2011-2012
University Distinguished Teacher-Scholar Series
Kelly Tappenden
Time-efficient Assignments and Peer Projects
that Inspire Learning
Mary-Ann Winkelmes
Campus Coordinator for Programs on Teaching & Learning
Administrative Provost Fellow
December 9, 2011
Team-Based Learning (TBL)
Stephanie Ceman, PhD
College of Medicine
Cell and Developmental Biology
Neuroscience Program
Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning
12/9/11
2011-2012 Distinguished Teacher-Scholar
Discussion Board
• 121 hits
• Peer instruction contexts:
• In the classroom
• Service learning in the community
•
•
GLSIS Community as Curriculum
mentoring in music education
• Online, virtual groups: Piazza, Moodle
Mary-Ann Winkelmes
Campus Coordinator for Programs on Teaching & Learning
12/9/11
2011-2012 Distinguished Teacher-Scholar
Discussion Board
• Peer instruction methods
• Simulations
• Commercial transactions
• Bloodwork analysis
• Cases
• Problem-solving (sometimes w/intro mini-lecture)
•
•
•
•
•
Biology
Political Science
Music
Engineering
Math
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Links to syllabi
Assignment descriptio
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Email contacts
Peer instruction: Design Principles
A collaborative exercise is likely to succeed when the teacher
has a satisfying answer for him/herself to each of these three
questions, and when s/he tells students explicitly in advance
how each of these three will benefit the students’ learning:
What is the …
Purpose
Process
Product
[3 p’s for Peer learning]
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Illinois Faculty Responses: Challenges and Successes
Please identify any challenges or
What are the key characteristics of
barriers to Illinois students' successful assignments that you have found to be
completion of assignments
effective in your work with Illinois
students?
Discomfort applying new knowledge
Apply class concepts to new situations
during class
Lack of critical thinking skills
In class (with peers) practice in higher
order thinking
Scattered focus
Procrastination
Structured, relevant assignments
Staged assgts connected w/exams,
projects
Explicit rubrics, annotated examples
Lack of models
Ambiguous rubrics / success
standards
Inadequate time for prof’s quality
feedback
Peer feedback (structured) in/out of
class
Engagement (w/assgt, resources)
Relevance
Mary-Ann Winkelmes Campus
Coordinator to students’ experience,
for Programs on Teaching
& Learning
Oppty
to make a new contribution
12/9/11
Research on Learning / Implications for Assignments
Publication
Implication
Peter Elbow,
Low stakes for greater creativity / risk
Jaschik/Davidson
Richard Light
Coaching model, peer instruction
Anthony Gregorc, Kolb 3 Varied format, equitable access, peer ins.
Treisman, (Steele)
Offer/demand peer study groups
Nakamura/Winkelmes 4 Flexible format 5
Benjamin Bloom 6
Sequence skill development
Colomb, Bass 7, 8, 9
Feedback on Content vs. Format, try again
Provide examples with criteria applied
Perry , etc. 10,
Winkelmes
Felder
11-15
Doyle
Target feedback to phase; Don’t overwhelm
Specify content goals; skills goals;
criteria to enable self-monitoring
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Most effective modes of transparency
for highest future learning benefits
• explicitly connecting data about how people learn with
course activities at difficult transition points (p < .001)
• assignments' learning goals and design rationale are
identified and discussed before students begin each
assignment (p < .001)
• in-class debriefing discussions about graded tests
and assignments (p < .010)
• grading practices and criteria defined and discussed,
with opportunities for students to apply them (p < .029)
One-way ANOVA followed by Games-Howell multiple comparisons test
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Ongoing Transparency Research
Variables:
• Discipline
• Course level
• Previous educational experience
• Self-declared ethnicity
• Self-declared major
• Which “modes” benefit which learning goals
www.teachingandlearning.illinois.edu
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
“Research”
Sample Assignments
• What implications from research are incorporated?
• What additional good ideas do you see?
• What change(s) might you recommend?
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Peer Learning Exercise
Purpose: Experience small group, low stakes, +/- to replicate
Process: what needs further explanation?
Product: 1) list of skill in sequence
2) feasible plan for course assignments
• 6 minutes
• Groups of 3 from different disciplines / departments
– One person describes “A” final project
– Partners ID and break down skills
– List skills in sequence
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Acknowledgments
Scott Ahlgren
John Abelson
Lawrence Angrave
Carol Augspurger
Anne Barger
Rohit Bharghava
Jake Bowers
Chip Bruce
Stephanie Ceman
Karen Flynn
LAS
Eng
Eng
LAS
Vet Med
Eng
LAS
GSLIS
Med
LAS
Kate Kuper
FAA
Rick Laugeson LAS
Michael Loui
Eng
Areli Marina
FAA
Beth Morgan
LAS
Tracy Parish Pub.Engagmt
Shameem Rakha GSLIS
Amy Santos
Ed
Nina Tarr
Law
Kelly Tappenden ACES
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11
Course Assignments
1st:
Prof-resp
2d:
peer-resp
in class?
3d:
4th:
1. Basic tools, data mastery
2. Application, analysis
Prof-resp
Peer-coached revision 3.
Prof-resp
Evaluation
4. Invent, create original contribution
Mary-Ann Winkelmes Campus Coordinator
for Programs on Teaching & Learning
12/9/11