Advance Organizer

Education (like Life) is an ExperimentIt needs a Purpose, then a Design to attain that Purpose

“Technology will change, but good design is constant” (Olbrish Pagano, 2013, p.8)

CDIO an experiment in Engineering Education

A Design Frame for Creative Teaching

dennis_sale@sp.edu.sg

http://www.dennissale.com/

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Over 110 institutions worldwide and still growing!

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• Feedback from industries, graduates and practising engineers that certain important professional skills are not developed in the existing curriculum.

• Students finding that engineering is too dry and theoretical in the first year of study

The CDIO Education Framework was the result of....

Why is it called CDIO?Conceive-Design-Implement-Operate is the context of Engineering Education

It’s what engineers do

We believe that every graduating engineer should be able to:

Conceive-Design-Implement-Operate complex value-added engineering products, processes, and systems in a modern, team-based environment

(Crawley et al 2007)

Two BIG Questions for Engineering (any) Education

WHAT knowledge, skills and attitudes should students possess as they graduate from university? (PURPOSE)

HOW can we do better at ensuring that students learn these skills? (PEDAGOGIC DESIGN)

CDIO OVERVIEW

What : CDIO Syllabus• Disciplinary Knowledge• Personal Skills• Interpersonal Skills• CDIO Skills

How : 12 Standards• Curriculum• Teaching & Learning Methods• Workspace• Faculty Competence• Assessment

The activities within the CDIO Initiative are based on two key documents

Adopt CDIO as a context

CDIO Syllabus OutcomesIntegrated CurriculumIntroduction to EngineeringDesign-Build Experiences

CDIO Workspaces

Integrated Learning ExperiencesActive Learning

Enhancement of Staff CDIO SkillsEnhancement of Staff Teaching Skills

CDIO Skills AssessmentCDIO Program Evaluation

Curriculum

Workspace/Labs

Teaching & Learning Methods

Enhancement of Faculty Competence

Assessment Methods

Standard 1

Standard 2Standard 3Standard 4Standard 5

Standard 6

Standard 7Standard 8

Standard 9Standard 10

Standard 11Standard 12

CDIO Standards

• Define the distinguishing features of a CDIO program

• Serve as guidelines for program reform

• Create benchmarks and goals that can be applied worldwide

• Provide a framework for continuous improvement

Use of CDIO Standards

Adoption of the principle that product, process and system lifecycle development and deployment - Conceiving, Designing, Implementing and Operating - are the context for engineering education

Standard 1 - CDIO as Context

Its what Engineers do

Specific, detailed learning outcomes for the CDIO Syllabus

SP has customized these to the context and proficiency level expected of our students

Standard 2 - Learning Outcomes

CDIO Standard 3: Integrated Curriculum

A curriculum designed with mutually supporting disciplinary courses, with an explicit plan to integrate personal and interpersonal skills, and product, process, and system building skills

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Gap Analysis & Skill Mapping

• Identify where such skills are already present in the curriculum (whether explicitly stated or otherwise)

• Identify where there are naturally occurring opportunities to integrate selected CDIO skills.

• Map and integrate the CDIO skills throughout the course (programme), and in terms of proficiency at module (course) level

• Ensure that the overall structure and sequencing of modules is both effective and efficient in terms of meeting the terminal outcomes of the programme.

Each school conducted a gap analysis of their courses. From this, it was possible to:

STAGE 1A STAGE 1B

Core Module 1A-1

Core Module 1B-1

Core Module 1A-2

Core Module 1B-2

Core Module 1A-3

Core Module 1B-3

Core Module 1A-4

Core Module 1B-4

Core Module 1A-5

Core Module 1B-5

Core Module 1A-6

Core Module 1B-6

STAGE 2A STAGE 2B

Core Module 2A-1

Core Module 2B-1

Core Module 2A-2

Core Module 2B-2

Core Module 2A-3

Core Module 2B-3

Core Module 2A-4

Core Module 2B-4

Core Module 2A-5

Core Module 2B-5

Core Module 2A-6

Core Module 2B-6

STAGE 3AD STAGE 3B

Core Module 3A-1

Core Module 3B-1

Core Module 3A-2

Core Module 3B-2

Core Module 3A-3

Core Module 3B-3

Core Module 3A-4

Core Module 3B-4

Core Module 3A-5

Core Module 3B-5

Core Module 3A-6

Core Module 3B-6

Example from Chemical Engineering:Integration of Communication & Teamwork across 3 years of Study

Year 1: Exposure to CDIO skills

Year 2: Reinforcement of CDIO skills

Year 3: Demonstration of CDIO skills

Different level of expectations Year 1 to Year 3 Example: Communication

Year 1: To identify the importance of clear oral communication using walkie-talkie in carrying out the task of ….

Year 2: To display competence in applying established communication principles in preparing an oral presentation for …. Year 3: To demonstrate competence in delivering oral presentations to designated audiences in …..

Year 1: To explain how Purpose, Audience & Context (PAC) affects preparing a memo for different target audiences ….

An introductory course that provides the framework for engineering practice in product, process, and system building skills and introduces essential personal and interpersonal skills

CDIO Standard 4: Introduction to Engineering

Basically, to get students actually doing engineering early in the course programme

Car Challenge

CDIO Standard 6: CDIO WorkspacesEngineering workspaces and laboratories that support hands on learning…

CDIO Standard 7 – Integrated Learning Experiences

Integrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills

CDIO Standard 7: Integrated Learning Experiences

ACECDIO Standard 8: Active Learning

Teaching and learning based on active and experiential learning methods

XPERIENTIAL LEARNING

ACTIVE LEARNINGEngages students directly in thinking and problem solving activities

Emphasis on students generating, analyzing, evaluating and applying ideas

Examples:

Think Pair-and-Share

Group discussions

Debates

Concept questions

EXPERIENTIAL LEARNINGActive learning in which students take on roles that simulate professional engineering practice

Examples:

Design-implement experiences

Problem-based learning

Simulations

Case studies

CDIO Standard 9: Enhancement of Staff CDIO Skills

Developing Competence in Infusing & Teaching the CDIO Non-Technical Skills

CDIO Standard 10: Enhancement of Staff Teaching Skills

I have been teaching for years, why do I need more teaching skills?

CDIO Standard 11: CDIO Skills Assessment

Assessment methods must be those most valid and efficientfor assessing the learning outcomes. However, a strong emphasisis placed on:

• Learning Assessment – using formative assessment to support the learning process, identifying learning problems, providing rapid, clear and constructive feedback

• Authentic Assessment – using real world learning tasks that integrate a range of knowledge and skills

“Teaching, learning, and assessment merge into one seamless enterprise” (Perkins)

CDIO Standard 12: Program Evaluation

…. but what have you learned and how useful is it?

A 3 Year longitudinal Evaluation-what did we learn?

• Importance of clear and meaningful learning outcomes• Authentic learning experiences connected to real world activity• Assessment that supports learning (Learning Assessment)

But most important, The Impact of the Teacher

Teaching Quality is the Big Factor in Student Learning

“The effect of the teacher far overshadows classroom variables, such as previous achievement level of students, class size…heterogeneity of students, and the ethnic and socio-economic makeup of the classroom.”

(Rivers & Sanders, 2002, p.17)

“On the basis of our findings to date it could be argued that effective schools are only effective to the extent that they

have effective teachers” (Rowe & Rowe, 1993, p.15)

But - Education has been a Creature of Fashion

For those of us who have been around education for a few decades or so –you may remember Traditional (3 RRR’s) - Progressive Education - Back to Basics (Traditional) More recently: Student-centred: inquiry-based learning, challenge-based learning, studio thinking – what’s next?

The teacher is no more the “Sage on the Stage”, but the “Guide on the Side”

Is there an Educational Jurassic Park?

Evidence-based Practice“It is hard to conceive of a less scientific enterprise among human endeavours. Virtuallyanything that could be thought up for treatment was tried out at one time or another, and,once tried, lasted decades or even centuries before being given up. It was, in retrospect,the most frivolous and irresponsible kind of experimentation, based on nothing but trial and error, and usually resulting in precisely that sequence” (p.159)

The medical profession before the drive for Evidence-Based Practice

(Thomas, 1979, p.159)

So, what’s the frame on Teaching – is it Evidence-Based?

Firstly, is Evidence-based Practice possible for Teaching?

“There are systematic and principled aspects of effective teaching, and there is a base of verifiable evidence of knowledge that supports that work in the sense that it is like engineering or medicine”

(Darling-Hammond & Bransford, 2006, p.12)

“We have a rich educational research base, but rarely is it used by teachers, and rarely does it lead to policy changes that affect the nature of teaching”

(Hattie, 2009, p.2)

Time to Move out of Educational Jurassic Park

“Contrary to common belief, people don’t have different learning styles. They do, however, have different personalities. The distinction is important, because we need to be clear that everybody learns in the same way” (Schank. R., 1999, p.48)

“What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning”

(Benjamin Bloom)

A frame on Teaching Expertise

Pedagogic LiteracyAbility to apply key knowledge bases relating to how humans learn (Core Principles of Learning) & what methods work best and why

Competent TeachingAbility to design and facilitate

learning experiences based on a sound pedagogic literacy

Creative Teaching(Adaptive Expertise)

Ability to situationally create highly effective pedagogy

Note: this is a Conceptual Model,not hierarchical in that one stagemust be achieved before the next.It is essentially Iterative

However, Competent and Creative teachers employa strong pedagogic literacy- whether Explicit orTacit)

What is Pedagogic Literacy?

• Understand how different teaching methods impact the learning process, and how this works

• Understand how humans learn (Core Principles of Learning), and the factors that enhance (and inhibit) effective and efficient learning

• Ability to use these knowledge bases thoughtfully in the situated context (e.g., learning outcomes, learner profile, subject field and resource access)

Big Effect Sizes of methods on Student Attainment from Hattie’s meta-analysisNo. Influence Mean effect

size

2 FeedbackStudents getting feedback on their work from the teacher or from themselves (self-assessment or from peers or some other sources.Note: some feedback has more effect than others. For example, peer assessment is 0.63 and self-assessment is 0.54

0.81

3 Whole-class interactive teaching (direct instruction)A specific approach to active learning in class, which is highly teacher led, but very active for students. This involves summaries reviews and a range of active learning methods, including questioning

0.81

4 Strategy trainingExplicit teaching of subject-specific and general study and thinking skills, integrated into the curriculum

0.80

11 Cooperative learningSpecific teaching methods such as jigsaw that give students responsibility for learning and teaching each other

0.59

12 Challenging goals for studentsGiving students a summary in advance and a purpose for the learning

0.59

What does an Effect Size look like in terms of student attainment?

• As a baseline an effect size of 1.0 standard deviation is massive and is typically associated with:

• Advancing the learner’s achievement by one year• Improving the rate of learning by 50%• A two grade leap in GCSE grades

• NOTE: For students moving from one year to the next, the average effect size

across all students is 0.40. Hence, effect sizes above 0.40 are of particular interest.

Some important considerations about Effect SizesAs Hattie notes:

“…some effect sizes are ‘Russian dolls’ containing more than one strategy. For example, ‘Feedback’ requires that the student has been given a goal, and completed an activity for which the feedback is to be given; ‘whole-class interactive teaching’ is a strategy that includes ‘advance organisers’ and feedback and reviews” (p.62)

It is also important to balance effect size with level of difficulty of interventions. For example, providing ‘advance organizers’, which are summaries in advance of the teaching, has an effect size of 0.46, which is pretty average. However, they only take 3 minutes at the beginning of the lesson, and potentially offer almost a grade improvement in terms of student’s achievement.

Furthermore, the effect size depends on how effectively you implement the strategy, as you would expect

Core Principles of Learning

• The Core Principles of Learning that underpin highly effective teaching constitute a pedagogic framework from which teaching professionals can thoughtfully plan learning experiences from a more evidence-based perspective.

• The framework does not claim to be exhaustive or summative as new knowledge and insights will continually enhance our understanding of human learning and the implications for how we teach.

• However, from much validation in practice across a wide range of educational sectors and cultural contexts, I see them as contributing to a much needed Pedagogic Literacy.

Core Principle 1:Motivational strategies are incorporated into the design of learning experiences

Effect size: 0.48. However, this is a Russian Doll (Meta-principle) as it runs across a range of method uses

Instructional strategies must facilitate:• Meeting fundamental universal needs (e.g., Mastery, Autonomy,

Relatedness, Purpose)

• Making learning interesting for the particular learner group (e.g., meaningful, sufficiently challenging, differentiated)

• Reframing limiting beliefs (e.g., promote a Growth Mindset) where necessary

"People often say that motivation doesn't last. Well, neither does bathing - that's why we recommend it daily“

(Zig Zagler)

Core Principle 2: Learning goals, objectives and proficiency expectations are clearly visible to learners

Effect Sizes: Challenging Goals 0.56 (Hattie); Specifying Goals, 0.97 (Marzano)

Learning design must incorporate:• Clearly communicating goals, objectives and performance standards through real

world examples• Ensuring goals are challenging for the learner group (e.g., achievable with effort)• Explicit teaching of learning intentions and success criteria to ensure learners

understanding of what they look like, sound like and feel like

Core Principle 3: Learners prior knowledge is activated and connected to new learning

• Effect sizes: Improving student engagement through opportunities to respond, 0.60; Self-verbalization/self-questioning, 0.64; Remediation Feedback, 0.65

• Prior knowledge is the lens through which students will perceive and react to new information provided in a learning event.

• “All new knowledge gains its form and meaning through its connection with pre-existing knowledge and its influence on the organization and reorganization of prior knowledge” (Shulman 1991, p.10)

• Ausubel (1978) went as far as arguing that: “If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him (sic) accordingly”(p.163)

Core principle 4: Learning is enhanced through multiple methods and presentation modes that engage the range of senses

Another Russian Doll principle as it runs across a range of method uses

“…it is desirable to have multiple ways of teaching and there is no need to classify students into different

‘intelligences”

(Hattie, 2012, p.91)

“Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves”

(Chickering & Gamson, 1987, p.3)

Core Principal 5: Content is organized around key concepts and principles that are fundamental to understanding the structure of a subject

Effect sizes: Direct instruction, 0.59; Concept mapping, 0.60; Advanced organizers, 0.46

• Understanding involves making personal meaning – seeing relations between constructs and building new learning on old; moving from concrete to abstract – reliant on both acquiring knowledge bases and organizing them through good thinking

Knowledge is increasing exponentially and we maybe living in a rapidly changing volatile world – but our brains are the same as 10,000 years ago.Managing cognitive load is now becoming a so-called 21ist century skill.

Core Principle 6: Good thinking promotes the building of understanding

Effect size: Metacognitive strategies; 0.69; Creativity programmes, 0.65:Questioning, 4.1; Teaching learning strategies, 0.62; Teaching learning strategies,0.63

“The best thing we can do, from the point of view of the brain and learning,is to teach our learners how to think” (Jenson, 1996, p.163)

“Thought is the key to knowledge. Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking, assessed by thinking, and, most importantly, acquired by thinking” (Paul, 1993 vii)

Thinking is the cognitive process that builds Understanding

Core Principle 7: Learning Design utilizes the working of memory systems

Sensory MemorySight

HearingTouchSmellTaste

Sensory MemorySight

HearingTouchSmellTaste

WorkingMemoryExecutiveOrganizingFunction

Limited Capacity5-9 bits of

information

Long –TermMemory

ENVIRONMENT

Infinite CapacityForgetting

Integrating –Conscious,

Subconscious&

Unconscious

Core Principle 8: The development of expertise requires deliberate practice

Effect sizes: Spaced and mass practice, 0.71; Challenging goals, 0.52; Remediation feedback, 0.65; Mastery learning, 0.50

Deliberate Practice is characterized by several elements:– Activity specifically designed to improve performance, often with a teacher’s help– It can be repeated a lot (needs to be)– Feedback on results is continually available– Highly demanding mentally (whether a physical or mental task)– It isn’t much fun (in the main, but may be for some)

• Typically requires a teachers help – one who can see more objectively what needs to be improved and how

• Built around the principle of stretching the individual beyond existing performance level – relates to challenging but achievable goals (must be as clearly defined as possible)

“If the activities that lead to greatness were easy and fun, then everybody would do them, and they would not distinguish the best from the rest” (Colvin,

2008, p.72)

Core Principle 9: Assessment is integrated into the learning design to provide quality feedback

Effect sizes: Feedback between teachers and students, 0.75;Peer assessment, 0.63; Self-assessment, 0.54; Providing formative evaluation

to teachers, 0.90

Assessment is not separate from the instructional process but an integral part of it.

As Perkins (1992) suggests, once considered thoughtfully:

“Teaching, learning, and assessment merge into one seamless enterprise” (p.176)

Core principle 10: A Psychological Climate is created which is success orientated and fun

• Effect sizes: Teacher-student relationships, 0.72; Class environment, 0.56.

• Also, this is a Russian Doll, as it fosters the building of Rapport.

“Rapport is the ultimate tool for getting results with other people”(Robbins, 2001, p.231)

The importance of fostering the psychological climate has been fully documented by Jensen (1996):

“Learners in positive, joyful environments are likely to experience better learning, memory and feelings of self-esteem” (p.98)

Far from limiting the learning experience, humour is now seen to have many positive impacts, such as:

• Refreshing the brain

• Creating mental images that retain learning

• Reinforcing desired behaviour and makes classroom management easier

• Developing positive attitudes

• Promoting creativity

• Contributing to the enjoyment of teaching

Core Principles – How they workWhile each principle focuses attention on a key area relating to effective pedagogy, they are mutually supporting, interdependent and potentially highly synergetic.

As Stigler & Hiebert (1999) highlight:

‘‘Teaching is a system. It is not a loose mixture of individual features thrown together by the teacher. It works more like a machine, with the parts operating together and reinforcing one another, driving the vehicle forward’’ (p.75)

http://www.CDIO.org