THATS EASY FOR YOU TO SAY: MAKING GREAT SOUNDING TEACHING IDEAS WORK FOR YOU

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THATS EASY FOR YOU TO SAY MAKING GREAT
SOUNDING TEACHING IDEAS WORK FOR YOU

• RANDY BURKE HENSLEY
• Student Learning Programs Services
• University of Hawaii at Manoa
• 808.956.3750
• rhensley_at_hawaii.edu

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GREAT IDEAS THAT DIDNT WORK
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WHY DIDNT IT WORK?

• PERSONAL
• ORGANIZATIONAL

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PARKER PALMER. THE COURAGE TO TEACH. JOSSEY-BASS
1998.

• GOOD TEACHING CANNOT BE REDUCED TO TECHNIQUE
• GOOD TEACHERS POSSESS A CAPACITY FOR
  CONNECTEDNESS
• TEACHING IS AN EXERCISE IN VULNERABILITY
• IDENTITY AND INTEGRITY ARE AT THE CORE OF GOOD
  TEACHING
• USE TECHNIQUES THAT REVEAL RATHER THAN CONCEAL
  PERSONHOOD
• MENTORSHIP
• WHAT WE TEACH WILL NEVER TAKE UNLESS IT
  CONNECTS WITH THE INWARD, LIVING CORE OF OUR
  STUDENTS LIVES
• FINDING THE TEACHER WITHIN

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KEN BAIN.WHAT THE BEST COLLEGE TEACHERS DO.
HARVARD UNIVERSITY PRESS 2004

• CREATE A NATURAL CRITICAL LEARNING
  ENVIRONMENT(STUDENT INTERESTS, LEARNING TO REASON
  FROM EVIDENCE)
• GUIDANCE(FOCUS ON QUESTIONS, HELPING STUDENTS
  UNDERSTAND SIGNIFICANCE OF THE QUESTION)
• ENGAGE STUDENTS IN HIGHER ORDER INTELLECTUAL
  ACTIVITY(COMPARE, APPLY, EVALUATE, ANALYZE, AND
  SYNTHESIZE)
• HELP STUDENTS ANSWER THE QUESTION THEMSELVES
• GET STUDENTS TO WONDER WHAT THE NEXT QUESTION IS

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MORE BAIN..

• GET STUDENTS ATTENTION AND KEEP IT
• START WITH STUDENTS RATHER THAN THE DISCIPLINE
• SEEK COMMITMENTS(EXPECTATIONS)
• HELP STUDENTS LEARN OUTSIDE OF CLASS
• ENGAGE STUDENTS IN DISCIPLINARY
  THINKING(MODALITIES FOR PROBLEM-SOLVING)
• CREATE DIVERSE LEARNING EXPERIENCES

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NATIONAL SURVEY OF STUDENT ENGAGEMENT
WWW.IUB.EDU/NSSE

• LEVEL OF ACADEMIC CHALLENGE
• ENRICHING EDUCATIONAL EXPERIENCES
• STUDENT-FACULTY INTERACTION
• ACTIVE AND COLLABORATIVE LEARNING
• SUPPORTIVE CAMPUS ENVIRONMENT

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LEARNING STYLE ATTRIBUTES

• REFLECTIVE/IMPULSIVE
• SERIALISTIC/HOLISTIC
• ABSTRACT/CONCRETE
• COMPETITIVE/COOPERATIVE
• HEMISPHERE PREFERENCE
• STRUCTURAL NEEDS

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MOTIVATION

• EXTRINSIC engages in learning for the sake of
  attaining a reward or avoiding punishment
• INTRINSIC engages in learning out of curiosity,
  interest, or enjoyment in order to achieve their
  own goals

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ALANE J. STARKO. CREATIVITY IN THE CLASSROOM
SCHOOLS OF CURIOUS DELIGHT.L. ERLBAUM ASSOCIATES
2001

• WILLINGNESS TO TAKE RISKS
• PERSEVERANCE, DRIVE, AND COMMITMENT TO TASK
• CURIOSITY
• OPENNESS TO EXPERIENCE
• TOLERANCE FOR AMBIGUITY
• BROAD INTERESTS
• VALUE ORIGINALITY
• INTUITIVE WITH DEEP EMOTIONS
• INTERNALLY OCCUPIED OR WITHDRAWN

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CREATING CREATIVITY

• THINK OF MANY IDEAS(FLUENCY)
• THINK OF VARIED IDEAS(FLEXIBILITY)
• THINK OF UNUSUAL IDEAS(ORIGINALITY)
• ADD TO IDEAS TO MAKE THEM BETTER(ELABORATION)

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CHANGING THE TYPE OF IDEAS WERE BRINGING BACK

• LOOK FOR

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PEDAGOGICAL SHIFTS

• SHORT PRESENTATIONS
• REFLECTION
• APPLICATION
• EXPLORATION
• ASSESSMENT

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STUDENTS LIKE TO

• SOLVE PROBLEMS
• MAKE APPLICATIONS TO REAL SITUATIONS
• SHARE WHAT THEY KNOW

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ACTIVE LEARNING

• THE CREATION OF OPPORTUNITIES FOR LEARNERS TO
  ENGAGE CONTENT FROM MULTIPLE PERSPECTIVES,
  INCLUDING THEIR OWN, THROUGH.
• EXPERIENCE
• PRACTICE
• APPLICATION

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MARYELLEN WEIMER. LEARNER-CENTERED TEACHING.
JOSSEY-BASS 2002

• BALANCE OF POWER teacher shares decisions about
  learning
• FUNCTION OF CONTENT use to build knowledge base
  AND learning skills AND learner self-awareness
• ROLE OF TEACHER instructional action focuses on
  students learning
• RESPONSIBILITY FOR LEARNING teacher and
  students create environments that motivate
  students to accept responsibility for learning
• PROCESSES AND PURPOSES OF EVALUATION used to
  promote learning and develop self and peer
  assessment skills

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ORGANIZATIONAL PROBLEMS AND SOLUTIONS