CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding"JAN 30, 2007 Teaching Teaching & Understanding Understanding Claus

CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007

Teaching Teaching&

Understanding Understanding

Claus Brabrand, Ph.D.((( [email protected] )))

DAIMI, Dept. of Computer ScienceUniversity of Aarhus

Film: ((( http://www.daimi.au.dk/~brabrand/short-film/ )))

[ 3 ]CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding" JAN 30, 2007

Mini Seminar Outline (30/1)

Introduction: Why make the film?

Screening (19 min) Let's watch the film...

About the film: More information about the film?

Implementing Alignment: How to implement alignment (and course descriptions)

Discussion: Q'n'A and discussion: "The answer is Constructive Alignment" !?

1

2

3

4

5


Introduction

Why make the film ?

1


Why make the film...?

Attended 5-day intensive pedagogy course:

Sandbjerg, Southern Jutland J. Biggs


Tremendous Knowledge Gap

GAP

What the teachers know about teaching

What the researchers know about teaching


New perspective on my own teaching


Started giving seminars

Seminars:


...slowly turned into the film


Let's watch the film...2


About the film

More information about the film

3


Production

Manuscript (fall 2005 -- june 22, 2006) Casting Planning (incl. location-spotting) Filming (incl. audio, graphics, ...) Editing

manuscript (15-22/6)casting (29/6)

filming/audio/graphics (11-22/8)

rough editing (17-23/8)

planning/location-spotting (9-10/8)

june august september october

released (26/10)

biggs correction+epilogue (20/10)editing/intro/outro (24/8-8/9)

vacation


Post Production

Award/press Translation Subtitles and DVD Menu (incl. epilogue) Graphic cover design DVD printing

november december

award/press (13-17/11)

translation: 7 lang's (15-27/11)

menu/subtitles (21/11-8/12)

cover/disc design (22/11-8/12)

printing (11-21/12)

advertizing

january

vacation


University servers:teaching.mov 1680 views (online)teaching.m4v 964 views (online)

Google video:video.google.com 5138 views (online)

TOTAL*: 7782 views (online)

*) excl. local distribution, public screenings, ...

Statistics

Non-profit sales: 1551 DVDs...since its release: Dec. 21, '06

Online viewing

...as of (Jan. 28, '07)

DVDs


Award

"The Golden Ratio" award, 2006: Jury: Danish film and pedagogy experts

The production conveys substantial insights from the area of didactics (university studies in education). It is a basis for a discussion about three perspectives on higher education; the students' activities, the teachers' activities, and the subject matter to be taught and learned.

It is intended for teachers and students at higher educational institutions. It is an exemplary basis for reflection with good identificational opportunities for the target audience.

In about twenty minutes it manages to convey a complicated message in a very well-structured and thought-provoking way.

One of the mechanisms used is humour; another, images and graphics. It is not just a 'double portrayal', where images and spoken words elicit the same information in two different ways. On the contrary, sound, image, and graphic elements are brought together elegantly forming one united expression.

Statement from the award jury:


Languages Covered (on DVD)

English, French, Spanish, Portuguese,

Italian, German, and Danish.


Homepage


Interactive Version


Implementing Alignment4


The Million Dollar Question...

"The million-dollar question": “How do we make sure students learn what we

want them to” ?

Answer: “Alignment”:Clear learning objectivesObjectives Exam assessment Teaching form...and tell this to the students ('day one')


Definition: “Good Teaching”

Definition:

Good news: We now know how to do this:

Alignment!!! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage! Explicitly defined course objectives (as verbs)!

”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”

-- “Teaching for Quality Learning at University”, John Biggs, 2003


How to Implement Alignment

Process (making a course description):

1) Contemplate thoroughly:overall purpose of course;What should students learn?

2) Operationalize goals: as learning objectives (SOLO competences)

3a) Choose appropriate form of evaluation (wrt. learning obj.)

3b) Choose appropriate form of teaching (wrt. learning obj.)

alignment

can be difficult


'Contents' aslearning objectives ? What is the problem with contents

as learning objectives ?!?reason

theorize

describeanalyze

identifydescribe

Stud. C

Stud. A

Stud. B

analyzereason

analyzereason

Censor

Teacher

Even if we were to agree the on course objectives,

we now know that it is the exam that really counts

tacit knowledge

(not known by stud.)

agreement

Learning objectives?

To learn about: differentiation integration linear algebra complex numbers ...


'Understanding' as learning objectives ? Why not use understanding as a

learning objectives ?!?

The answer is simple:

differential equations ?!

Learning objectives?

To understand: differentiation integration linear algebra complex numbers ...

It cannot be evaluated(!)


'Competences' as learning objectives ! 'Competences' as learning objectives !

Evaluation = Have the student do something,and then evaluate the product and/or process

'SOLO' = Structure of the Observed Learning Outcome

Note: inherently operational (~ verbs)

Learning objectives !After the course, the student is expected to be able to:

apply method.. prove properties.. analyze ... ...

Note: 'understanding' is obviously a prerequisite (!)


'SOLO' Advantages

'SOLO' advantages: Developed specifically for research-based university education Converges on research (at SOLO 5)

SOLO 1 no understanding irrelevant information misses point ...

SOLO 2

SOLO 3

SOLO 4

SOLO 5

"pre-structural"

to identify to do procedure to recite ...

"uni-structural"

to classify to combine to enumerate ...

"multi-structural"

to relate to compare to analyze ...

"relational"

to generalize to hypothesize to theorize ...

"extended abstract"

dep

th(q

ual

itat

ive

leve

ls)

surf

ace

(qu

anti

tati

vele

vels

)


SOLO (verb list)

"extended abstract"

"relational"

"multi structural" &"uni structural"

to theorize to hypothesize to generalize to criticize (theory) to put into perspective

to apply theory (to 'near' problems) to reason (reach conclusion) to explain (årsag-virkning) to explain (ligheder-forskelle) to explain (styrker-svagheder)

to structure to combine to classify to collate to describe to perform procedure

to apply theory (to 'distant' problems) to predict to reflect to judge (scientific evidence) to discuss (scientific evidence)

SOLO 2+3

SOLO 4

SOLO 5

to analyze to argue to relate to compare to integrate

to paraphrase to recount to enumerate to name to identify to recite


Discussion...

The answer is 'Constructive Alignment' ?!?

5


BONUS SLIDES


Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

e.g.- memorize- describe

UNALIGNED COURSE

e.g.- memorize- describe

"Dealing with the test"


Teacher’sintention

Student’sactivity

Exam’sassessment


ALIGNED COURSE





Documents

CBS/LL, Copenhagen Claus Brabrand on "Teaching Teaching & Understanding Understanding"JAN 30, 2007 Teaching Teaching & Understanding Understanding Claus