Teaching & Learning
Workshop
AKD at SSS
Charlotte, NC
April 5th, 2014
Welcome!
“The World Café”
Angelito "Lito" de Leon David “My Reflections
What is a World
Café ?
 Setting
 Welcome and Introductions
 Small Group Rounds
 Questions
 Harvest
http://www.theworldcafe.com/method.html
Question 1
Question 2
Question 3
Question 4
Let’s Share!
Thank you!
Special thank you to :
SSS
AKD
And
you for attending!
Introductions
 Jeff
Chin, Secretary-Treasurer, Alpha
Kappa Delta, Carnegie National Scholar
and Professor Le Moyne College
 Michele
Lee Kozimor-King, Elizabethtown
 Melinda
Messineo – Ball State University
College
 Barbara Prince, West Virginia University
Workshop
Objectives/Outcomes
At the end of this session participants will:
1. Have an intermediate level knowledge
of how learning happens
2. Have acquired concrete examples of
techniques we can apply in our classes.
3. Have considered overarching
processes/ideas that will inform future
teaching choices.
4. Be able to identify and contact other
enthusiastic scholarly teachers in SSS.
Learning Theories
How does learning happen?
 Which
of the following most closely
matches/resonates with your
understanding of how learning
happens?
Rationalism & Empiricism
 Rationalism
within us
 Empiricism
– truth and knowledge found
- truth and knowledge can be
found outside ourselves using our senses.
Transmission Based
 Teacher
to students
Humanism
 Humanism
is a
paradigm/philosophy/pedagogical
approach that believes learning is viewed
as a personal act to fulfill one’s potential.
Continuing Tension
 Basic
skills (vocational education)
 Critical
thinking (liberal arts education)
Behaviorism

Behaviorism is a worldview that operates on a
principle of “stimulus-response.” All behavior
caused by external stimuli (operant
conditioning). All behavior can be explained
without the need to consider internal mental
states or consciousness.

http://www.
learning-theories.com/

Cognitivism
 The
cognitivist paradigm essentially
argues that the “black box” of the mind
should be opened and understood. The
learner is viewed as an information
processor. The mind is engaged in the
learning process.
Constructivism
 Constructivism
as a paradigm or
worldview posits that learning is an active,
constructive process. The learner is an
information constructor. People actively
construct or create their own subjective
representations of objective reality. New
information is linked to prior knowledge,
thus mental representations are subjective
Learning Styles

This approach to learning emphasizes the fact that
individuals perceive and process information in
very different ways.
Myers-Briggs
Visual-spatial
Verbal-linguistic
Logical-mathematical
Solitary-intrapersonal
Aural-auditory
Physical-bodily-kinesthetic
Social-interpersonal
Multiple Intelligences
 This
theory of human intelligence,
developed by psychologist Howard
Gardner, suggests there are at least seven
ways that people have of perceiving and
understanding the world. Gardner labels
each of these ways a distinct
“intelligence”–in other words, a set of skills
allowing individuals to find and resolve
genuine problems they face.
Brain based Learning
 This
learning theory is based on the
structure and function of the brain. As long
as the brain is not prohibited from fulfilling
its normal processes, learning will occur.
http://www.funderstanding.com
Not to be confused with the
cone of shame…
Keep in mind…
Networks that fire together wire
together
What changes do we hope our
teaching fosters?
 Changes
in Content Mastery
 Changes
 Changes
in Skill Execution
in Behavior/Attitude/Affect
Connecting
Learning and Teaching
Based on what we discussed:
What might be going on when these teaching
strategies do not work as well as we hope?
-
-
-
Discussion boards
In-class discussions
Student driven assignments/syllabi
Cumulative exams
Summary Assignments
Rubrics
Connecting
Learning and Teaching
Based on what we discussed:
How would these teaching strategies impact
learning?
-
Practice and/or repetition
Multimodal presentation
Real life examples/experience
Breaking assignments into pieces
Rubrics
What students say with
possible translations:
 “I

studied for 4 hours and knew everything.”
Multi-tasking, low frequency prep, low
practice, and low metacognition/unlearning
 “The

readings/assignments are too difficult.”
Low scaffolding, low practice, unclear
expectations, low motivation
 “I
don’t know what you want/Your questions
are tricky.”

Low scaffolding, low transparency, low
practice, low metacognition
Keynote and Q&A
“Teaching and Learning: where
we've been, where we are going,
and why it matters more than
ever.”
Maxine P. Atkinson, Professor, North
Carolina State University
Break
 Take
a deep breadth
 Stretch
 Meet
someone new!
Cast bronze female
“Yoga Stretch”
Concurrent Roundtables:
Round One




Table 1: On learning associated with writing –
Michele Lee Kozimor-King, Elizabethtown College
and Barbara Prince, West Virginia University
Table 2: On learning associated with teaching a
difficult topic - Melinda Messineo, Ball State U.
Table 3: On learning associated with getting
students to read in a world of online – Idee
Winfield, College of Charleston
Table 4: On learning and contemplative
pedagogy - Alexis Franzese, Elon University
Concurrent Roundtables:
Round Two




Table 1: On learning associated with writing –
Michele Lee Kozimor-King, Elizabethtown College
and Barbara Prince, West Virginia University
Table 2: On learning associated with teaching a
difficult topic - Melinda Messineo, Ball State U.
Table 3: On learning associated with getting
students to read in a world of online – Idee
Winfield, College of Charleston
Table 4: On learning and contemplative
pedagogy - Alexis Franzese, Elon University
Debriefing
 Take
away points?
 Application


of what you have learned
Why do the techniques work?
How can you apply these to your classes?
 Trouble
shooting?
Closure

Review main ideas
Next Steps, More Resources,
Parting





Teaching Sociology
AKD sponsored events
TRAILS
SSS community
ASA Teaching & Learning
Section