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7 Step Model

* A Strategy for Increasing Student Learning *

Students often stagger from one discipline to another, without any idea of why the mental operations that work in one field do not yield positive results in another. In order to help more students to make this transition and make the knowledge of our disciplines available to more of them, the Fellows of the Faculty Learning Community go through a seven part process designed to increase learning in a course

Step 1 - Define a Bottleneck
Identify a place in a gateway course where many students encounter obstacles to mastering the material.

Step 2 - Define the Basic Learning Tasks
Explore in depth the steps that an expert in the field would go through to accomplish the tasks identified as a bottleneck.

Step 3 - Model these Tasks Explicitly
Let the students observe the instructor going through the steps that an expert would complete to accomplish these tasks.

Step 4 - Create Occasions for Students to Practice These Steps and Receive Feedback
Construct assignments, team activities, and other learning exercises that allow students to do each of the basic tasks defined above and get feedback on their mastery of that skill.

Step 5 - Motivate the students
Decide what approaches encourage students to excel and then utilize them to create an environment that fosters a positive learning environment.

Step 6 - Assess How Well Students Are Mastering These Learning Tasks
Create forms of assessment that provide you specific information about the extent of student mastery of the particular learning tasks defined in Step 2 above.

Step 7 - Share What You Have Learned About Your Studentsí Learning
FLC Fellows who have gone through the first five steps then share what they have learned informally with colleagues or more formally in SOTL articles and presentations. A future issue of New Directions in Teaching and Learning will be devoted to sharing the experiences of faculty in a number of disciplines who have used this approach to increasing learning.

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© August 2003 - Credits
Comments: flp@indiana.edu
Last Updated: 1/14/04