Teaching AccountingTeaching Accounting

Mississippi Society of CPAs Mississippi Society of CPAs Educators SymposiumEducators Symposium

October 29, 2010October 29, 2010Susan V. CrossonSusan V. Crosson

Santa Fe College, Gainesville, FLSanta Fe College, Gainesville, FLSusan.crosson@sfcollege.eduSusan.crosson@sfcollege.edu

Friday Morning Potpourri • Introductions and Welcome • Teaching Fundamentals including

VARK learning modalities, learning levels, and the teach/learn/assess process.

• TPI: Teaching Perspectives Inventory• Encouraging Learning with

Technology: YouTube, iPads, Smart pens, Tablet pc

• Tackling Teaching Together Discussions

• Pathways Commission: Charting a National Higher Education Strategy for the Next Generation of Accountants

Teach/Learn/Assess Fundamentals

Susan V. Crosson, Santa Fe College

The Traditional Knowledge Process

Read Book, Come to Class TEACHTEACH Deliver content…

Do Homework,

Participate LEARNLEARNActivities toGain Confidencein Knowledge…

Write Papers, Exams ASSESSASSESS

DemonstrateKnowledge

Breadthand Depth…

VARK Teaching/Learning Modalities How to make the teach-learn connection

http://www.vark-learn.com

I See…visual learnersI Hear…aural learnersI Touch…read/write learnersI Do…kinetic learnersMulti-modal

The Knowledge Process...now

Identify ResourcesIdentify Resources TEACHTEACH

Deliver Knowledge, Skills, Abilities, Attitudes, and Deliver Knowledge, Skills, Abilities, Attitudes, and Values...Values...

Create ActivitiesCreate ActivitiesLEARNLEARNActivities toActivities toGain ConfidenceGain Confidencein Knowledge...in Knowledge...

Assess OutcomesAssess OutcomesASSESSASSESS

Demonstrate Demonstrate KnowledgeKnowledge

BreadthBreadthand Depth…and Depth…

Teach: Identify ResourcesDeliver Knowledge, Skills, Abilities, Attitudes, and Values...

The Developmental Stages of Learning

Absolute knowing means a student has knowledge of the facts and can answer questions like how, what, where, and when.

(Bloom: Knowledge and Comprehension)

Transitional knowing means a student can apply the methods or knowledge to specified situations and can compare and

contrast methods. (Bloom: Application)

Independent knowing means a student uses the knowledge to form opinions in nonspecific situations and can answer the

question why. (Bloom: Analysis and Synthesis)

Contextual knowing means a student has integrated the knowledge into a broad context and is able to evaluate

perspectives to make reasoned decisions and policies using this knowledge. (Bloom: Evaluation)

Learning Intervention ActivitiesEvaluation

What IfSynthesis

WhyAnalysis

WhyApplication

HowComprehension

WhatKnowledge

WhatBloom’s Taxonomy

• Find a real company example of the topic and create a video

•Create a graphic merging all the chapter topics into one graphic

•Compare two visuals•Create a flowchart

•Excel template problems with solutions

•Identify most important part of a text graphics

•Create visuals•Crosswords•Matching

I See

•Peer review (face-to-face or over the phone) another student’s work

• One minute audio journal/blog summary of the chapter

•Audio podcast about a learning objective and why it is important

•Verbally compare answers with a student consultant

•Explain the review problem or a graphic to other students

•Create audio notes•Speak answers•Develop neumonics

I Hear

•Prepare a written critique of another student’s work•Develop a review exam to study for the test

•Merge student notes into one page recap of chapter•Write quiz questions

•Compare notes with two other students and merge into one improved version

• Create how-to directions for an exercise•Answer end of chapter assignments

•Create one page of most important points •Reading guides

•Write notes•Recap notes I Touch

•Write a better homework problem•Give data on a real company and ask group to write a problem•Interview a business person about topic

•Chapter Expert led discussion forums, posted notes, and potential exam questions

•QuickBooks problems•Field trips with feedback •Group practice exam

•Excel templates•Working papers•Group homework•Student solutions to old exams

• Never ending text multiple choice and TF

•Create flashcards•Content checklists I Do

Learning/Assessment Focused Questions

I

What?

II

How?

III

Why?

IV

What If?

Assess Learning OutcomesPre and post to measure successful learning

Absolute Knowing: What

Transitional Knowing: How

Independent Knowing: Why

Contextual Knowing: What If

I SEE

Teaching exhibit fill-in-the-blank

Online quizzes T/F, MC, Match Prior knowledge

probe

Problem exams Excel problems Quickbooks practice

set ASP practice set

Essay exam with visual

Create visual on how & why

Critique flowchart or process diagram

Video case Case presentation by video or

PowerPoint Web page using annual

reports and web resources

I HEAR

Group T/F, MC Oral prior

knowledge probe

GradeHwkSwap Group Exams G/L software teams Team solutions

Telephone tutor for chapter

Oral exam

Oral case presentation Performance review done

by teams of class project

I TOUCH

One sentence summaries

Homework quizzes

T/F, MC, Match Prior knowledge probe

Short answer exams Written Hwk. Written exams Excel problems Written practice set

Memo to prospective student

Chapter e-mail journals

Essay exam Reflective course

journal Discussion forum chapter

expert

Written portfolio Written case Written team project using

annual reports and web resources

I DO

T/F, MC, Match Online quizzes Prior knowledge

probe

Web page Create Excel

templates Volunteer exp. ASP project

RFP scenario Field trip critique Service learning

Internship Team project using

problem-based scenario

TeachLearnAssess Process Spiral

Learning Outcomes are statements that describe what students are

expected to know, think, and able to do by the time of graduation.

align with school’s mission statementprogram level

stated from student perspective3-5 intended learning outcomes ( a student will)

specificcan be measured by multiple methods

Course Design

TEACHING PERSPECTIVE INVENTORY

WWW.TEACHINGPERSPECTIVES.COM

JOHN COLLINS, PHDDAN PRATT, PHD

RECONFIRM OR CHECK FOR CHANGE

The TPI can be taken again to see changes and “improvements”

Go to www.teachingperspectives.com if you wish to take the assessment again

Encouraging Learning with

Technology

Susan Crosson

Susan.crosson@sfcollege.edu

Why I got involved with Technology

To create a learning process as individual as each student requires to master the course content and actively apply with confidence what's learned.

Google me

Susan.crosson@sfcollege.edu

YouTube site:http://www.youtube.com/SusanCrosson

Financial Accounting playlists:http://dept.sfcollege.edu/business/susan.crosson/Fall%202007/Flip%20Videos%20Fall%202007/FA%20Videos.htm

Managerial Accounting playlist: http://dept.sfcollege.edu/business/susan.crosson/Fall%202007/YouTube.htm

HELP

Question:

How do you currently use technology?

Video…..Consider the possibilities

Record and playback classes

Chapter overviews—highlight favorite pages or LOs (learning objectives)

End-of-chapter coaching of review problem to model problem solving process

Explanations of textbook visuals, i.e., exhibits, figures

Student created using cell phones & YouTube i.e., interview experts, FAQs

Pecha Kucha-a structured voice over powerpoint slide presentation limited to a 20 second format per slide for no more than 20 slides. Use instead of term paper or for chapter expert. Forces students to focus.

Learning Interventions for Student Learning Outcomes (accreditation documentation)

I see and hear, therefore I learn

Create Videos using Camera or Cell phone

Create Videos with a Smart Pen

LiveScribe Help

Tablet pc and iPad

PowerPoints with Voiceovers

Narrated PowerPoint Presentations

Camtasia produced Videos

Sponsored by the American Accounting Association (AAA) and the American Institute of CPAs (AICPA)

(Fill in Organization and Date)

Send your input via the Pathways Commission space:

http://pathwayscommission.org Or send your input to Bruce Behn (

bbehn@utk.edu)

Pathways Commission (AAA and AICPA) 30