Category: Leave a path

The final piece of this module was a two-page written assignment exploring Pratt and Collins (2000-2020) Teaching Perspectives Inventory (TPI). I was able to determine that my dominant perspectives are Developmental and Apprenticeship, my fall back perspectives are Transmission and Nurturing, and my recessive perspective is Social Reform (Pratt & Collins, 2000-2020). However, given that my current teaching practice is not the traditional classroom/semester model, I found Pratt and Collins explanations of the perspectives limited and I turned to Bates (2015) work on teaching, specifically explanations of campus-focused and online-focused teaching to deepen my understanding.

Tony Bates has written a creative commons licensed text on teaching in online and digital environments for University professors. In Chapter 3, Bates considers teaching methods currently used in campus-based environments and illustrates the five teaching perspectives from Pratt and Collins using examples, historical references and analysis. Using terms like “learning by listening” (p. 84),”learning by talking” (p. 91), “learning by doing” (p.95), and “learning by feeling,” Bates (2015) expanded my understanding of the different perspectives and what they can offer when reflecting on teaching and learning.

In particular, I gained at better understanding of the Nurturing and Social Reform perspectives, the two areas that I had the lowest scores in on the TPI. The Nurturing summary from Pratt and Collins discussed developing self-esteem and enhancing effort in a safe environment. On the surface, I had some objection to this idea, not because I want students to be in an unsafe environment or not to have good self-esteem but rather that at the college level, results matter, not just effort, and learning can be uncomfortable and frustrating. It seems like Nurturing was being too nice or feeling sorry for students. Through Bates, I understood Nurturing to be empathizing with the learner. encouraging learning with appropriate supports; a perspective where the teacher takes the role of a critical friend (Costa & Kallick, 1993).

The Social Reform perspective seemed to put the teacher in the role of knowing all that is good and right for society and molding students into that image. I see a danger in this if the teacher is not able to be open to learners’ value and viewpoints. There are aspects of this perspective in college level education with the emphasis on developing well rounded citizens in addition to proving vocational outcomes. Through Bates, I drew a parallel between Social Reform and collectivism.

I have more thinking, reading, talking, and feeling to do about the Nurturing and Social Reform to sort out what benefits these could bring to my teaching rather than to continue to reject them out of hand.

References

Bates, A. W. (2015) Teaching in a digital age: Guidelines for designing teaching and learning [Electronic version]. Vancouver BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Costa, A. L. & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51,(2), 49 – 51. Retrieved from http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Through-the-Lens-of-a-Critical-Friend.aspx

Pratt, D. D. & Collins, J. B. (2000-2020). Teaching perspective inventory. Retrieved from http://www.teachingperspectives.com/tpi/

Featured image: Photo by Carli Jeen on Unsplash

So, how do I know if I am connecting and motivating my students. THRIVES, the course I am using as a focus for these reflections, is a course in our LMS designed to introduce students to the culture of the college and present a model of successful student skills, behaviours and attitudes that new student can follow. Given that THRIVES is a non-mandatory course and, unfortunately at the moment, has little opportunity for student to instructor communication and no opportunity for student to student interaction, I have had to turn to other indicators to judge rates of engagement.

First, a little background on how we set up the course. In order to ensure the materials and design were learner-focused, we used Fink’s Intergrated Course Design model. In particular, examining the situational factors of the course lead to design changes. Considering the context of our teaching and learning situation and the nature of our subject along with the characteristics of our learner and of our teacher forced us to debate how to address the challenges we knew would be part of this project. This lead to a careful consideration on how we would introduce the course to students and how we would communicate with students during the course, the adaptation of an OER textbook, the use of video lectures and the addition of H5P interactive learning elements. I use we for the development as I still had collegues to work with by the time the pilot began, I was alone in the implementation with the exception of my Director.

During the Spring 2019 semester, I piloted THRIVES with approximately 1,000 1st semester students. I planned two emails to introduce and explain THRIVES and designated Thursdays for THRIVES for weekly announcements. In addition to the instructor email within the course, I mentioned our THRIVES email in every communication. One way I could check student reaction was to monitor these emails. Based on the questions received, I did two more emails to all students to clarify our purpose for enrolling students into THRIVES and clear common confusion.

Using Blackboard Course Activity reports, I was able to check the activity rates of my students and the amount of time students were engaging with the THRIVES material. At the end of the pilot, 80% of students had logged into and viewed something in THRIVES. I also used the Gradebook to determine the last date students had access THRIVES and the number of quizzes they attempted. Early in the semester, student activity rates were high but quiz completion was almost non-existant. I added an icon to all the quizzes and emailed directions with the icon to the students. I had included interactive self-check learning objects using H5P and I believe that some students thought those activites were the quizzes for the modules. After this email, quiz completion increased. At the end of the semester, 22% of active students had completed quizzes.

Using the course reports, I was also able to track the day and time that students were access the modules. My Thursday for THRIVES announcements were driving activity as Thurdsay and Friday became the most common days for THRIVES activity. These announcements highlighted part of THRIVES and also used messaging that promoted our expectations of students. These expectations included go to class, get involved, take responsibility, learn independently and embrace diversity. My thought was that even if all students saw of THRIVES were the announcements, they would receive reenforcement our college values.

For the Fall 2019 semester, I also moved all the THRIVES videos to a YouTube channel that I monitor and that allows for tracking of views. This is another way I can track how student are using the different elements of the course. I also set up individual page tracking within the modules and other course content areas for college polices and guides so check their usage.

While the lack of student to instructor and student to student interaction is not idea, it is the best I can do at this time. I am running nine sections of THRIVES with over 6,000 enrolled students for the Fall semester. I would not be able to cope without a lot more support. I may be techically running my very own MOOC.

Reference

Fink, L. D. (2005). IDEA Paper #42: Intergrated Course Design. Manhattan, KS: The IDEA Centre. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/Idea_Paper_42.pdf

For more on using Fink’s Intergrated Course Design, see Integrated Course Design to Improve Student Learning from Northern Illinois University.

Featured image: St. Clair College, 2019

Who’s your model?

Think back to a teacher you admire and consider their motivational, interpersonal and intellectual skills. I know what I am supposed to say – good teachers motivate their learners, have highly rated interpersonal skills and are content experts. This question is leading to a recognition that teaching is more than just an expert who imparts facts and walks out of the room. However, my favorite teachers were a pair of kinda grumpy old men.

My favorite teachers were not what you would call “highly motivational” in a cheerleader or coach kind of way. They had high expectations of their students and were enthusiastic about their subjects. You could tell that they thought what they had to teach was important and were able to articulate why I, as a student, would want to know this. And at the same time, there was an expectation that I would either choose to motivate myself to do the work to learn it, or I wouldn’t. If I did, they would be there to help me when I stumbled; if I didn’t, well good luck with that.

My favorite teachers were not what you would call “highly personable” and perhaps even a bit unapproachable. They were not kind, grandfatherly figures ready with a sympathetic ear. They were more no nonsense, tell me what you need and please, no tears dudes who would respond to a rational explanation but were not going to feel sorry for you or let you waste their time.

My favorite teachers were content experts and the courses they taught were tough ones. They were certainly intelligent and had a dry sense of humor that many of my fellow students did not get. But I do see a difference from the “sage on the stage” model in that they also cared about their ability to teach; to make their content understandable with out watering it down; to be fair, clear and reasonable in their application of grades and class rules; and to provide authentic opportunities for students to demonstrate their knowledge and skills.

It is worth reviewing what motivational, interpersonal and intellectual skills you bring to your teaching beyond your content expertise because simply being an expert or even someone who learned at a high content level does not make you an effective teacher. I am glad I had my grumpy old man teachers and while I don’t have to be one, I can still learn from their example.

Featured image: Photo by Cristina Gottardi on Unsplash