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Teaching without learning is just talking'

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Evaluation of self-study. Site visit to review self-study and make observations ... who successfully earned the Welding certificate in 2004-2005 academic year found ... – PowerPoint PPT presentation

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Title: Teaching without learning is just talking'


1
Teaching without learningis just talking.
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(No Transcript)
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SLO Workshop Program
  • A No-nonsense Look at Student Learning Outcomes
  • How to Write a (Measurable) Student Learning
    Objective
  • Choosing the Best Assessment Tool
  • Evaluating and Responding to Outcomes
  • Documenting Your Efforts

4
Who Should Attend?
  • Students
  • Faculty
  • Staff
  • Administrators
  • Community Members
  • Advisory Committees
  • Board Members

5
Reasons to Attend
  • Uh, whats an SLO?
  • Were skeptical about the value of SLOs.
  • We had a training on outcomes and disliked it.
  • We think outcomes are a fad.
  • We want to be as effective.
  • We want to work smart.
  • We care about our students.

6
Our Goals for Todays Workshop
  • To inspire your objective, unguarded curiosity
    about how students learn and succeed in relation
    to our individual, team/group, and institutional
    efforts
  • To inspire your participation in essential dialog
    about how MJC can better meet the needs of its
    students.

7
Workshop 1 Objectives
Given 2 hours of presentation, lecture, and
supporting materials, you will be able to
  • Describe the context for the paradigm shift in
    education
  • Provide reasons why grades dont directly reveal
    learning
  • Explain what happens to students when
    institutions lose accreditation
  • Distinguish between a student learning outcome
    and a student learning objective
  • Provide examples of factors that could influence
    an outcome
  • Explain what the TLC is, and how it is used to
    improve learning
  • Explain why a bad outcome can be a very good
    thing

8
Shifting the Educational Paradigm
  • Producing learning versus
  • providing instruction.

9
Times are changing
  • New insights into learning
  • Exploding access to information
  • Changing student demographics
  • Privatization of education
  • Global competition
  • Feedback-oriented society
  • Generation Y
  • Requests for accountability

10
Learning vs. Achievement
  • Achievement
  • Achievement alone is the benchmark of performance
  • Achievement was evidenced by the abstraction of
    one or more grades
  • Learning
  • Learning is evidenced by concrete skills,
    knowledge, behaviors and/or attitudes
  • Grades cannot be easily linked to acquisition of
    specific knowledge, skills, behaviors and/or
    attitudes

11
Overheard
My student was graduating with her Nursing
degree. I was proud as I watched her walk up to
the podium--knowing what opportunities awaited
her. But when I remembered my own first
experiences as a nurse, I panicked, did I teach
her those skills that matter in a life or death
situation?!
12
Why did she question herself?
  • The student had good grades
  • The student was responsible
  • The student passed all exams
  • The student participated in class
  • The student was not absent
  • The student was motivated
  • All assignments were complete

13
Evidence of Teaching
  • Proof that the student mastered examinations,
    essays, quizzes
  • Records were multi-faceted
  • Grades reflected multiple concepts learned
  • Subjective observations of student achievement
  • Records only indirectly suggested mastery of
    specific knowledge, skills, behaviors, and
    attitudes

14
Any evidence of learning?
  • No proof of mastery of specific competencies
  • Relied on instructors narrative
  • Only indirect evidence of knowledge, behaviors,
    and attitudes (KSBA)

15
So what about learning?
  • When we only focus on our indirect measures
    (grades) rather than direct measures (isolating
    specific mastery of knowledge, skills, behaviors,
    and attitudes or KSBA), we miss opportunities
    to gain objective and unexpected feedback and
    insights about how learning occurs.

16
How can we focus on learning?
  • Remind ourselves that student learning and
    success should be the primary focus of the entire
    institution.
  • Incorporate and support more direct measures of
    KSBA, before focusing on achievement.
  • Implement institutional decision-making processes
    that use information derived from direct measures
    of KSBA.
  • Create an institutional culture that dedicates
    resources and designs processes to support the
    ongoing, thoughtful, and systematic evaluation
    and response to student learning.

17
What Learning-Centered Means
  • the challenge Americas community colleges face
    with the new millennium is a need to transform
    themselves into colleges that place learning
    first in every decision and action.

William J. Flynn, Palomar CollegeThe Search for
the Learning-Centered College
18
It wont happen overnight
  • Baby-steps
  • 10-year process
  • First step? Collegial dialog and input about
    essential learning across the institution
  • Courses (not sections)
  • Programs
  • Services
  • Institution
  • Institutional thinking Its not just for
    administrators anymore.

19
Accreditation and Learning-Centered Institutions
  • Helping us realize the meaning across the
    institution.

20
What is Accreditation?
  • A voluntary and cyclical peer-review process in
    which we participate to gain feedback about our
    institutional health and how well our students
    are prepared for short and long term goals as a
    result of walking through our institution.

21
Understanding Accreditation
  • Six regional accrediting associations nationwide
  • Specific regional commissions for different
    segments K-12, Community Colleges, and
    Universities
  • Regional standards against which all institutions
    are evaluated and determined to be worthy of
    accreditation
  • Each association learns from the other
  • MJC is part of WASC, Western Association of
    Schools and Colleges, the Accrediting Commission
    for Community and Junior Colleges

22
What does accreditation mean?
  • Nationally recognized value of our courses for
    students
  • State and federal funding, financial aid for the
    college
  • Participation in a collegial peer-review process
  • Permission to freely self-govern and self-improve
  • Formal endorsement and public trust

23
Steps to earn accreditation
  • Self-evaluation and written self-study
  • Peer institution visiting team formed
  • Evaluation of self-study
  • Site visit to review self-study and make
    observations
  • Adherence to standards determined
  • Recommendations or commendations made
  • Accreditation status renewed, removed or probated
  • Period to respond

24
About our accreditation
  • In January 2006, MJCs accredited status was
    renewed for 6 years by WASC, with a customary
    mid-term report due in 2008. An additional
    progress report will be due in October 2007 that
    states how well we are on course in responding to
    its recent recommendations.

25
Why an additional progress report?
  • From our accreditation visit
  • The college has not yet developed student
    learning outcomes or plans for assessing them at
    the degree, certificate, program, or course
    level.
  • the team recommends that the college develop,
    implement, and assess student learning outcomes
    to ensure student success in courses, programs,
    certificates, degrees, and services and use the
    assessment and analysis for the purpose of
    improvement.

26
Why WASC cares about SLOs
  • Last region nationwide to incorporate national
    trends toward learning-centered education
  • After 20 years of watching peer accrediting
    commissions, it has been determined it is not a
    fad
  • When SLOs are used college-wide, they will see we
    are directly evaluating and responding to the
    needs of our students
  • SLOs will help institutions more strategically
    design learning activities, environments,
    services and resources to improve learning and
    success

27
An MJC WASC Site Visitor said
  • We were more lenient with MJC because we knew
    that you had impermanent leadership which made it
    difficult to make changes, in addition to the
    fact that the SLO Committee had a plan. But, how
    stern the process can be can also just depend on
    the makeup of the committee

Student Success Conference San Diego, October,
2006
28
Measuring Learning
  • What SLOs really mean

29
What does SLO stand for?
  • Student learning objective
  • Student learning outcome
  • A concept in California CCCs that is only just
    beginning to be understood
  • Concepts that only partially imply what we are
    being asked to do to be learning-centered and to
    remain accredited
  • Core tools for gauging the effectiveness of a
    learning-centered institution

30
What is a Student Learning Outcome?
  • The fixed, observable, and measurable result
    after one or more events of teaching and
    learning, and/or interactions.

31
Examples of Outcomes
  • 17 out of 26 students in ENGL 101, Section 2218
    succeeded in using the thesis as the controlling
    idea in a 5-page expository essay.

(FICTITIOUS OUTCOME)
32
Examples of Outcomes
  • 55 of new students who completed the FAFSA
    correctly between January 1 and March 31 of 2006
    were given some form of financial aid.

(FICTITIOUS OUTCOME)
33
Examples of Outcomes
  • 82 of students who successfully earned the
    Welding certificate in 2004-2005 academic year
    found welding-related employment in Stanislaus
    County within 6 months of certificate completion.

(FICTITIOUS OUTCOME)
34
Examples of Outcomes
  • 1/2 of the students attending my French 102 class
    today clearly pronounced je ne sais pas during
    a peer-to-peer conversation.

(FICTITIOUS OUTCOME)
35
Examples of Outcomes
  • 36 of students who successfully completed MATH
    70 in Spring 2005 went on to successfully
    complete MATH 90 in Fall 2005.

(FICTITIOUS OUTCOME)
36
Questioning an Outcome
37
Got a bad outcome?
  • Why did only 36 of students who successfully
    completed MATH 70 in Spring 2005 go on to
    successfully complete MATH 90 in Fall 2005?

38
Ask deeper questions
  • How many students who completed MATH 70 actually
    persisted by enrolling in MATH 90 the following
    semester?
  • How many students dropped before census date and
    why?
  • How many students demonstrated mastery of the
    MATH 70 objectives upon course completion?
  • What reasons did students provide for dropping
    the course?

39
Evaluate answers for insight
  • Enrollment to sections of MATH 90 in Fall 2005
    was limited due to a shortage of qualified
    adjunct instructors
  • CALWorks was unable to provide textbooks by the
    first week to over 30 CALWorks students during
    Fall 2005, 10 of whom were enrolled in MATH 90
  • Instructors are having difficulty covering the
    course content when under the compressed calendar
  • 7 students volunteered in an ASMJC survey that
    they have high anxiety while taking math classes

40
With evidence, respond
  • Aggressively recruit qualified MATH 90
    instructors
  • Investigate book supplies for MATH 90
  • Scrutinize the impact of compressed calendar and
    syllabi
  • Promote STSK-71, Math Anxiety and investigate
    creation of a learning community

41
As you know,
Outcomes result from any number of factors
42
  • Outcomes, good or bad, only provide strong
    evidence as to whether certain factors working
    together produce or increase learning.

43
Factors can include
  • Curriculum design
  • Course activities
  • External influences
  • Student support services
  • Learning resources
  • Teaching styles
  • Interactions, relationships
  • Scheduling
  • Budgetary provisions
  • Facilities
  • Student demographics
  • Learning styles

44
Every outcome provides feedback about factors
  • Curriculum design
  • Course activities
  • External influences
  • Student support services
  • Learning resources
  • Teaching styles
  • Interactions, relationships
  • Scheduling
  • Budgetary provisions
  • Facilities
  • Student demographics
  • Learning styles

Have some examples?
45
Outcomes are very complex
  • They are simply results
  • Cannot be written
  • Should not predicted
  • Influenced by multiple factors, internal and/or
    external, which are influenced directly or
    indirectly
  • Must be the curiosity of the institution
  • Tell us about our institutional effectiveness
  • Generate questions and stimulate responses about
    how and how well learning occurs

46
An outcome is an intriguing glimpse at our
institutional effectiveness at a given point in
time.
47
We are ALL part of each and every outcome!
48
5-Minute Break
49
Responding to Outcomes
50
Inquiring about outcomes
  • Scholarly research and practice has shown that -
    when educators engage in the deliberate, ongoing
    and objective evaluation of the results of
    learning activities learning, as well as
    institutional effectiveness and efficiency can be
    improved much more systematically.

51
The Teaching and Learning Cycle
52
What is the TLC?
  • The Teaching and Learning Cycle is an iterative
    process through which educators systematically
    investigate one or more events of student
    learning or activity for the purpose of gaining
    insight about what has contributed to, detracted
    from, or not affected learning and success.

Any person whos role contributes to   student
success, either directly or indirectly
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Informing our activities
  • Units/Lessons
  • Sections
  • Courses
  • Programs
  • Degrees
  • Certificates
  • Sequences
  • Clusters
  • Services/Offices
  • Institution

55
The TLC and Institutional Effectiveness
  • TLC should garner a wealth of information about
    how various programs, services, and functions
    intersect to produce learning
  • Will tell us how a student interacts with and
    benefits from our activities, being focused on
    what he or she takes from our activities, not the
    activities for the sake of themselves.

56
How Well Use the TLC at MJC
57
Strengths of the TLC
  • Employs many steps that we already use
  • Only valuable when used repeatedly
  • Should be used to strategize learning
  • Prevents wasted time exploring ineffective means
    of improvement
  • Is a systematic, not only intuitive, way to
    improve learning

58
Where the Cycle Begins
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What is a Student Learning Objective?
  • Objective is an explicit statement that
    clearly identifies the desired observable and
    measurable knowledge, skills, attitudes, and or
    behaviors that must be shown to demonstrate that
    learning has taken place in a specific context.

61
Student Learning Objective
  • Given X, the student will Y, Z.
  • Given a famous American speech predating
    electronic presentation technology (1970), you
    will create a 12-slide multimedia presentation
    that employs any combination of sounds, video,
    animations, color schemes, and/keywords to
    achieve the presentation goal and enhance the
    spoken message without distracting from the
    speaker or repeating the message.

62
Writing An Objective Elicits
  • A process where when writing - we force
    ourselves to clearly articulate our expectations
    in concrete, limited terms.
  • A process which hones and fine tunes our
    expectations out loud to make them most realistic
    for our teaching efforts and the students.
  • A conversation where we discuss our measures of
    student learning with other instructors,
    disciplines, administrators, and support staff to
    provoke meaningful dialog and understanding.

63
Written Objectives Produce
  • A statement that frames core competencies that
    must be learned
  • A strategy to which we design learning activities
  • A baseline against which we measure and compare
    outcomes
  • A concrete starting point to begin dialog

64
Benefits to the Student
  • A clear level of expectation
  • A relationship
  • Informs the student about the KSBA that should be
    ideally gained from a learning activity
  • Inspires accountability
  • Organization of energies toward the goal
  • Concise, complete, expectations
  • Road map to achieving success

65
SLO versus SLO
  • Objective is an explicit statement that clearly
    identifies the desired observable and measurable
    knowledge, skills, attitudes, and or behaviors
    that must be shown to demonstrate that learning
    has taken place in a given context.

Outcome is the fixed, measured result of one or
more events of teaching and learning, and/or
service in a given context.
66
Objectives (What you want)
Outcomes (What you get)
67
Outcomes happen
68
Outcomes are not the point.
Its what we do in response to them that matters.
69
What you can do now.
  • Think about your course in the context of the
    learning experience.
  • Talk to your colleagues about learning in their
    courses.
  • Talk with yourself about essential learning in
    your courses.
  • Think about how what you do in your classroom
    prepares the student in both short and long term
    goals.
  • Initiate meetings in your departments, programs
    where all of these can be discussed and how you
    might become more learning-centered in
    disciplines and services.

70
For Workshop 2
71
Next Workshop
  • A No-Nonsense Look at SLOs
  • How to Write a Measurable Student Learning
    Objective
  • Choosing the Best Assessment Tool
  • Evaluating and Responding to Outcomes
  • Documenting Your Efforts

72
Goal of the Next Workshop
  • To provide a forum where you and your colleagues
    can collegially discuss, share ideas, analyze and
    resolve what is the essential learning for a
    course.
  • To provide training so that individual
    instructors can create one or two measurable
    learning objectives that are contextualized for
    their sections of that course.

73
Preparation for Workshop 2
  • Come with colleagues from your discipline.
  • Bring with you the course outline of record for
    that course that most or all of you teach.

74
At Workshop 2 You Will
  • focus on learning at the course-level
  • work with faculty in your discipline to discuss
  • the learning that you desire in your courses
  • how you facilitate and measure that learning in
    your individual sections.
  • collegially evaluate the course outline of record
  • for appropriateness and currency
  • to gauge whether or not it accurately reflects/
    predicts essential learning in your courses
  • to identify, to some extent, what is the
    essential learning for a course.

75
Thanks to the 2005-2006MJC SLO Committee
  • Adrienne Peek, English
  • Anne Shanto, Theatre
  • Becky Plaza, Outreach
  • Charles Mullins, Speech Communication
  • Derek Waring, Counseling
  • Ed Howard, English
  • Gerald Wray, Autobody
  • Kathleen Silva, Research and Planning
  • Lee Merchant, Psychology

Letitia Senechal, SLO Facilitator Martha Robles,
Student Success Melissa Beach, Instructional
Services Michele Monlux, Science Mike Morales,
Agriculture Noel Langley, Admissions and
Records Penny Belus, Magic Lab Shelley Circle,
English
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