Significant Learning

SIGNIFICANT SIGNIFICANT LEARNINGLEARNING

We Are Teaching. Are They Learning?We Are Teaching. Are They Learning?

Patricia Casello D.C.Patricia Casello D.C.Assistant Professor, NWHSUAssistant Professor, NWHSU

January 18, 2007January 18, 2007

SIGNIFICANT LEARNINGSIGNIFICANT LEARNINGOUTLINEOUTLINE

• What is learning?What is learning?• Fink’s Taxonomy for Significant LearningFink’s Taxonomy for Significant Learning• Learning StylesLearning Styles• Teaching StylesTeaching Styles• Activities That Promote Active LearningActivities That Promote Active Learning• ReferencesReferences

SIGNIFICANT LEARNINGSIGNIFICANT LEARNING

What Is Learning?What Is Learning?

Bloom’s Taxonomy states that learning takes Bloom’s Taxonomy states that learning takes place within three domains:place within three domains:

Cognitive, Affective and Psychomotor Cognitive, Affective and Psychomotor


Dr. L. Dee Fink builds on that platform and adds the Dr. L. Dee Fink builds on that platform and adds the following to indicate Significant Learning (Fink’s following to indicate Significant Learning (Fink’s Taxonomy): Taxonomy):

• Foundational KnowledgeFoundational Knowledge• ApplicationApplication• IntegrationIntegration• Human DimensionHuman Dimension• CaringCaring• Learning How To LearnLearning How To Learn


WHAT ARE LEARNING STYLES?WHAT ARE LEARNING STYLES?

Different approaches or ways of learning such as:Different approaches or ways of learning such as:

• VisualVisual• Auditory Auditory • KinestheticKinesthetic


WHAT ARE YOUR PREFERRED WHAT ARE YOUR PREFERRED LEARNING STYLES? LEARNING STYLES?

Active ----------------------PassiveActive ----------------------Passive Sensory---------------------IntuitiveSensory---------------------Intuitive Visual-----------------------VerbalVisual-----------------------Verbal Sequential------------------GlobalSequential------------------Global


QUESTION: QUESTION:

How do you prefer to process information?How do you prefer to process information?

STYLES OF LEARNING:STYLES OF LEARNING:

ActivelyActively – Through engagement in physical – Through engagement in physical activity or discussion, working in groups activity or discussion, working in groups

PassivelyPassively – Through introspection, prefer working – Through introspection, prefer working along or with a single familiar partner along or with a single familiar partner


QUESTION:QUESTION:

What type of information do you preferentially perceive?What type of information do you preferentially perceive?


SensorySensory – Sights, sounds, physical sensations. – Sights, sounds, physical sensations. concrete thinker, practical, orientated concrete thinker, practical, orientated toward facts and procedures. toward facts and procedures.

IntuitiveIntuitive – Memories, ideas, insights. Abstract thinker, – Memories, ideas, insights. Abstract thinker, innovative, oriented toward theories and innovative, oriented toward theories and underlying meanings. underlying meanings.


QUESTION:QUESTION:

Through which modality is sensory Through which modality is sensory information most effectively perceived? information most effectively perceived?


VisualVisual – By pictures, diagrams, graphs, – By pictures, diagrams, graphs, demonstrations demonstrations

VerbalVerbal – By sounds, written and spoken words – By sounds, written and spoken words and formulas and formulas


QUESTION:QUESTION:

How do you progress toward understanding?How do you progress toward understanding?

SequentiallySequentially – In a logical progression of small – In a logical progression of small incremental steps incremental steps

GloballyGlobally – In large jumps, holistically – In large jumps, holistically


TEACHING STYLESTEACHING STYLES

Is Your Teaching Style Balanced?Is Your Teaching Style Balanced?

Does your classroom provide:Does your classroom provide:

Facts, predictability, repetition, memorization, and opportunity Facts, predictability, repetition, memorization, and opportunity to connect what students are learning to practical life experience?to connect what students are learning to practical life experience?

ANDAND Abstraction, theory, innovative thinking, imagination and variety?Abstraction, theory, innovative thinking, imagination and variety?



Pictures, diagrams, flow charts, graphs, and Pictures, diagrams, flow charts, graphs, and concept maps? concept maps?

ANDAND

Written and spoken explanations?Written and spoken explanations?


Does our classroom provide:Does our classroom provide:

Discussion, small group work, problem- Discussion, small group work, problem- solving activities? solving activities?

ANDAND

1 minute papers, time for reflection, and the 1 minute papers, time for reflection, and the muddiest points? muddiest points?



• Linear progression of information?Linear progression of information?

ANDAND• An overview of information prior to the smaller pieces?An overview of information prior to the smaller pieces?• A time to connect the pieces together for students?A time to connect the pieces together for students?• Information that connects to other disciplines and Information that connects to other disciplines and

subjects?subjects?


Multiple Activities That Promote: Active LearningMultiple Activities That Promote: Active Learning

• DirectDirect• Indirect, VicariousIndirect, Vicarious• OnlineOnline


DIRECT ACTIVITIESDIRECT ACTIVITIES

Getting information and ideas:Getting information and ideas: Original data and sourcesOriginal data and sourcesExperience:Experience: Activities done in authentic settings and/or directActivities done in authentic settings and/or direct observation of phenomenaobservation of phenomenaReflective Dialogue:Reflective Dialogue: Reflective thinking, journaling for selfReflective thinking, journaling for self Live dialogue in class, online or out of classLive dialogue in class, online or out of class


INDIRECT, VICARIOUS ACTIVITIESINDIRECT, VICARIOUS ACTIVITIES

Getting information and ideas:Getting information and ideas: Secondary data and sources, lectures, textbooksSecondary data and sources, lectures, textbooksExperience: Experience: Case studies, gaming, simulations, role playingCase studies, gaming, simulations, role playing Viewing or listening to stories, film, literature, Viewing or listening to stories, film, literature,

or oral history or oral historyReflective Dialogue:Reflective Dialogue: Reflective thinking and journaling with selfReflective thinking and journaling with self Live dialogue with others in class, online or out of classLive dialogue with others in class, online or out of class


ONLINE ACTIVITIESONLINE ACTIVITIES

Getting Information and Ideas:Getting Information and Ideas: Course web-sites, internet web-sites (i.e. journals)Course web-sites, internet web-sites (i.e. journals)Experience:Experience: Students directly experience …(online concept testing, Students directly experience …(online concept testing,

participation in a group or team activity) participation in a group or team activity) Students can engage in “indirect” experiences (view a film, read Students can engage in “indirect” experiences (view a film, read

a case study) a case study)Reflective Dialogue:Reflective Dialogue: Various online dialogues such as e-mail, chat rooms, white Various online dialogues such as e-mail, chat rooms, white

boards and discussion boards/forums. boards and discussion boards/forums.


REFERENCESREFERENCES

Web-sites:Web-sites:www.collab.orgwww.collab.org (Collaboration Project web-site) (Collaboration Project web-site)

www.ou.edu/idp/significantwww.ou.edu/idp/significant (Dr. Fink’s taxonomy-in the handout) (Dr. Fink’s taxonomy-in the handout)

http://www.collab.org/

http://www.ou.edu/idp/significant

SIGNIFICANT LEARNINGSIGNIFICANT LEARNINGCollaboration Project Professional Development Conference:Collaboration Project Professional Development Conference:

Motivating Students for Better Retention, learning and Achievement Motivating Students for Better Retention, learning and Achievement November 17-18, 2006 BloomingtonNovember 17-18, 2006 Bloomington

Presentations:Presentations:

Creating Significant Learning Experiences Through Integrated Course Design Creating Significant Learning Experiences Through Integrated Course Design Stewart Ross, Director, Center for Excellence in Teaching and Learning , Stewart Ross, Director, Center for Excellence in Teaching and Learning ,

Minnesota State University, MankatoMinnesota State University, Mankato

Building Motivation: Do You Have The Tools?Building Motivation: Do You Have The Tools? Connie Evenson, Assistant professor, Department of Nursing, U of South DakotaConnie Evenson, Assistant professor, Department of Nursing, U of South Dakota Michelle Gierach, Assistant Professor, Department of Nursing, U of South DakotaMichelle Gierach, Assistant Professor, Department of Nursing, U of South Dakota

The Road To Excellence: Creating Positive Learning EnvironmentsThe Road To Excellence: Creating Positive Learning Environments Heidi Johnson-Anderson, Assistant Professor, Department of Nursing, U of SDHeidi Johnson-Anderson, Assistant Professor, Department of Nursing, U of SD Susan Reinhart, Assistant Professor, Department of Nursing, U of SDSusan Reinhart, Assistant Professor, Department of Nursing, U of SD Dawn Warren, Assistant Professor, Department of Nursing, U of SDDawn Warren, Assistant Professor, Department of Nursing, U of SD

Debate This! Critical Thinking and Content and Mastery Part 2Debate This! Critical Thinking and Content and Mastery Part 2 Dean Pape, Assistant Professor of Communication, Ripon CollegeDean Pape, Assistant Professor of Communication, Ripon College

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Significant Learning