Small Changes = Large Learning Gains - Pearson€¦ · their memory, they have to practice...
Transcript of Small Changes = Large Learning Gains - Pearson€¦ · their memory, they have to practice...
Tracie L. Miller-Nobles, CPABrenda Mattison, CMA
Innovations in Teaching SummitFebruary 17, 2017
Small Changes Large Learning Gains
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Introduction
• Small Teaching, James M. Lang (2016)• Foundation in learning science
• Brief (5-10 minute) classroom or online learning activities
• One-time interventions in a course• Small modifications in course design or
communications with students
• Require minimal preparation and grading
Knowledge
• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)
• Focus on• Retrieving• Predicting• Interleaving
Retrieving
• Retrieval effect – If you want students to retrieve knowledge from their memory, they have to practice retrieving knowledge from their memory (Lang, 2016)
• More times students practice, the more firmly it lodges in long-term memory• Force learners to recall learned information from their memory
• Roediger and Butler (2007) research on retrieval effect• Short answer test directly after lecture (47%)• Multiple choice test directly after lecture (36%)• Restudy some key fact at the end of lecture (36%)• Walked out the door with no additional activity (20%)
Retrieving
•“You don’t have to think too hard about how to give your students effective retrieval practice; you just have to do it” (Lang, 2016, p. 29).
Questions For Thought
• Group 1• Compare and contrast
realization of income with recognition of income. (DQ3)
• Brad purchased land for $45,000 this year. At year-end, Brad sold the land for $51,700 and paid a sales commission of $450. What effect does this transaction have on Brad’s gross income? (DQ21)
• Group 2• Describe in general how the cash method of
accounting differs from the accrual method of accounting. (DQ10)
• Janet is a cash-method calendar-year taxpayer. She received a check for services provided in the mail during the last week of December. However, rather than cash the heck, Janet decided to wait until January because she believes that her delay will cause the income to be realized and recognized next year. What would you tell her? Would it matter if she didn’t open the envelope? Would it matter if she refused to check her mail during the last week of December? Explain. (DQ11)
Reading Quiz• First 3–5 minutes of class or in MyAccountingLab before class• Based on content from pre-class assignment• Clicker system, MyAccountingLab, or paper• Use CRS PowerPoint slides
2. The taxable sales of Blue Inc. for the month of March are $100,000. The company collected an additional 5% sales tax. The journal entry to record the month’s cash sales would be:
a)
b)
c)
d)
Sales RevenueSales Tax Payable
CashSales RevenueSales Tax Payable
Cash
100,0005,000
105,00095,000
5,000100,000
CashSales Tax PayableSales Revenue
105,0005,000
100,000
CashSales Tax PayableSales Revenue
95,0005,000
95,000
Additional Suggestions• Most Important Concept of the Day
Knowledge
• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)
• Focus on• Retrieving• Predicting• Interleaving
Predicting
• When students make predictions about the content it increases their ability to understand that material and retrieve it later (Lang, 2016)
• Prepares the mind to seek connections in learning• Helps recognize gaps in knowledge
• Kornell, Jenson Hayes, and Bjork (2009) research on prediction• Predicting the answer to learning (even when the prediction is incorrect),
increased retention of learned materials
Predicting• “With prediction we move beyond the foundational act of
memorization into more complex cognitive territories” (Lang, 2016, p. 60).
Learning Catalytics
Dynamic Study Modules
Predicting• Important things to remember about predicting activities:
• Provide fast feedback• Encourage reflection
Knowledge
• If we want our students to analyze and think critically, they must have extensive factual knowledge (Willingham, 2014)
• Focus on• Retrieving• Predicting• Interleaving
Interleaving
• Massed learning vs. spaced learning• Massed learning – students focus on one skill until mastered (useful for short-
term learning)• Spaced learning – students space out their learning over time (useful for long-
term learning)
• Interleaving involves • Spacing out learning over time• Mixing learning with practice
Interleaving
• Rohrer and Taylor (2007) research• Immediately after: Massed learning success rate (89%) and Spaced learning
success rate (60%)• One week later: Massed learning success rate (20%) and Spaced learning
success rate (63%)
• It is important to use spaced learning so that students continuously return to the material they have already learned
NEW! Comprehensive ProblemsFinancial Accounting
Chapters 1-4 (6e,12e) Accounting cycle for service company
Chapters 5-6 (6e,12e) Accounting cycle for merchandise company
Chapters 7-9 (6e) / 8-10 (12e) Cash, receivables, and long-termassets transactions and analysis
Chapters 11-13 (6e) / 11,13-14 (12e) Payroll, other current liabilities, long-term liabilities, and stockholders’ equity transactions and analysis
Appendix B (6e) / Chapter 7 (12e) Special journals and subsidiary ledgers for merchandise company
Helps with long-term memory.
Helps eliminate
“silo” learning.
Comprehensive ProblemsManagerial Accounting
Chapters 16-20 (6e) / 18-21 (12e) Fundamental managerial accounting concepts:- Job order costing- Process costing- Cost management systems- Cost-volume-profit analysis
Chapters 22-24 (6e,12e) Planning and control decisions:- Master budget- Flexible budget- Variance analysis- Performance evaluation
Chapters 25-26 (6e,12e) Decision making:- Short-term business decisions- Capital budgeting
Helps make connections.
Provides opportunities for practice.
Cumulative exams
Cumulative homework
Spaced homework vs. Blocked homework
Class Date Chp. LO's POST-CLASS ASSIGNMENTS (Due before next class)
CompleteExercisesin MAL:
CompleteProblemsin MAL:
2 08/21/16 1 1-3 20, 21
3 08/23/16 4 41
4 08/26/16 5-6 43, 46
Students’ frustration
• Open each class session with posting a question related to previous content• Open or close class having students underline the three most important
principles from that day and then sharing with their neighbor (Weimer, 2015)
KnowledgeFocus on:
RetrievingPredictingInterleaving
Understanding
• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,
2016)• Focus on
• Connecting• Practicing• Self-Explaining
Connecting
• Novice learners tend to “absorb the knowledge from each lecture in a course without connecting the information to other lectures or recognizing themes that cut across the course” (Ambrose et al., 2010, p. 49)
• Morris et al. (1981) research• Learning occurs when the brain forms new networks or modifies existing ones• Students are able to place new information into an existing mental model
Framework forIn-Class Notes
ChapterOutlines• Available for
download in Instructor’s Resource Manual
WorkingPapers• Electronic
solutions• Start with
Solutions Manual in Word
• Select exercises for in-class use
• For student responses, change font to white
Concept Maps
NEW! Continuing Problem
End-of-Chapter Problem
NEW for Financial and Revised for Managerial
Helps with short-term
memory and recall.
Helps make connections.
Provides opportunities for practice.
Emphasizing Patterns
NEW! Tying It All TogetherChapter Opener In-Chapter Feature
End-of-Chapter
Case
Helps make real-world
connections.
Presents the bigger
picture.
Understanding
• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,
2016)• Focus on
• Connecting• Practicing• Self-Explaining
Practicing• “Whatever cognitive skills you are seeking to
instill in your students, and that you will be assessing for a grade, the students should have time to practice in class” (Lang, 2016, p. 117)
• The practice should closely as possible match the assessment. (Multiple choice = multiple choice, workout = workout, essay = essay)
Practicing
• Langer (2007) research• Mindful instruction group was rated as more competent and more creative
• And guided, mindful practice is better than non-guided practice. • Observe their practice• Provide feedback• Continue to monitor and make suggestions• Prevents students from mindlessly completing homework without thinking
about it.
Sequencing of Practice and Matching Assessment
• Pre-class assignment (MAL), in-class exercises (guided), post-class practice assignments (MAL), post-class graded assignments (MAL)
• In-class practice quiz, post-class graded quiz (MAL), DSM, in-class test
MyAccountingLab• Ask My Instructor
Providing Feedback Using MAL
Understanding
• Deepen students’ understanding• Improve the ability of students to analyze • Improve their own learning• Become mindful practitioners with a range of cognitive skills (Lang,
2016)• Focus on
• Connecting• Practicing• Self-Explaining
Self-Explaining
• “Learners benefit from explaining out loud (to themselves or others) what they are doing during the completion of a learning task.” (Lang, 2016, p. 138)
• Chi et al (1989) research• “Self explanations not only construct better problem-solving procedures, but
they also help students to understand the underlying principles more completely.” (p. 169)
Teach Yourself
Teach Your Neighbor
“Do You Have Questions?” Discussion Board
Teach Your Dog
Attention to Answering Students’ Questions
• Asking students “Why?”• Guided examples in class
UnderstandingFocus on:
ConnectingPracticingSelf-Explaining
• Brief (5-10 minute) classroom or online learning activities
• One-time interventions in a course• Small modifications in course design or
communications with students
• Require minimal preparation and grading
Reminders about Small Teaching
How will you be using your 10 minutes?Thank you!
Brenda Mattison, CMATri County Technical [email protected]
Tracie Miller-Nobles, CPAAustin Community [email protected]
References• Ambrose, S., Bridges, M., DiPietro, M., Lovette, M., & Norman, M. (2010). How learning works: 7 research
based principles for smart teaching. San Francisco, CA: Jossey-Bass.• Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students
study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.• Kornell, N., Jenson Hayes, M., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent
learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 989-998.• Lang, J. M. (2016). Small Teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-
Bass.• Langer, E. J. (1997). The power of mindful learning. Cambridge, MA: DaCapo.• Morris, P., Gruneberg, M., Sykes, R., & Merrick, A. (1981). Football knowledge and the acquisition of new
results. British Journal of Psychology, 72(4), 479-483.• Roediger III, H. L., & Butler, A. C. (2007). Testing improves long-term retention in a simulated classroom
setting. European Journal of Cognitive Psychology, 19, 514-527.• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional
Science, 35(6), 481-498.• Weimer, M. (2015, March 18). Using cumulative exams to help students revisit, review, and retain course
content. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/using-cumulative-exams-help-students-revisit-review-retain-course-content/
• Willingham, D. (2014). Why don’t students like school? A cognitive scientist answers questions about how the mid works and what it means for the classroom. San Francisco, CA: Jossey-Bass.