While we teach, we learn. : September 2016

Teaching students to think like experts requires explicit and systematic language structures. It requires purposeful teacher talk and demonstrations so that learners can observe and acquire not only understanding, but also schematic processes for retaining and recalling information. We shape learners by shaping the way they access information. Most often, we lecture content information and speak to students, but the most effective educators realize that learning requires metacognitive rehearsals. Metacognition can be defined as awareness of one's thoughts, thinking about thinking, and reflection while learning. In order to guide students, professors must plan the path toward understanding. When making decisions about specific information to present in a lecture or assignment, also consider strategic rehearsal to structure the learning process and ultimately the outcomes.

Here are a three recommendations for using rehearsal strategies during lectures:

Building Language to Build Understanding: Share information visually, perhaps using a power point, but instead of having student zone out while copying the information, ask them to read the power point silently first. Then, ask them to identify important information in the content and list that information in their notes. Ask them to share quickly that information with a peer. Then, lecture briefly to explain the information. Finally, ask them to summarize orally or in their notes the concept.

Benefits of this Method: College students have spent years thinking they know how to learn, but in reality they know how to copy notes from visual displays. In order to have them think about a concept rather than copying a concept, break up the visual information with a rehearsal task to begin to build specific and relevant concepts (main ideas and details) through explicit and important language terms. Vocabulary acquisition is the first step in learning to think and speak like an expert.

Building Shared Understanding Using Peers Perspectives: I triangulate understanding during a lecture or presentation. I am a researcher at heart and I know that I must gather data and assess its impact. During a lecture I routinely take breaks to ask: What did you hear me say? I look for students at different levels of achievement, below, on and above benchmark. I ask each of them to recall the content. In this way, I am gaining two pieces of information, how do different levels of students understand the information, and how can I help students recognize what their peers know. As educators, we know that students learn from each other, and in this approach, that explicit shared understanding is immediate and does not require a separate lesson or presentation.

Benefits of this Method: Building Shared Understanding has been so successful in my classroom that students have begun to use it during their presentations. They recognize that engagement in a concept is a significant factor in gaining understanding. Interaction with the content from more than one perspective is one way to think deeply.

Building Memory of Learning Experience: I like to call this: What did you see me do? In another approach to fostering understanding, I often model a task with no language (yes, no talking, just doing). I use a visual tool, like the Elmo, to project the materials as I share the step-by-step process. Students simply observe. After demonstrating one part of the overall task, I ask students to describe my process. In this way, they are relying on their visual memory to build their language understanding. I ask them to write out the steps as they observed. I also ask them to summarize in their notes the experience.

Benefits of this Method: Building a memory of a learning experience has been so successful, that I have started to ask on exams how students remember information and they often report specific classroom lessons. I also remind students that Building a Memory is a way to provide an example of an expectation. This prompts them to think about course evaluations in which they rate my use of examples. Too often students think examples must be their peers' work, but who better than you the expert to share the example. Explicitness in your actions is one way to show your expertise so that students can replicate expert thoughts and actions.

Check out more information on metacognition with a higher education focus.

There are a number of factors that shape a pedagogical perspective. Professors are researchers, educators, and ultimately pedagogical philosophers who test their teaching and learning theories in and out of the classroom. We rely on experts to guide our academic choices, our methods for enhancing instructional practices and learning outcomes. We find what works and reuse those techniques, but the truly innovative educator is always exploring and searching for new approaches. Yet, the reality of finding time to investigate and implement new methods often takes a back seat to other faculty responsibilities.

Here is an idea to help balance the need to be a highly effective educator with the time it takes to adapt instructional initiatives. Follow at least one blog relating to effective teaching in higher education. Become inspired by peers who are investigating options for engaging learners, for assessing content in meaningful ways, and for inspiring students to be life long learners. Consider adding some or all of these links daily, weekly, or monthly viewing. Above all, consider adding to the discussion with comments or posts.