Group items tagged

This article, written by Jim Kirkpatrick (son of Donald Kirkpatrick), offers a modern-day look at the 'reaction sheets' used to evaluation customer or learner satisfaction. He offers insight on trainer vs. learner-centered reaction sheets in order to improve learner experiences.

Differentiates "learner centered" vs" trainer centered" evaluation questions

When technology meets storytelling 

Course descriptions and helpful strategies for engaging the adult learner as well as useful study tips and guides

Simple tips on how to stay learner-focused.

This photo stream of quotes is encouraging and inspiring. It captures the essence of the "Habits of Mind." They include practical phrases that are relatable to learners of all ages. It can be used as a learning tool for learners because it touches on all of the learning strategies discussed. When faced with different situations in real life learners can reference the photo stream which will encourage them to press on!

This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners.

This article discusses ways that the instructor can facilitate and guide metacognitive processes in students, by both asking questions and prompting students to ask themselves questions in future learning. I think this would be useful for anyone going forward who hopes to play an active role in making their students better learners. 

This is also a great article that goes into depth about a "Learner-Centered Syllabus," a term that I had never heard before prior to this. It was very educational reading more into the contents and the ways this can help our learners.

Great TED talk video (~10 minutes) on the difference of Fixed and Growth Mindset. About instilling in our learners the lesson of challenges, resilience, and hard work. Failing is sometimes the greatest thing that can happen to a learner.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

Venneman et al., published in the Eurpean Journal of Social Sciences, evaluated the effect of demonstrations on students with different learning preferences (visual, auditory, read/write and kinesthetic). After evaluating pre-post demonstration examinations, all groups except auditory learners significantly improved after watching the demonstrations. This study showed that demonstrations does not work on everyone, especially auditory learners.

For your visual student learners. Surprisingly, not a new concept.

This workshop handout looks specifically at higher education (specifically in the medical field) and helps to evaluate training design as targets both students as learners, as well as educators as learners. This is a great resource for helping to identify what kinds of level 4 outcomes might be tracked in higher level/medical education.

This is a recently published study describing strategies used to develop critical thinking in health-professional learners as identified by a panel of academic deans, administers, program directors, course directors, clerkship directors, and teaching faculty through a structured-interview approach.

Excellent website that includes all 16 habits of the mind. It provides in depth representations of how HoM thinkers approach problems compared to thinkers in a "traditional setting". It offers a starting point for beginners (like myself) that are new to the concept of thinking this way. It also points out that there are far more than 16 habits of the mind, and it encourages learners to identify more.

This page provides a brief summary of the concepts behind each of the 16 habbits of mind.

Teaching with Style is a book that can be accessed for free using this link. Written by an award-winning psychologist and teaching professor, the book was created to enable the reader to discover about himself/herself as a teacher and a learner. In addition to content about Grasha's well-known teaching style theories, the book discusses "clusters" of teaching, and different methods and ideas for teaching based on your cluster.

This is the full pdf of Anthony Grasha's research on teaching styles (and learning styles). This goes much more into depth than my 15 min. power point.

A list of 30 ideas known about adult learning. Quick resource of information for motivation, curriculum design, and approaching interactions in the classroom: all useful for effective engagement of the adult learner.

Roger Hiemstra is a professor of Adult Education at Elmira College. Many of his contributions to the field of education have been focused on the adult learner and the use of technology/web pages to facilitate adult learning. He maintains a website that has a variety of articles on adult education and self-directed learning.

This website is a great resource aimed for learners and teachers of any kind, created as a free educational public service for anyone to reproduce. It is even translated into 38 different languages! The website includes information under a variety of categories: learning and studying; internet; project and time management; writing and vocabulary; thinking and evaluation; reading and research; and math and science. Topics range from strategies for creating a test, to stress management, to information about learning techniques. Many of them even contain multimedia components to enhance learning (for example, see "Thinking Critically").

From the Kirkpatrick Partners website, guest author Ken Phillips describes 8 tips for developing more effective Level 1 evaluation forms ("reaction sheets"). He focuses on learner-centered, quantifiable evaluations that allow the evaluator to create effective questions.

Great website with good visuals on adult learning principles and assumptions. Multiple links to various tips for teaching adult learners.