More Related Content Similar to Reflective Engagement Model.Unlv (20) Reflective Engagement Model.Unlv1. - Residential Life Slide Content Box Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 2. - Residential Life Reflective Engagement Model Stan Dura Residential Life Coordinator Doctoral Student, Educational Psychology UNLV Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 7. Look at the current model, including RLC role, challenges, and training 11. Schroeder and Mable’s call for integration of learning experiences and themed experiences within the residence halls 12. These foundations of our philosophy and approach to Residential Education are essentially educational servicesReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 14. Inputs > Environment > OutcomesAstin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 19. student initiated activities are preferred over institutional onesSchroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 23. EducationalSchroeder, C. C. & Mable, P. (1994). Realizing the educational potential of residence halls. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 25. - Residential Life Residential Education There’s a philosophical gap: Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 29. Process of learning is critical in designing experiences 30. Knowledge of learning theory and the process of learning 33. Attempt to assess learning in and above maturation.Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 45. None of these address the cognitive processes involved in the learning that undergird our foundational modelsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 46. - Residential Life Residential Education Frameworks: These frameworks provide us a solid understanding how students change over time, and we consider the long term change as learning We have done a good job of creating environments in which learning may occur Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 47. - Residential Life Residential Education Frameworks: However, in the context of increasing accountability and competition for human and fiscal resources, environments that mayfacilitate learning will not suffice We will be expected to apply effective instructional practices and design learning experiences that will facilitate learning. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 48. - Residential Life Residential Education Frameworks: In order to do that, we must have and master frameworks for learning processes and effective pedagogy. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 49. - Residential Life What does learning involve? Assimilation & Integration Schema Attention Associationism Active Construction Episodic memory Metacognition Immediate Memory Dual Coding Expertise reversal Working memory Dual processing Transfer Goal Orientation Parallel Processing Motivation Sensory Register Self-efficacy Visual/Spatial sketchpad Cognitive Belief System Cognitive Load Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 50. - Residential Life What does learning involve? Cognitive Belief System “Cold Cognition” & “Hot Cognition” Motivation Identity Emotions Self-efficacy Critical Thinking Values Creativity Morals/Ethics Problem Solving and reasoning Metacognition and Reflection And of course, reading, encoding, etc. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 52. Result: Successes are inconsistent and washed out by failuresReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 54. meta-analysis of residential education on academic performanceNo impact, positive or negative Blimling, G. S. (1989). “A meta-analysis of the influence of college residence halls on academic performance.” Journal of College Student Development, 40, 610-623. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 56. meta-analysis of residential experience’s impact on learningNo consistent evidence of impact Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 58. analysis of Wabash National Study data on instructional practices that positively impact student learning and successcharacteristics of the practice not the activity. Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 60. 2 essential characteristics of good practice shown to positively impact learning.Wrestling with different perspectives Quality interactions and instructional design Salisbury, M. & Goodman, K. (2009). “Educational practices that foster intercultural competence. Diversity & Democracy. 112(2), 12-13. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 61. - Residential Life Research These results suggest: Residential Education has essentially been irrelevant in the education of residential students. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 66. Current models engage only a minorityReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 67. - Residential Life Research An Analogy: Developmental experts facilitating learning is akin to expert drivers designingan engine. Our expertise has not been in facilitating learning but rather in understanding developmental patterns and supporting environments Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 68. - Residential Life Why we struggle to show impact? ≠ Expertise in Student Development Expertise in Learning and Teaching Both are necessary to educate well (perhaps especially so outside the classroom) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 70. We need to find ways to integrate this knowledge and apply it to our unique contexts.Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 71. - Residential Life A Framework for learning "If the brain were simple enough for us to understand it, we would be too simple to understand it." ~Ken Hill Much is still a mystery, but here are the basic cognitive aspects of learning… Information Processing Model – A Framework Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 72. - Residential Life Information Processing Model Sensory information either external or internal Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 75. Little if any conscious awarenessSensory information either external or internal Sensory Register Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 76. - Residential Life Information Processing Model Immediate Memory Provides a mechanism to attend to information in the short term without expending much energy Active for just a few seconds Sensory information either external or internal Sensory Register Immediate Memory Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 77. - Residential Life Information Processing Model Working Memory Provides a mechanism for extended concentration on a limited amount of information 5-9 bits/chunks Up to 30 Seconds, extended with attention up to ~20 minutes Sensory information either external or internal Sensory Register Immediate Memory Working Memory Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 79. Information stored in LTS becomes integrated with our Cognitive Belief System, including our various identities or senses of self.Long Term Storage & Cognitive Belief System Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 80. - Residential Life Putting it all together Sense and Meaning Past Experience & Goals Sensory information either external or internal Sensory Register Immediate Memory Working Memory Long Term Storage & Cognitive Belief System Information discarded or lost Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 81. - Residential Life Teaching and Learning Three approaches to Teaching Transmission Approach (Knowledge Centered) Acquisition Approach (Student Centered) Deeper Learning Approach (Conceptual Change) Light, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 84. Learning deficit lies with learnerLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 87. Learning deficit lies in communication between teacher-studentLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 91. Learning deficit lies within shared roles within learning environmentLight, G., Calkins, S., and Cox, R. (2009). Learning and teaching in Higher Education: The reflective professional. London: Sage Publications, Ltd. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 92. - Residential Life Teaching and Learning Three approaches to Learning Surface Approach Strategic Approach Deeper Learning Approach Entwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 97. Difficult to make sense of new ideasEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 101. New ideas are easy if they fit the current structureEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 107. Readily integrates new ideas, regardless of fitEntwistle, N. J. and Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 108. - Residential Life Teaching and Learning The goal is to move both ourselves and residents to more of a deeper learning approach Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 109. - Residential Life Bloom’s Taxonomy: A framework for learning activity and pedagogy Evaluation Synthesis Analysis Application Comprehension Knowledge Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 110. - Residential Life Bloom’s Taxonomy: Adapted framework for learning activity and pedagogy Create Integrate Meaningful Learning (Transform information) Analyze Apply Reproduce Rote Learning (Reproduce info) Remember Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 114. Bread and butter of the “Transmission Approach” Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 118. Bread and butter of the “Deeper Learning Approach” Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 119. - Residential Life Where do we fit? Create Integrate Meaningful Learning (Transform information) REM Model Analyze Apply Some Specialized Programming Reproduce Rote Learning (Reproduce info) Traditional Programming Remember Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 120. - Residential Life What do we address directly? (with a majority of our residents?) Cognitive Belief System “Cold Cognition” & “Hot Cognition” Motivation Identity Emotions Self-efficacy Critical Thinking Values Creativity Morals/Ethics Problem Solving Metacognition and Reflection Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 121. - Residential Life What do we address directly? (with a majority of our residents?) None of the above Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 123. - Residential Life What can we attend to directly? (with a majority of our residents?) The REM model originated from three questions How can we better engage every resident in our educational efforts How can we make those efforts more meaningful and effective learning experiences? How would we best deliver it? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 124. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 125. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 126. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 127. - Residential Life Juxtaposition Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 134. REM focuses on Evaluating and Reconstructing for the most partFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 135. - Residential Life Reflective Engagement Model Executive Control Metacognition Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 136. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures Take a quick look at this next slide… Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 137. - Residential Life Reflective Engagement Model Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 138. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures What kind of animal do you think it is? Why? Let’s take a closer look… Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 139. - Residential Life Reflective Engagement Model Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 140. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures Use a sheet of paper and draw a pirate ship Compare drawings… What was different? Why? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 141. - Residential Life Reflective Engagement Model Schema - conceptual structure for understanding related information and/or procedures That structure influences what sensory information we attend to, how we process and integrate that information, and even fills in gaps when we cannot recall the original information Anderson, R. C. (1977). The notion of schemata and the educational enterprise. In R. C Anderson, R.J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum. Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 142. - Residential Life Reflective Engagement Model Zone of Proximal Development - That area just beyond the learner’s capabilities such that, with assistance, the learner is able to extend his/her capabilities. Not capable With Help Zone of Proximal Development Alone Designing learning within this area is more effective Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 146. assist residents in evaluating their conceptualizationsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 150. establish and evaluate one’s relationshipsAesthetic Sensitivity and Cultural Competence – the ability to recognize and appreciate cultural practices and differences (see handout) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 151. - Residential Life Timeline and Progression Aug.-Sept. – Goal setting October – Problem Solving Nov.-Dec. – Relationships and Goal Review Jan.-Feb. – Goal Review, Goal Setting March – Multiple Perspective Taking April-May – Goal Evaluation (see handouts) Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 153. Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations: 160. Staff report monthly on #’s/names, trends, outliers, and what they have gained Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 162. RA asks how they did in school last year, are they happy with their grades, etc. 163. RA asks what they want to improve on this year – turns those into goals 164. RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.) 165. RA asks about areas not mentioned (personal goals, involvement, etc.) 166. RA shifts back to more informal topics and ends conversation 167. RA notes the goals and follows up regularly (the follow ups are highly regarded)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 172. including how to improve technique, strategy, etc. with 121s 174. in both RA and RLC’s given perspectives 176. Attempts to articulate thought processes to make “metacognition” overtReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 178. Understand the concepts and theory that undergirds the model and LO’s 179. Helping staff learn how to guide conversations more intentionally around LO’s 180. Helping staff learn how to recognize and set good goals and counsel residents on the same 182. Recognize where staff are struggling and develop ways to scaffold learning 185. ensure appropriate topics are being covered (staff can get too off topic)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 188. Knowing how to articulate their thought processes and make them explicit for residents to “see” and learn from 190. It can take much more time for staff to track down residents 191. It requires more precise time management to accommodate residents’ time 195. Recognizing opportunities to follow up and connect residentsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 198. Competence in being able to strategize and intentionally guide conversations 201. Openness to different ideas, even those the staff disregards 202. Ability to recognize patterns and opportunities 205. Similarities and differences between residentsReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 207. allowed for greater flexibility (i.e. partial small groups, less formal, etc.) 210. combining of Relationship reflection with Fall academic goal review 213. Provided scaffolding materials (i.e. sample introductory, probing and challenging questions, etc.)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 215. Tie in with Floor Meeting content 223. Provides direct leverage to academic performance and problem solving (+ more) 224. Flexible entry points (current events, contemporary issues, problem solving, etc.) 226. Can simplify training, too. (lots of structure, texts, resources for training) 227. Provide a clearer topic to assess (many assessments of Critical Thinking)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 231. Develop short corresponding eval around quality, outcomes, etc. 236. We use that data to track growth from year to year 238. Tie in with overall departmental plan 239. Need to determine what data needed and get systems in placeReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 240. - Residential Life Example of Simplified Matrix Eval Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 248. Further corrals our efforts in a more cohesive and intentional directionReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 252. Dualism vs. Relativism (i.e. Dualistic staff have more difficulty) 261. Problem based applications (i.e. cases studies, comprehensive application)Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 265. Complexes can develop individual curricula based on complex/floor 269. Curricula would drive learning outcomes and 121 questions Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 275. can help communicate its purpose and/or methods 276. can help create a sense of connection between complexes 277. can help establish an identity for the residential experience 278. can help with marketingReflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 279. - Residential Life ? Got Questions? Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 280. - Residential Life Title Content Box Reflective Engagement Model UNLV HRL Presentation June 1, 2011 Stan Dura © 2011 Editor's Notes See, hear, smell, taste, touch, and THINK Gatekeeper of information that our brain and mind attend toIt evaluates incoming data based on prior experience and prioritizesLittle if any conscious awareness Provides a mechanism to attend to information in the short term without expending much energyActive for about 30 seconds Provides a mechanism for extended concentration on a limited amount of information5-9 bits/chunksUp to 20 minutes (with some exceptions)NOTE: Augmentation Long Term Storage /Cognitive Belief SystemWhat makes sense and what we find meaningful is committed to long term storage (LTS).Information stored in LTS becomes integrated with our Cognitive Belief System, including our sense of self or our Identity. Becomes conscious of sensory informationIdentifies strategies, tools, resources and makes plans related to the taskRecognizes how one is drawing on prior knowledge and concepts and recognizes how one is constructing meaning, drawing inferences, making assumptions, etc.Consciously uses new information to reconstruct concepts We looked at learning outcomes for the UNLV General Education program and those developed for Student Affairs at UNLV that were based on Learning Reconsidered.We considered which of those were essential to being “self-directed.” What’s the process? Specialized Training – facilitating conversations, goal setting, etc.Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:Goal setting (Aug./Sept.), Problem solving (Oct.),Relationships and a review of their goals (Nov. / Dec.)Evaluation of goals and new goal setting (Jan. / Feb.)Perspective Taking and review of their goals (March)Goal evaluation (April / May)Staff report monthly on #’s, trends, outliers, and what they have gained RA asks resident to have lunch with them RA asks how they did in school last year, are they happy with their grades, etc. RA asks what they want to improve on this year – turns those into goals RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.) RA asks about areas not mentioned (personal goals, involvement, etc.) RA shifts back to more informal topics and ends conversation RA notes the goals and follows up regularly (the follow ups are highly regarded) Any questions?