Blueprint for Learning
Laurie Richlin (based on her book)
- This presentation was about Scholarship of Teaching and Learning
- This is about getting credit for what you do
- Want to capture what works and what doesn’t work
- “Can’t save by analysis what you bunged by design”
- First step: know your users
- both inside the classroom and out
- know how they’re going to use the class materials
- we need to be really thoughtful about each thing we do and how we include it
- The four essential elements are: instructor, students, environment, and content
- all four work together
- The instructor is the maximum and the limit of what you can do within the classroom (in terms of what they’re comfortable doing
- How you begin the experiential learning process is a personal style: some just get going & learn theory later, others want to observe, others learn, etc
- Kolb learning personality style
- Your students are probably much more hands on and less interested in theory
- From the audience: “you can’t teach process by just giving answers.”
- Think about what you can stand doing (even if it’s not your favorite method of teaching) that might reach a different type of student
- Described Perry’s research (which is very interesting work!)
- this research describes a process of change over time in the way students perceive professor and information (for local folks: I have a book on this in my office if anyone wants to read it)
- Also covered the research of Belenky, Clinchy, et al’s research (Perry’s left out women, Clinchy et al covered that)
- A scientist would never start an experiment without doing research to see if it’s been done before and if it has happened and what happened. Why do we teach this way?
- Teach in a scholarly way and you can share what you’ve learned in order to share information with others so they can teach more effectively
- No matter why you teach what you teach, it all comes down to it will lead to a better life
- marketing: does this sound interesting? would the course add to the value for the student?
- Time limits: we don’t have time to teach beyond the goals and objectives of the course
- Learning Objectives are what students do, something that can be evaluated
- Look at Rubistar: helps teachers create rubrics, federal money pays for it
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