives, and transfer ideas to new areas. He or she may generalize, hypothesize, criticize, theorize, etc.