Caring, huh?
My instructor for my independent study on teaching in higher ed has led me to the significant learning model of L. Dee Fink and his Significant Learning model. I like his model because it includes all the principles I think are important for our instruction.
Significant Learning Elements (Fink, 2003)
Notice how caring is such an important part of Fink’s model; I believe that part of caring about your students is using effective teaching methods and adding interest to your teaching. But do very many of those who teach adults really care about this?
I attended a workshop on campus on Friday about integrating different cultures into your higher education courses. There were 9 other folks there from various departments on campus. Because I was there, the conversations often moved over to effective teaching while integrating cultural considerations into your courses.
I was struck by the lack of knowledge in how to run an effective discussion during lecture time. I was also struck by how little they knew about teaching and learning and mixing-it-up with different teaching activities. They were especially resistant to using methods other than lecture, and they completely misunderstand using effective, group work for learning.
| Teaching Activities that Work Well | |
|---|---|
| Out-of-class activities | In-class activities |
| Read | Lecture |
| Do written homework | Class discussions |
| Make out-of-class observations | In-class writing |
| Work in study groups | Small group activities |
| Individual practice exercises | In-class presentations |
Team-based learning
Fink presents the use of team-based learning (Michaelsen, Knight, & Fink, 2004). Team-based learning is a technique where you use group work throughout your course. If you work it right and give the right kind of activities and assignments, you can transform your groups into teams where your students develop higher-order thinking. This can then allow for deeper understanding and learning. I use this teaching method when I am teaching standard, higher education courses; because computers are in the way and my technology education courses are normally only one day, I don’t use this method in my tech ed courses.
Team-Based Learning Sequence (Michaelsen et al., 2004)
In this strategy, you use small groups but you teach using a specific teaching sequence. This strategy requires that students read the related material on their own or they prepare using whatever teaching materials you provide. Having students prepare for learning before class allows them to get up to speed and ready to work together using their new knowledge.
I think it is then important to summarize information that students read within text and other resources. Your students need an expert perspective (the teacher) to orient and integrate information given to them. Often, my students are unable to integrate information on their own. To do this, I lecture a little or use some other in-class activity. Students then meet in groups during class (or online) to learn how to apply the new information through learning and application activities.
Then add a reflective component into their group work. I would do this by adding an assignment or activity allowing students to talk about readings, lecture topics, and other resources that can apply to the current activity. You might be surprised how easily students fall into this role; they like to talk so they can make getting the assignment done much easier. The real bonus to this method is that students gain a deeper understanding and others’ perspectives through this social learning and language (see Vygotsky).
You then assess students’ learning through either formal or informal assessments. In-class, group assignments can take this role.
In order for team learning to develop, you must use this method over and over again. Your students need to get to know and trust their team members. They can work off of each other’s strengths and weaknesses; this allows for “social learning” as team members talk and share their perspectives and knowledge.
I have found this teaching method to work so well that I wish I could use it all the time, but students need preparation and other learning activities. It is almost amazing just how well it works even with Moodle randomly creating the groups for me.
This team learning method works for my students because I require individual work despite working in groups. In other words, my students have to write up and turn in their own version of the assignment. This prevents the problem of slackers in group work, and this promotes individual learning while getting help from others. A win-win situation!
References
Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA: John-Wiley & Sons.
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning. Sterling, VA: Stylus Publishing, LLC.
