Implementing Deliberate-Practice Activities

AY 2016-2017 “Implementing Deliberate Practices for Academic Performance”

Meetings' Outcomes

Through this Teaching Academy experience, you should be able to …

  • Identify a deliberate practice activity aligned to disciplined learning priorities
  • Design outcomes-based instructional activities
  • Select or create pedagogies that facilitate student development of significant concepts and skills
  • Assess student work or experiences to advance their learning
  • Describe how student learning informs teaching

(1)

September Meeting

1st meeting Outcomes:

  • Discuss some trends from Fall 2015 New Student Survey
  • Identify the relationship between motivation and deliberate practice
  • Familiarize with the certificate program on "Deliberate Practice for Academic Performance"

PowerPoint Slides: Deliberate Practice for Academic Performance

Center for Engaged Teaching and Learninghttp://crte.ucmerced.edu/who_our_students_are

Institutional Research and Decision Supporthttp://irds.ucmerced.edu/default.htm

To prepare for the October meeting, complete the reading and activity below:

  1. Chickering A. and Gamson Z. (1987) Seven Principles for Good Practice in Undergraduate Education American Association for Higher Education Bulletin, p3-7.
  2. Faculty will produce  a list of good practices from the student perspective

(2)

October Meeting

2nd Meeting Outcome:

  • Assess group work as a practice that facilitates student development of concepts and skills
  • Identify principles for good practices from the student perspective in your discipline
  • Contribute to each others' comments with ideas, sources, and questions.

Session Slides: Deliberate Practices: Group work in small and large classes 

To prepare for the November session,

1) Please read the following article and identify what seems to support learning:

Plant, E., Ericsson K., Hill L., et al. (2005) Why study time does not predict grade point average across college students. Implications of deliberate practice for academic performance. Contemporary Educational Psychology.

2) What are the deliberate practices, habits of the mind, processes which are successful in your discipline?

3) Interested in filling out the inventory for a course you teach and gauge your extent of use of research-based teaching practices (ETP)?Complete this survey with the CWSEI Teaching Practices Inventory by November 1st, and I'll bring the group results for discussion during the meeting.

Here is a PDF copy if you'd like to share with others: CWSEI Teaching Practices Inventory. Also for more information about the inventory click here.

(3)

November Meeting

3rd Meeting Outcomes:

  •  Discuss practices that support learning from the article
  •  Explain practices that are successful in your discipline based on the Teaching Practices Inventory survey results.

Book introduction: Engaging in the Scholarship of Teaching and Learning (one-on-one meetings with faculty)

In preparation for the December Meeting, address the first two activities:

  1. Do a literature search and provide context
  2. Design: Propose a solution or intervention 
  3. Select a deliberate practice / practice that you’d like to explore in your classroom.
  4. Assessment: A process to produce evidence and outcomes 

(4)

December Meeting

4th Meeting Outcome:

1.      Apply feedback received on the deliberate practice-activity project presented

2.      Discuss classroom assessment techniques to produce evidence for your project

3.      Explain practices that are successful in your courses/discipline based on the Teaching Practices Inventory survey results

Assignment:

Complete the required mid-progress report by responding to the questions below (Criteria) and submit to Adriana and James by December 15th. 

•What is the issue you are trying to address? Provide context
•What does research say about that issue?
•What intervention would you like to  implement?
What is the project design to collect evidence of student learning?
 

(5)

February Meeting

5th meeting Outcomes:

  • Identify key characteristics of the scholarship of teaching and learning (SoTL).
  • Engage in the ongoing developing SoTL cycle

Pre-reading assignment: Literature Review Section pp. 34-35

Agenda:

"Key Characteristics of SoTL:" http://blogs.elon.edu/issotl13/an-introduction-to-the-scholarship-of-teaching-and-learning/what-is-sotl-foundations-and-key-characteristics/

Slides: SoTL Steps 1&2

Sara Davidson Squibb, Head, User Communication and Instruction from the Library sent us a link to a page that she created with resources for the Literature Review. The page is in our Faculty Academy website under Certificate: Library Guide

Handout: Seven Steps to SoTL

New Student Survey Results on Challenges and Successes

(6)

March Meeting

  • Identify key characteristics of the Project Design Steps
  • Engage in the ongoing developing SoTL cycle

Pre-reading assignment: Project Design Section pp. 45-85

Slides: SoTL Steps 3, 4, &5

Ross Avilla, a Psychology faculty, consulted with colleagues and shared some resources with us during the meeting. Here are Ross's presentation slides: Primer on Conducting Research.

(7)

April Meeting

  • Outline necessary steps for presenting and publishing your results

Pre-reading assignment: Presenting and publishing your results Section pp.105-117

Tomorrow's Professor 1554 posting: Mixed-Methods Research -  Depending on the goals of a research study – as well as its guiding research questions – one type of data alone may not tell the complete picture or adequately answer the research questions. Using both types of data in a single research study provides depth as well as breadth.

IRB Office staff members: Danielle Dai 'Re and Leslie Texeira will share resources with faculty during the meeting. Slides - UCM consent form - FERPA Consent Form - Research vs Assessment Guide

Designing and Administering surveys: slides and tips and advice handout.

(8)

May Meeting

Ross Avila will join us again to discuss the data collected for our research study.

Pre-meeting assignment: 1) Bring the first SoTL 5 steps template completed and 2) Bring the data collected and your questions to the meeting.

Opportunities for presenting your SoTL.

Certificate program assessment: What helped your research idea development? What would you like to see done differently? 

 

 

Resources:

Glossary of theme related terminology:

Adaptive learning

Adaptive motivational beliefs

Best practices

Deliberate practice: A regimen of effortful activities designed to optimize improvement. The most cited condition concerns the subjects' motivation to attend to the task and exert effort to improve their performance. In addition, the design of the task should take into account the preexisting knowledge of the learners so that the task can be correctly understood after a brief period of instruction. The subjects should receive immediate informative feedback and knowledge of results of their performance, The subjects should repeatedly perform the same or similar tasks.

Domains of expertise

Engagement

Informative feedback/ educative feedback

Metacognition

Motivation (intrinsic and extrinsic)

Observable indicators

Pedagogy

Predictors of grades

Self-determination theory

Self-efficacy: Psychologist Albert Bandura defines self-efficacy as "one's belief in one's ability to succeed in specific situations or accomplish a task."  Self-efficacy plays a major role in how one approaches goals, tasks, and challenges, including academic challenges. High self-efficacy individuals are more likely to set loftier goals for themselves, be more committed to their goals, and persevere than low self-efficacy individuals (Redmond, 2010).  These behaviors are directly related to the eight qualities On Course identifies with student success; however, many of our students come to college with tattered levels of self-efficacy as learners. 

Self-regulated practice/ learning

Skill acquisition

Other terms which you might encounter useful for discussion:

 

References: 

 

If you would like to do a research search, follow this string/ strategy:

Possible Search:

"deliberate practice" and ("academic performance" or "academic achievement" or "grade point average" or "educational success” or learning)

Suggested Databases

Education Source http://uclibs.org/PID/37518

Education: A SAGE Full-Text Collections http://online.sagepub.com/collection.dtl?coll=EDUC

ERIC  http://uclibs.org/PID/16252

Web of Science  http://uclibs.org/PID/12610

*This default to a Most Recent sort, so I recommend changing it on the results page to a Relevance sort.