TEACHING NAKED BOWEN 2012 Rebecca M Ghabour Ph

TEACHING NAKED (BOWEN, 2012) Rebecca M. Ghabour, Ph. D. Spring Faculty Development Day Workshop

SUCCESSFUL LEARNING (BROWN, ROEDIGER, & MCDANIEL, 2014) Concrete and personal. Knowledge is necessary, but not sufficient. Retrieval, self-testing, low stakes testing. Elaboration, examples. Abstraction, summary, change in thinking. Failure = opportunities for learning. Interleaving, spaced out practice.

TEACHING NAKED CYCLE (BOWEN, 2012) Personal entry point (email to prepare, Bb announcement, discussion opener). Content for first exposure (read/watch/do/discuss). Exam to evaluate (retrieval; linked to Bloom’s taxonomy; requires thinking). Writing to reflect (elaborate, contextualize). Class to challenge (failure, complicate). Cognitive Wrappers to self-regulate (abstract). e. Communication to reinforce (make connections, space out learning).

PERSONAL ENTRY POINT How many people like to cook? To travel? To listen or play music? How has technology changed the way to cook, travel, or listen to music over the last 10, 20, or 30 years?

CONTENT FOR FIRST EXPOSURE What technology do students have available to them today to help them learn/find information? Why should students attend your class when they can learn via MOOCS, google, You. Tube, etc?

EXAM TO EVALUATE The following are all true statements. Which are the best reasons for students to attend classes? A. There are opportunities for students to apply their knowledge. B. An expert is there to provide them with information. C. They can learn how to work well with others. D. They can learn how to think critically.

WRITING TO REFLECT Develop an instructional plan for a class that engages students in learning X. What are the learning goals/outcomes? What will you ask student to do to prepare for class? What will students do in class? How will you assess student learning? How will you end class?

CLASS TO CHALLENGE OK…now you only have an hour for class. OK…now you only have 2 students. OK…now it snowed and class is cancelled. OK…all your students on non-majors.

COGNITIVE WRAPPERS TO SELF‐‐‐REGULATE Reflect: How much thinking/discussing/participating did you do in this workshop? Compare: How much did you learn in this workshop compared to previous ones? How does what you did (thinking/discussing/participating) in this workshop compare to what you did in other workshops? Adjust: What will you do the same or differently next time?

ECOMMUNICATION TO REINFORCE Follow up email to reinforce learning.

REFERENCES Bowen, J. (2012). Teaching naked: How moving technology out of your classroom will improve student learning. San Francisco, CA: Jossey-Bass. Brown, P. C. , Roediger, H. L. , & Mc. Daniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.