Transforming Training for Peer Leaders Using Brain Based Learning

Transcription

1 Transforming Training for Peer Leaders Using Brain Based Learning Heather Porter, M.Ed. College Reading & Learning Association Conference November 6-9, 2013

2 Learning Outcomes As a result of participating in today s session, attendees will: Understand principles of brain based learning. Identify pedagogies/strategies that promote said learning. Describe the connection between brain based learning theory and peer leader tutoring programs. Devise new strategies to train and create resources for peer leaders.

3 Salisbury University Four-year, public institution within the University System of Maryland 2013 Undergraduate Enrollment: 8,004 13% out-of-state students Increasing transfer population 16:1 Faculty Student Ratio First-Year Enrollment: 2,250+ Center for Student Achievement began in 2009 Supplemental Instruction piloted in 2009 Tutoring, Academic Coaching, Academic Intervention, Academic Advising for Still-Deciding Students

4 SI Program Program History Course Sections Supported Students Offered SI Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring Fall ,453 1,388 1,756 2,334 2,904 Spring 2013 SI Summary SI Group: 5 Session Visits Graded Student Enrollment Students Attending 1 Session Mean Final Course Grade ( 1 Session) Students Attending SI Mean Final Grade Non-SI Mean Final Course Grade SI Group DFW Rate Non-SI Group DFW Rate Total Semester Visits 2,334 1,152 (49%) (20%) % 30% 6,677

5 BRAIN-BASED LEARNING 1. What is it? 2. Why is it relevant to peer leader programs? 3. How we do use it? TED Talk: _to_spark_learning.html

6 What is Brain-Based Learning? -A comprehensive approach to instruction based on how current research in neuroscience suggests our brain learns naturally. -Peaked during the 1990s and is continually developed to include educational concepts such as: -learning styles -mastery learning -multiple intelligences -cooperative learning -experiential learning -problem-based learning

7 Brain/Mind Learning Principles

8 Key Themes of Brain-Based Learning -Learning should be student-centered. -Knowledge retention is directly proportional to the model or method used. -Lecture: 5-10% -Active discussion/practice: 85-90% Do something memorable!

9 Relevance to Peer Leader Programs Objectives of Programs: -Enhance students learning and academic success -Develop students abilities to be independent learners -Support students knowledge acquisition/competencies Student Learning Outcomes: -Discuss and demonstrate course concepts -Develop and apply strategies and skills -Integrate course concepts Our Focus: -Student feedback

10 -The brain/mind is social. -Collaborative Learning -Learning is developmental. -Bloom s Taxonomy Brain-Based Topics for Peer Leader Training -Complex learning is enhanced by challenge and inhibited by helplessness. -Self-Regulated Learning

11 The brain/mind is social. Collaborative Learning: Umbrella term for a variety of educational methods involving joint intellectual effort by students, or students and teachers together. "Tell me and I forget. Teach me and I remember. Involve me and I learn." - Benjamin Franklin

12 Collaborative Learning 4 Principle Assumptions of Student Learning: Learning is an active, constructive process. Learning depends on well-developed contexts. Learners are diverse. Learning is inherently social.

13 CL Application to Peer Leaders Characteristics in action: -Peer-to-peer interaction -Students work together in pairs or small groups -Mutual expectation that participants will learn together -Activities & discussion are utilized to engage participants

14 Learning is developmental. Bloom s Taxonomy of Learning Domains (revised) An order of intellectual behaviors linked to goals of the learning process, developed in 1956 within educational psychology. Conceptual framework incorporating: -Critical thinking -Skills and actions -Outcome-based planning

15 Bloom s Taxonomy (revised)

16 Bloom s Application to Peer Leaders Bloom s research found that 95% of all test questions required only lower level thinking 1990 study-peers performed better on exams with higher level thinking Working smarter..not harder mentality

17 Complex learning is enhanced by challenge and inhibited by helplessness. Self-Regulated Learning (SRL) Learning that occurs from the influence of students self-generated thoughts, feelings, strategies and behaviors, which are oriented toward the attainment of goals. (Shunck & Zimmerman, 1998) Three Capacities of SRL: -Affective -Cognitive -Self-Efficacy

18 Self-Regulated Learning Three Assumptions: 1. Learners are active participants in their own learning process. 2. Learners can monitor, control, and regulate certain aspects of their own cognition, motivation, and behavior. 3. There is some criterion or standard (goals) against which the learner evaluates self.

19 Characteristics of Students Using SRL Set goals for learning Concentrate on instruction Use effective strategies to organize ideas Hold positive beliefs about one s capabilities Value learning Create effective work environments Use resources effectively Manage time effectively Evaluate attributions for successes and failures

20 Self-Regulated Learning Five Skill Components for Students to Develop & Employ: 1. Goal Oriented Study 2. Active Study 3. Meaningful & Memorable Study 4. Explain to Understand 5. Self-Monitor Study

21 SRL Application to Peer Leaders SRL learners More engaged in learning Perform better on academic tests and other measurements Higher levels of self-efficacy Higher levels of motivation Transferable skills!

22 HOW CAN WE INCORPORATE THESE PEDAGOGIES/STRATEGIES INTO OUR PROGRAMS?

23 Implementation Areas Peer Leader Trainings -Knowledge -Skill Development -Modeling & Practice Resource Development -Session Activities & Techniques -Follow-up Feedback Order of Trainings: 1.Collaborative Learning 2.Bloom s Taxonomy 3.Self-Regulated Learning

24 Trainings & Resources Collaborative Learning: -Training: -Activity to demonstrate working together -Reflection on learning environments -Active practice with creating session plans -Resources: -CL resource binder -Redesign of session plans -Techniques for facilitating & scaffolding CL activities

25 Trainings & Resources Bloom s Taxonomy: -Training: -Videos -Modeling Bloom s hierarchy -Active practice -Resources: -Bloom s Taxonomy Question Stems -CL resource binder -Observations

26 Trainings & Resources Self-Regulated Learning: -Training: -Article -Reflection -Active Practice -Resources: -GAMES self-assessment tool for students -Redesign of session plans -CL resource binder

27 Training Considerations Peer leaders knowledge levels are varied. Program type & needs should be considered. Peer leaders need modeling and guided adoption. Students must shift paradigms for learning process.

28 QUESTIONS? Heather Porter, M.Ed. Assistant Director Center for Student Achievement Salisbury University

29 Caine, G., Nummela-Caine, R., & Crowell, S. (1999) Mindshifts: A Brain-Based Process edition. Tucson, AZ: Zephyr Press. References for Restructuring Schools and Renewing Education, 2nd Caine, G., Nummela-Caine, (1997) Education on the edge of possibility. Alexandria, VA: ASCD-- Association for Supervision and Curriculum Development. D'Arcangelo, M. (2000). How does the brain develop? A conversation with Steven Peterson. Educational Leadership, 58(3), Duckworth, K., Ackerman, R., MacGregor, Al, Salter, E., & Vorhaus, J. (2009). Self-regulated learning: A literature review. Centre for Research on the Wider Benefits of Learning, London, England Jensen, E. (1998) Teaching with the Brain in Mind. Alexandria, VA: ASCD--Association for Supervision and Curriculum Development. Jensen, E. (2000) Brain-Based Learning. San Diego: Brain Store Incorporated. Jensen, E. & Johnson, G. (1994) The Learning Brain. San Diego: Brain Store Incorporated. Hurley, M., Jacobs, G., & Gilbert, M. (2006). The basic SI model. New Directions for Teaching and Learning, 106, North Idaho College (n.d.). Effective questioning, active listening, and attentive silence. Owen Wilson, L. (n.d.) Overview of Brain-based education. Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp ). San Diego, CA: Academic Press. Smith, B.L., & MacGregor, J.T. (1992). What is collaborative learning?. Washington Center for Improving the Quality of Undergraduate Education. Sousa, D. (2006, 2011) How the brain learns. Thousand Oaks, CA. Corwin Press. Stone, M.E., & Jacobs, G. (Eds.) (2008). Supplemental instruction: Improving first-year student success in high-risk courses (Monograph No. 7, 3 rd ed.). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. Tinto, V. (n.d.). Taking student retention seriously: Rethinking the first year of college. Pell Institute for the Study of Opportunity in Higher Education. University of Texas Teaching Resource Center, n.d. Collaborative learning structures and techniques. Zimmeman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press.