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Conference on New Ideas for Experienced Teachers
June 9–13, 2001
Calgary, Alberta, Canada
During the Calgary conference on "New Ideas" we tried to illustrate various teaching and learning techniques with the conference participants as well as explain and discuss them. One technique for getting feedback from students on what they are learning and also encouraging them to engage in "metacognition", or awareness of their own learning processes, is the "minute paper." Students are asked to take a couple of minutes during class to write down something they have learned and something that puzzles them, or to respond to a particular substantive question regarding the class. The teacher then collects the "minute papers" and uses them to guide subsequent teaching. The papers are usually anonymous, to encourage candor, but can be signed. In order to illustrate this technique, we asked conference participants to do "minute papers" in their Tuesday morning small discussion groups, following the panel of teaching demonstrations chaired by Gerry Hess. At that point in the conference, participants had been exposed to the basic learning theory material from John Bransford, some further discussion of student preconceptions, and Geoffrey Cohen's presentation on "Stereotype Threat", as well as the morning teaching demonstrations by Calleros, Apel, and Weisberg. They had not yet seen the technology presentations and second round of teaching demonstrations, the session on assessment, or the final speech by David Hall. Each participant wrote responded to the two questions set forth below on an index card (Question 1 on the lined side, Question 2 on the blank side) and turned them in. Participants were asked to consent to having their answers made public--only a couple of participants withheld consent and their responses are not included in those set forth below. We have had the answers typed up and they are reproduced below, in random order (not by discussion group or in any other order).
"MINUTE PAPERS" filled out by conference participants in the small group discussions on Tuesday morning, June 12, 2001. Each "paper" answers two questions: 1) What is one idea you are taking home from the conference, and 2) What is one thing you plan to do when you return to your home law school as a result of your conference experience. The responses are reported below by participant--the double lines mark off each participant's responses.
I was astonished by the presentation on stereotype threats and stereotype boasts. I had never seen that literature. In execution, it poses some really tough challenges, re: anonymity in grading and feedback, how to mark papers and hold conferences, and the multiple layers of stereotyping that are present.
I will suggest a faculty colloquium on this, and I will rethink my types of feedback to students (papers, exams, etc.)
1. an important thing gained from the conference: Most importantly I am in a general sense re-energized and excited about the prospect of making changes that will improve the quality of the teaching both for my students and for me. --- lots of little gimmicks, tips, etc-- that add up to an overall bag of useful techniques.
2. what I plan to do with this in my teaching practice: I will of course begin integrating some specific techniques in my own teachings-- and most importantly with renewed enthusiasm- will try to spread this to my colleagues, although this will be a challenge.
I am now much more convinced of I should be thinking about, and confronting student preconceptions of whatever I'm teaching.
I really enjoyed the teaching demonstrations and intend to use the apples, carrots and tomato hypotheticals.
Very helpful and succinct organizing
matrix:
1) what do I want the students to know/understand/retain at end of course?
2) how can I assess whether the students know/understand it?
3) how teach it to make this happen?
This reverse chronological order is counterintuitive to me, but makes sense in a powerful way.
I'd like to try the vegetable skill/discussion.
I'd also like to use the monica/carmen video, but it may take more time and energy than I'll find to do it next semester.
We (law teachers) have a tremendous amount to learn from educators about the way people learn.
I plan to read (and encourage my colleagues to read) some of the literature about learning to which I've been introduced this week.
Thing Learned (Taking Home)
There are many interactive strategies for large classrooms that do not require the professor to provide individual feedback to each student.
Thing to do: using live up exercises in environmental law to open values discussion
Idea and take back
1. Stereotype threat-- how to minimize
2. Tuesday a.m. session demo. on legal method
rules-- analysis-- uncertainty
One thing you are going to Do e.g. talk to colleagues Feedback to all relevant colleagues, esp. course management teams.
I plan to use minute papers (and share this technique) to assess teaching and learning throughout semester.
I plan to obtain (on conference website?) material re stereotype threat to disseminate to faculty and hopefully lead to discussing re our testing, remediations, and diversity programs.
I should not be so concerned with doctrinal coverage but think more about how to convey the information to students.
I will use one-minute papers throughout my course.
use of one minute writing exercises
put on program for my faculty about ideas from the conference.
I have learned that student anonymity is an obstacle to learning. I plan to do more to get to know my students.
I am planning to use the skit exercise in my health care seminar.
Idea:
metacognitive-- student active involvement in assessing their learning.
I intend to share the teaching techniques I saw and heard from presenters and non-presenters with my colleagues and utilize some in my classes.
An idea to take home:
The learning theory experts presented very important information from law teachers to reflect upon and then act upon.
An action I will take:
I will read "How People Learn" and will plan my courses for next fall based in part on the ideas that arose in this conference.
What thought, idea, a piece of the conference will I take home?
There is a world of learning/teaching theory "out there" that could make me a better teacher. I need to make time for this literature
What will I do as a result:
I want to do the "A Family" exercise in my criminal procedure course to look at 'preconceptions'
i.e.
1) a police officer ________
2) a criminal defendant ________
Anonymous insights from conference:
1. Preoccupation with coverage and case method leaves insufficient time for creative, hands-on learning that leads to deep understanding.
2. Student silence in the classroom is as much a product of peer pressure not to be a "hot dog" or "teacher's pet" as it is of fear of sounding incompetent.
Plans for implementation of solutions
1. Cut down on coverage-- or convey some material in a more efficient manner than the case method (hornbook, articles, lecture) to save time for other activities (simulations, negotiations, etc.).
2. Tell students that I will not give participation points that affect their grades, and encourage them to advance class discussion and to appreciate others who do so.
Can AALS create a discussion forum on a website for this conference or each small group?
Idea/insight:
I have been affirmed in my efforts to introduce innovative techniques in my teaching after having observed the various techniques at the conference, and having heard the discussions of learning theory (ies).
What I plan to do:
1. review my syllabus to see what topics are most conducive to being presented innovatively.
2. review the techniques I have used thus far to be sure that they are useful in presenting a coherent overrun of the topic.
3. share these ideas with other faculty.
"Fish is Fish"
The graphic of the bear climbing the tree and the importance of framing a problem in terms students can understand-- why we do what we do, and the importance of revealing the theory which allows organization of experience.
I intend to speak with my colleagues and try to implement some of what I have learned in my classes. I will be much more determined to tell the students what I am doing and why.
Idea: Initial hypotheticals (introductory hypotheticals) should be more general and perhaps non-legal. But in any event serve to identify student preconceptions.
Develop: Introductory course hypotheticals that deal with overall issues raised by the course and test student preconceptions with respect to them.
Active learning activities visibly showed more learning.
Wish AALS could create facilitators to do their kind of workshop for individual faculties-- I intend to take many ideas back but I'm afraid I won't have the forum necessary to share w/ mass numbers of colleagues.
To bring a sense of urgency and importance to substantive classes. I think I need to bring some clinical method into class. Only in clinic do students act on motivations unrelated to grades, motivations grounded in a sense of professionalism rather than based on the grade game.
Bring actual disputes from law practice with my substantive classes and engage students in representing there clients.
I was struck by the malleability of exam performance as a result of stereotyping.
I plan to use Charles Calleros' tomato, apple, carrot vehicle in my Contracts class.
A thought:
I have learned the importance of assessing what I actually do (or try to do) in the classroom against the theories of teaching and learning that we explored in this conference.
A plan:
1. My goal, over the next year, is to review my courses with conference learning in mind and make appropriate changes to what I say and do in (and out) of the classroom.
2. I also hope to share some of these conference thoughts with colleagues.
Thought, insight:
I recognize that I have been using "positive buffers" in critiquing. It makes more work and takes more thought to redesign your feedback mechanisms to require higher standards and assume and reward better performance, but it is likely worth the effort.
I have noodled with the idea of redesigning two courses I teach by combining them and using adjuncts. This conference inspires me to take on the onerous administrative crap I would have to go through to get the change approved. My ideas are changed, reinforced, and expanded.
That stereotypes affect performance in the unexpected way that those subject to the assumption under perform for fear of confirming the stereotype.
I plan to work with the faculty at my institution to implement some of the ideas for overcoming the fear-of-confirming-stereotype problem. In particular, instilling in the students a sense of the school's high standards reinforced with "wise" critique that conveys an expectation that the student can meet the high standards that have been set for them.
The conference has made me aware of the importance of identifying and dealing with students' preconceptions.
I plan to modify my introductory Con Law class sessions so as to use various means (skits, electronic feedback, gizmos, or whatever) to identify early on in the semester student preconceptions about law, the structure of govt, the constitution, the role of the Supreme Court, and how history is shaped.
Constant reaffirmation that a student can master the material well helps students (especially stereotype challenged students) to do well. I will look further into the material Cohen referenced.
I am going to try to switch from buffered criticism to wise criticism. I found Cohen's presentation very powerful.
To be more self-conscious about where the students are. To be more empathic about their level of knowledge-- and to take their preconceptions into account in my course planning.
Talk to colleagues-- read more on learning/ teaching, etc.
I plan to expand my break-up into small groups with the pyramid idea of increasingly complex questions and the line idea as well.
Suggest to Dean that we use the videotape on use of cases to elicit rules, create ------ and perform on an exam in our Orientation Program for New Students.
The most powerful idea I gained from the conference is that of "stereotype threat."
In cases discussions, I plan to involve my students more in assuming the position of representing the competing clients and identifying the legitimate merits and rationales for those positions.
Learning isn't just a matter of knowledge, but neither is knowledge unimportant (i.e. you can't focus on skills or theory alone). This means teaching facts, rules, doctrine is a critical component, but only one component of learning, for understanding, and for future use. I am now thinking about ways to get the basics of the law covered in a shorter, condensed part of my course, then leave much more time for application after they've seen all of the course topics.
I am going to re-organize my course by the core principles/ important to know/ worth being familiar with diagram, and front-load the basic doctrine, maybe using study aides, to provide more time later for application across topics (not chapter by chapter).
The relationship between types of criticism and stereotype threats is fascinating. I'm going to be much more conscious of the difference between unbuffered, buffered, and wise criticism.
I'm going to use Charles Callero's two demonstrations as a part of first-year orientation with my group. I’m also going to see whether I can interest my colleagues in doing the same.
Idea:
The techniques shown at the conference seem to have result-oriented premises. The result of the exercise on the meaning of "family" seemed to be a strong affirmance of the "It takes a village" view of family. I thought it might be useful to use the techniques, but also ask the students to draw the conclusion: what juresprudential principle does your definition of "family" lead to?
I'm going to use a bit more of the small-group discussion model in the classroom, but always with the goal of getting the students themselves to put their discussion into the form of a juresprudential principle.
(Can't narrow to one!)
Back away from analysis of legal doctrine for a space of time to demonstrate and allow students to try out skills, e.g. fruit/veggie exercise. Encourage a more open, playful, engaged atmosphere in class.
Core concepts, student perceptions, show large picture.
I will videotape my students, use the tomato exercise, show big picture, use free writes, "Freedom is…," be more thoughtful about structuring pedagogy around core concepts.
I need to be more positive in my assessment, encouraging and establishing that I believe the student can succeed. The psychological atmosphere of the learning environment is much more significant than I earlier believed and I have always believed that it had great significance.
I will prepare a memo, or perhaps a series of memos, to faculty summarizing much of what has been covered. I did this after attending a gonzaga course and at least two of my colleagues read my memo. I will also make a point to encourage one academic counselor to review Cohen's work on stereotypes and their impact. I will encourage her to invite Cohen to speak to our faculty and students.
What I got from the conference:
To involve students more actively in the learning process.
What do I plan to do:
I want to carry word on the insights gained from the conference to my faculty, especially the insights about negative stereotyping and student preconceptions. I plan to use more exercises that actively involve my students and give more assessment opportunities.
1. Taking away:
New ideas about teaching my courses such as using skits and non-legal problems.
2. What to do about it:
Implement them in my course (i.e. using Charles' non-legal problems at the beginning of a civil procedure course).
What I will take away:
Greater awareness that students have various expertise in various backgrounds that will affect the depth of their learning.
What I will do about it:
Reassess how I structure my courses and my classes within my courses to "tap into" these backgrounds to be a more effective teacher for them.
1. More frequent and thorough feedback to students; and at beginning
2. convey, through an interactive/active learning/participatory exercise, the forest (before the trees), and the need to accept the uncertainty of the answer.
1. Engage added role-play exercises in some classes, or pop quiz in first year class,
2. Use a quasi-legal or non-legal, universal experience and the rule-making efforts surrounding it, as a role-play, or video.
I have developed a greater appreciation for the value of student participation in class processes.
I am going to videotape student introductions and post them for all students to review and familiarize themselves with each other.
The insights of learning theory and the current work being done by psychologists have encouraged me to learn more about these insights.
I plan to read more about learning theory as it relates to legal education.
The most important idea I will take home from the conference is the need to pay attention to student preconceptions, and to revisit them often.
What I plan to do is use pictures, skits or devices (Mr. Potato-head?) to get across different concepts.
1. Take Home:
I will take home a much more powerful idea that I have to think about how students learn (or don't learn) and the many ways to help students learn.
2. Do:
I will try to reincorporate at least some of the ideas that have been suggested and will take risks.
Power of "stereotype threat" and "wise criticism"
I will try to use "wise" criticism in my large classes to motivate preparation and performance.
Students learn better when they feel they have a personal stake in the problem.
Have students draft a question (exam type) in a particular area to help them see the issues and nuances.
1. Change of students' perceptions over time of their own knowledge and learning.
Require students to go to court at beginning and end of semester and reflect each time about what they saw and heard (This is an idea I got from Rashni Goel).
1. The need to approach my courses from the position of the students' learning processes.
2. Thoroughly reevaluate my tow courses in light of the students' learning, rather than my giving them what I think they need.
Importance of Feedback to students
More feedback to students-- with use of wise criticism.
Using tomato and carrot, i.e., non-legal analog, to help students understand legal reasoning and analysis.
I came hoping to learn some techniques for collaborative learning, which I've used only once. I heard many ideas about this and plan to do more of it.
Loved the Calleros demonstration on how to help students learn to deal with uncertainty (the apples w/ carrots)!
Ambiguity/uncertainty is the biggest challenge for first years.
I'm going to try to get students to be more aware of their own learning processes (metacognition).
I need to get my students more involved in their own learning-- I've gotten lots of examples and ideas and now I'm thinking about how important their involvement is in their own learning.
I'm going to get Charles Calleros video and try to convince my colleagues in our two week Intro Academic Success class to use it the first day of class.
Idea or Insight from conference or info
1. I understand at a much deeper level the need to show students the bigger picture and the context for what I teach. It has been enormously helpful to understand concepts and ideas from How People Learn about students' preconceptions, students' need for organized knowledge and need for metacognition. And, the need for 4 spheres to interact-- learner centered, knowledge, assessment, and community.
Do as a result of the conference
1. start a monthly reading group with faculty on issues of teaching.
2. Be more conscious and methodical about being metacognitive as a professor and involving students on that part of the process.
1. I have a better understanding of what is going on in the classroom. The framework of preconception, deep understanding and metacognition is an invaluable tool.
2. I will attempt to use the exercises demonstrated, but also, I will try to ask "why" more often of the students to unearth the thinking behind their question.
-- A shared sense, a renewed sense really, of the commitment of teachers to their students.
-- A willingness to try new things different things, and openness to experiment as I had to do when I first began teaching more than 20 years ago.
1. Taking from conference:
1) structure for thinking about goals and methods for course (the three themes).
2) Enthusiasm!
2. What plan to do about it:
1) Rethink one course in the coming year.
2) Presentation to other faculty
1. Reconnecting with colleagues; more structured/organized understanding of how I teach and some ideas about how to improve. Excellent experience!
2. New Techniques to:
a. Connect better with students at the front end of class/semester
b. Improve problem-solving processes in class.
Important thing taking away from conf:
The importance of identifying student preconceptions, both regarding law/law school and the substantive area being taught, and following them as the semester progresses.
Plan to do about it:
Deliberately use strategies to get at some of these
1. Contacting students before the semester and asking for e-mail answers to some questions.
2. Periodic assessment of how perceptions have changed.
One conclusion I've drawn is that there are few or no shortcuts to good law teaching, and instead, that teaching excellence is the product of focus and lots of hard work! I’m committed to putting in the necessary time and effort, but realize this puts me somewhat at odds with the culture of my institution, which heavily emphasizes scholarship.
What will I do? Probably implement changes incrementally, being willing to take the hits in student evaluations as I work out the kinks, and raising teaching issues forthrightly with my colleagues.
1. The major themes-- of metacognition, deep thinking, preconception.
2. I will attempt to use the exercises demonstrated but also, I will try to ask "why" more of students to unearth the thinking behind their questions.
One thing I'm taking away--
How powerful "active learning" can be-- especially as an introductory method (skits).
One thing I'll do--
Commit to developing (or using someone else's ideas for--) an active learning experience to introduce each new topic.
Best thought/idea was the need to be explicit about goals/methods-- why we (the profs) are doing what we do and what we hope to achieve by it.
Use the produce example to demonstrate uncertainty.
The importance of students preconceptions as a barrier to learning, and importance of identifying and-- to the extent appropriate-- counteracting them.
Use a skit in Bankruptcy to identify student's preconceptions
One insight that I've received during the conference is the desirability of involving students in a more active and substantial way in daily class sessions. This can be done, I think, in numerous creative ways that introduce a lot of variety to the learning process.
I plan to use the grocer demonstration suggested by Charles Calleros in my first year Property class.
The idea I am taking back from the conference is to be less directive in my teaching and to try to involve the students more in orchestrating their learning.
I plan to implement this idea by having students construct skits in the same way we did this morning.
Skits
take a course or read literature or both.
Be less indifferent to how well students are understanding what I am doing in the course.
Try out various feedback mechanisms to aid formative assessing.
To attempt to draw on students preconceptions from real life as an analogy for legal reasoning and the indeterminancy of law.
Work on restructuring some of orientation for first-year students to incorporate some of the example exercises from the conference.
Stereotype threat
I'll talk to colleagues at a "brown bag" lunch.
Idea:
the students have preconceptions that affect their learning (and can interfere with learning).
"Fish is fish"
Action:
Consider using an exercise in the first class that would allow students to reveal their preconceptions.
Be more explicit with students about what I am doing and why.
Idea taking home:
1. Greater emphasis in understanding students' preconceptions, establishing trust/ community, rapport.
2. Work on wise, supportive critique.
Do:
Stereotype threat: University Task Force, Law School, Con Law II and CR class.
1. Task Force will develop suggestions for creating a more supportive, welcoming learning environment for minority students.
Small changes in technique can make a big difference in students' ability to learn.
Calleros' apple and carrot exercise during law school orientation and perhaps mother/daughter film for entire first year class at end of October.
Taking home: Use of "skits" and interpretation of exerpts from books to involve students actively in thinking about legal concepts.
Action:
Will incorporate in Evidence and Legal Profession classes.
Confidence that many innate things that I have done in my teaching are legitimate-- they are recognized in learning theory and empirically demonstrated to be effective.
Use some specific techniques, particularly Prof. Calleros Fruit Store and Parent/child video techniques.
Introduction of new faculty, particularly including minority faculty, at orientation (e.g. by the Dean) to help reaffirm that the institution has confidence in them and believes in them.
Suggest that this idea be implemented in our orientation program for new students.
I want to remember in everything I do as a teacher, Law things will be perceived by, affect and stimulate students.
Talk to colleagues, restructure class, try for changes in curriculum, bring in guest speakers from the conference for faculty development sessions.
Taking home:
importance of fleshing out students' preconceptions about law school and /or about a particular course and using that as a departure point for beginning the course; and also helping students to become aware of their preconceptions and how it may affect their learning of the material.
Will do:
will attempt to work in some of the demonstrations in my classes, e.g. use of buzz groups or skits.
Taking home:
small groups really work in a number of pedagogical levels: encouraging students to talk to each other, learn from each other, check their own learning.
What going to do:
figure out how to use small "buzz" groups in all of my classes (first year and upper level).
Take home:
Many more faculty are interested in improving teaching than I thought.
I learned some specific techniques-- such as minute paper, tapes of students, and skits.
I also learned that I many things I do are truly valid and I should expand them.
Will do:
I will make a concerted effort to validate and support colleagues, particularly young and minority colleagues. I appreciate much more what they fear and how, as a white male I can help.
Thought:
The significance of really being clear with students about teaching/learning goals and expectations and of surfacing assumptions, perspectives, and preconceptions.
Action:
Work with my Dean and colleagues to plan a faculty teaching workshop to discuss teaching ideas-- and to try to bring J. Bransford and C. Cohen as speakers.
Idea:
Student participation (of a variety of kinds) facilitates learning.
Action to do:
buzz groups
- learning theory is key
- peer learning is essential
- meta-cognition enhances knowledge
- Talk to colleagues
- incorporate in class exercises in Media Law
I am absolutely and deeply convinced that my students will be doing more in my classes after this because of all the discussion about how people learn, formative assessment, students expressing preconceptions. I take home a commitment to having much more extensive and intelligently constructed student teaching in my classes.
I will try to do more to get my colleagues to document and share their own ideas so we can build more of a community of teaching.
Idea, Thought, etc.-- Take home:
- More kinetic work
- Be more aware of stereotype risk in mentoring.
Thing to do:
- Make mini-presentation to law faculty colleagues at our regular faculty colloquium.
- Reconsider first few classes of term to address student preconceptions.
In general, taking away idea of doing some non-legal exercises at beginning of course to help with both metacognition and communication.
Will read Bransford book.
Will try version of "family is" in Human Rights.
Idea of student as novice, teacher and expert.
I find this a very helpful framework for thinking about the teaching/learning process.
I'm going to tape students-- "one memorable thing" so I can get better at remembering their names.
Taking Home:
The ambiguity exercise-- the vegetables
Going to do:
during the debriefing session at the end of the simulated trial during our orientation, in which the entering students have acted as jury panels, I am going to go further with metacognition: rather than let them report their verdicts and go, I will ask them to report on the dynamic of the group that produced the verdict.
1. The idea of student-centered learning which leads to meta-cognition by giving students the big picture and/or framework for learning.
I am going to try and apply techniques that will engage students in teaching the material to themselves: "the people who do the work are the people who do the learning."
Need to work for institutional change within the law school itself.
Try Charles Calleros' video in student orientation that my department will be conducting for the first time.
The effects of stereotyping can be alleviated by expressing belief in the students' ability and stating that the student is being held to a very high standard of performance.
Express belief in the students' abilities and tell them that they are being held to a high standard of performance.
Insight:
stereotype threats and ways to deal with them.
Faculty development seminar with theories presented this week.
I see even broader possibilities for incorporating physical movement into how I teach and how my students might learn.
Talk to my colleagues at the Law School and at our Instructional Development center about bringing John Bransford to help us think about integrating learning theory into our work.
Stereotype threats in teaching
Integreate Charles Calleros' exercise into our week-long Fundamentals Course for incoming freshmen.
Take home:
How stereotyping can affect first-generation immigrant college grads and middle-aged non-traditional students
Do:
use Charles Calleros' video.
Insight:
good teaching is like recycling. It's not that we don't know what to do, it's that we don't do it. (i.e. good techniques exist, we just have to apply them)
Do:
contact Dean's about teaching development to see if/how Cali can help.
Idea to take home:
Concept of student's metacognition; perception that it exists in some forms of traditional classroom techniques (outlining, small study groups) and that it might profitably be expanded into many other forms and exercises.
What I'll do:
Revise my lesson plans to include 1) more skits and kinesthetic techniques, 2) to incorporate metacognition exercises for my students.
Will overtly engage students about their responsibility in filling the "created space" of their legal education.
Will have skits on 3 topics on first day of class (individual liberties and Con Law II) in illustrating:
What is liberty
What is Equality
What is Freedom
Limiting this to one idea will be tough, but my one idea is the significance of learning theory and how much we now know about effective teaching and how it can help us all be better teachers.
I will set up a one-day workshop on learning theory at my own law school for my faculty colleagues.
Don't reproduce.
Building a relationship with students is essential and there are many non-threatening ways in which this can be accomplished.
The one minute "formative assessment" paper during class time.