In my quest to approach learning the facilitation of learning with a beginner’s mind, I’ve been working my way through a series of articles and books about standards, goals, objectives, feedback, and other related topics. Most of my reading list has been generated from Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement (2nd Edition) by Ceri B. Dean, Elizabeth Ross Hubbell, and Howard Pitler. Now I am turning my attention toward motivation and what is needed to help students become intrinsically motivated to begin and continue learning. I have just started reading Motivation in Education: Theory, Research, and Applications by Dale Schunk, Judith Meece, and Paul Pintrich. I will also be delving into Kathryn Wentzel and Allan Wigfield’s Handbook of Motivation at School.
I’m teaching two sections of an instructional technology course for freshmen education majors. The course runs from now until May. I am hoping that all of the tweeting I am and will be doing will be useful for my students. I intend to explore each of the nine instructional strategies that are discussed in the book, Classroom Instruction That Works: Research-based Strategies For Increasing Student Achievement.
If my students can learn what the nine instructional strategies are and how to use them this semester, I’ll be a happy teacher.
I am still carefully crawling through John Hattie and Helen Timperley‘s (2007) article, the Power of Feedback and tweeting the nuggets of wisdom I find. I have found much to share as Hattie and Timperley’s article is extremely well-written and brimming with best practices. My intent is to mindfully absorb this research and apply the authors’ advice in my work with university students.
One of the first steps I’ll be taking is reviewing the goals and objectives for the course. I want to make sure that what I think the students should master is worthy of their time and attention. I thought I did a fair job of selecting and explaining learning goals when I revised my course over the summer. Even so, I think revisiting the course goals again will benefit my learners. I will be focusing on whether our proposed learning experiences offer specific and challenging goals.
I have diligently spent most of my evening poring over John Hattie and Helen Timperley‘s (2007) article, the Power of Feedback. This work is so absorbing that hours have passed and I haven’t even noticed. I saw a reference to their work in the first chapter of Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement (2nd Edition) by Ceri B. Dean, Elizabeth Ross Hubbell, and Howard Pitler. I was drawn to Hattie and Timperley’s research because I want give better feedback to the university students who kindly spend a semester in my Instructional Technology course.
One of the most powerful aspects of Hattie and Timperley’s article is the manner in which the authors present a framework for exploring feedback. I’ve recreated the diagram that appears in their work .
Central to my interest is how effective feedback answers 3 important questions for both teachers and students. When I begin helping the learners in my course make progress toward our class goals, I want to be sure that everyone is clear about the goals we are pursuing (Feed Up), how effectively we are making progress toward realizing those goals (Feed Back), and what we need to do to make better progress (Feed Forward). After reading this article, I intend to revisit the goals for my course.
It’s Open Education Week!
Stanford University’s Virtual Human Interaction Lab is developing a number of impressive virtual reality environments. From the looks of the lab’s work, some pretty realistic experiences are being created. I wish this kind of technology could be used to develop immersive learning experiences for students outside of the university setting. Imagine elementary, middle, and high school age learners experiencing a virtual visit to ancient Çatalhöyük, Egypt, Greece, and Rome or making a microscopic journey through the circulatory system.
A side note: As host Sumi Das toured the lab in the SmartPlanet video shown below, I noticed that an Xbox 360 Kinect sensor was part of the equipment that Prof. Bailenson and his crew are using. This makes wonder of if, after a number of iterations, this kind of technology can be made more accessible to others by way of off-the-shelf components.
- As mentioned in the Smart Planet video above, the University of Washington Seattle and U.W. Harborview Burn Center is doing some encouraging work with virtual reality pain reduction.
- The KeckCAVES at UC Davis is working on software designed to interact with three-dimensional data in real-time.
- The Virtual Reality Education Pathfinder (VREP) is an educational initiative and partnership between government, education, and industry that is committed to bringing a new kind of learning and teaching to schools across the country.