Learning by Doing: A “Sticky” Way for Students to Learn About Leadership
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Transcript of Learning by Doing: A “Sticky” Way for Students to Learn About Leadership
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Learning by Doing: A “Sticky” Way for Students to Learn About Leadership
Lucy A. Arendt & Robin Sronce
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The course: Seminar in Leadership The students:
Juniors and seniors, most studying management
Class size: 20-30 (smaller = better)
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Course learning outcomes Students will recall and understand the basic
philosophies, theories, concepts, techniques, and terminology of leadership.
Students will apply the practical tools and techniques of leadership to novel and concrete situations.
Students will have a well-informed and sophisticated understanding of the personal side of leadership, the leader as relationship builder, and the leader as social architect.
Students will communicate leadership concepts effectively through writing, speaking, and listening.
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The REALLY BIG learning outcome
Students will assess and develop their own leadership potential
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If we want students to assess and develop their own leadership potential, then maybe we need to turn over the running of the class … to our students!
For us, that means …
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NO Instructor-led lecture
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Instead:
Students lead and actively engage in provocative conversation and thoughtful feedback. Not just for part of the class Not as part of
a quick in-class exercise
Thoughts so far?
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SCARY?!
Maybe
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General perceptions of the class
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Key Point: Responsibility for learning shifts to students Course Participation
Discussion Leaders Discussion Participants Leader Feedback
Course Assignments Reading Response Papers Film Cases Final Project
Learning to BE a leader, rather than simply learning ABOUT leadership.
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Linking …
Theory and practice, practice and theory
Over and over Via discussion Via reading response
papers Via film cases Via final project
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What worked well?
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What would scare you about teaching this way?
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Key Point: Cautions for teachers Relinquish control
Fear material won’t be covered or incorrectly presented
Don’t step in Allow mistakes to be corrected by group
Meet with students individually before and after session Be task- and relation-oriented
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Cautions (cont.)
Give honest feedback Provide opportunity for growth
Create supportive atmosphere Class atmosphere – set the right tone on
the first day
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What could have been better?
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Key Point: Risks for students Leading peers
How do we support and make this successful?
Hearing feedback Prepare for and help receive +/-
feedback Giving feedback
Design opportunities for constructive feedback
Students relying on each other Demonstrate idea of reciprocity
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Would you recommend the course?
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Key Point: Outcomes for students Practice as leaders
Real experience Practice as participants
Recognize importance of active and engaged followership
Ownership of learning outcomes Hearing and adjusting to honest
feedback Giving honest feedback
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Best taught as seminar?
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Learning by doing …
It stick
s!
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Questions? Concerns?Are you ready to try this
approach with one of your classes?