Discussion: View Thread

Folks,

Hope this finds you well. I am interested in a measure applicable to the <st1:country-region w:st="on"><st1:place w:st="on">US</st1:place></st1:country-region> in the evaluation of pedagogical or teaching styles. I have reviewed the Doherty, Hilberg, Epaloose, and Tharp (Journal of Educational Research, 2002) instrument, but am looking for something self report that does not require training to evaluate. Any suggestions would be greatly appreciated!

Dan

______________________________________________
Daniel E. Martin, Ph.D. | Assistant Professor, Department of Management

<st1:placename w:st="on">California</st1:placename> <st1:placetype w:st="on">State</st1:placetype> <st1:placetype w:st="on">University</st1:placetype>, <st1:placename w:st="on">East</st1:placename> <st1:placetype w:st="on">Bay</st1:placetype> | <st1:place w:st="on"><st1:placetype w:st="on">College</st1:placetype> of <st1:placename w:st="on">Business</st1:placename></st1:place> and Economics

email: daniel.martin@csueastbay.edu | phone: 510-885-2060

Alinea Group SF | Vice President

email: dmartin@alineagroup.com | phone: 800-590-8095 | Fax: 800-203-7055

Ben,

Thanks! Great recommendation and a good piece for assessing student learning styles. Any related research on pedagogy or teaching styles? I'm having a tough time turning much up!

Best,

Dan

Dan, Tom Hawk and Amit Shah had an award-winning article that reviewed learning style instruments in the January 2007 of the Decision Sciences Journal of Innovative Education. Some of the instruments they reviewed there are free and easy to administer (I used one of them in my classes).  Hope this helps, Ben

----- Original Message -----
From: "Daniel E. Martin" <dmartin@ALINEAGROUP.COM>
Date: Monday, May 25, 2009 8:30 am
Subject: Pedagogy/Teaching Styles Metrics
To: MG-ED-DV@AOMLISTS.PACE.EDU

All -- It seems to me that the Honey and  Mumford folks have a focus on teaching styles as well as learning styles (they being somewhat related.)

-rr
----- Original Message -----
From: "Daniel E. Martin" <dmartin@ALINEAGROUP.COM>
To: MG-ED-DV@AOMLISTS.PACE.EDU
Sent: Tuesday, May 26, 2009 8:02:59 AM GMT -08:00 US/Canada Pacific
Subject: Re: Pedagogy/Teaching Styles Metrics

Love it!  I participated in a seminar recently that asked people to look at pictures of various scenes (downtown, cars, etc.) to see the extent of change that has taken place over the last several decades (1900 - 2000) for example.  I would love to see a picture of a classroom from 1900 and compare to what it is today.  Sure, there are new technologies, etc..but how has it REALLY changed?  Food for thought.  Love d the post AR !  Daniel S. EVANS Ph.D. Chief Innovation Officer EMLYON Executive Education    +33 4 78 33 79 63 (fixed) +33 6 78 41 42 59 (mobile) evans@em-lyon.com  " I am always ready to learn although I do not always like to be taught" - Winston Churchill  -----Message d'origine----- De : Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] De la part de Alberto Roldan Envoyé : vendredi 29 mai 2009 17:09 À : MG-ED-DV@AOMLISTS.PACE.EDU Objet : Re: Pedagogy/Teaching Styles Metrics  EL,  Thank you much for the reply! Although you are correct that we have not become a different species, I must bring your attention to Dr. John Medina's 2008 work on the brain and learning. He is a developmental molecular biologist who wrote "Brain rules: 12 principles for surviving and thriving at work, home, and school," ISBN: 978-0-9797777-4-5. Dr. Medina professes, and proves with scientific data, that in fact we are wired differently than we act. He stated, and has scientific proof, that our current educational system and work environments are counterproductive and opposite to what our brains are really like.  As an example, Dr. Medina suggests not to have meetings and classes during the times of 2:00 pm and 4:00 pm "because your brain really wants to take a nap" (Medina, 2008, p.3 ). A NASA study showed that a 26 minutes nap at around 3:00 pm boosted productivity of NASA pilots by 34%. The point is that we have learned quite a bit about the brain's ability for 're-moulding' as you suggested, but we have not had the capacity, as educators, to embrace such new studies in lieu of what we have been doing for a long time and is familiar to us. Thus, my comment regarding us still using 1980s theories for teaching seems plausible.  How do we continue to lecture in large auditoriums and expect adult learners to stay focused? Why do we continue to require written tests to evaluate students grasp of the material? What can we do to ensure our business graduates can work autonomously sooner than ever before in our current global business environment? I believe that student failure is a teacher's failure to recognize the proper teaching/learning style combination for a particular student. Thus, using current scientific data, teaching styles metrics should be reworked and brought up to date. I do not have the experience nor the expertise to undertake such a project, but can provocatively suggest such an upgrade.  Speaking about the wiring of the brain, I will cite from Dr. Medina's book: "Given these data [wiring of the brain], does it make sense to have school systems that expect every brain to learn like every other? Does it make sense to treat everybody the same in business, especially in a global economy replete with various cultural20experiences?" p. 66.  Therefore, in order to address today's business educational challenges, we must consider teaching methodologies (andragogy vs. pedagogy) and course content (rigor vs. relevance) in terms of what we know today of how people learn, not 20+ years ago! ;-)  Any thoughts or recommendations?  Alberto Roldan    Reference  Medina, J. L. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Peer Press.   -----Original Message----- From: Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh Sent: Thursday, May 28, 2009 11:15 PM To: MG-ED-DV@AOMLISTS.PACE.EDU Subject: Re: Pedagogy/Teaching Styles Metrics  Alberto it is worth noting that some things do hold their value and relevance for more than a nano-second :-) I am concerned that you are not reading the references in a way that looks squarely at what they are observing and reporting about human behaviour. We have not become a different species in a generation. While students behaviours may appear - and sometimes be - different, their brain is not wired differently. Although - of course - we do know a lot more about the plasticity ('re-moulding capacity') of that wiring than we once did. And while teaching philosophies may appear different - you will find that writers from the early 190 0's (Dewey, A S Neil etc) were advocating teaching approaches that are still not integrated into standard teaching systems yet will certainly appeal to those now entering tertiary study (and before). That is - there is a broader range of philosophical stances than perhaps was available 30 years ago - yet even this is likely to be really more a statement about the number of writers and contributions than the actual range of stances. Thus seeking a 'modern' survey format may not be the best research path. but looking at how currently available surveys are / are not integrated into teaching processes may be helpful if you are seeking to understand relationships among teaching/learning /philosophy/ stances/methods/tools. Regards EL    Alberto Roldan wrote: > Hello to all: > > You have provided references as to measures of pedagogical or teaching > styles from the 1980s and 1990s. Nonetheless, they are quite old! Is > there anything recent? As we all know, the current state of management > education is (or should be) in a paradigm shift towards a different > philosophy due to recent economic times. Also, arriving students are > much different than those who arrived in the 1980s and 1990s. Teaching > philosophies are different, and learning styles have evolved! (I am > currently doing a dissertation in this > topic.) I find myself attempting to create a survey instrument capable > of measuring teaching and20learning styles. > > I question the validity of those measures in terms of today's environment. > > What are your thoughts and/or recommendations? > > Regards, > > Alberto Roldan > > > > -----Original Message----- > From: Management Education and Development Discussion > [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh > Sent: Tuesday, May 26, 2009 5:13 PM > To: MG-ED-DV@AOMLISTS.PACE.EDU > Subject: Re: Pedagogy/Teaching Styles Metrics > > If you seeking to have students understand their own approach to the > teaching role try Zinn, L 1991, "Identifying Your Philosophical Orientation" > in Galbraith (ed.), Adult Learning Methods, Kreiger, Florida. > Regards > EL > > > Thomas Hawk wrote: > >> Dan. Here are three useful references. Tom Hawk. >> >> Butler, K.A. (1986). /Learning and teaching style in theory and >> practice/. Columbia, CT: Learner's Dimension. >> >> Grasha, A.F. (1996). /Teaching with style/. Pittsburgh, PA: Alliance >> Publishers. >> >> Kolb, D. (1984). /Experiential learning: Experience as the source of >> learning and development/. Englewood Cliffs, NJ: Prentice-Hall. >> >> >> --------------------------------------------------------------------- >> - >> -- >> *From:* Management Edu cation and Development Discussion on behalf of >> Daniel E. Martin >> *Sent:* Tue 5/26/2009 11:02 AM >> *To:* MG-ED-DV@AOMLISTS.PACE.EDU >> *Subject:* Re: Pedagogy/Teaching Styles Metrics >> >> Ben, >> >> Thanks! Great recommendation and a good piece for assessing student >> learning styles. Any related research on pedagogy or teaching styles? >> I'm having a tough time turning much up! >> >> Best, >> >> Dan >> >> --------------------------------------------------------------------- >> - >> -- >> >> *From:* Management Education and Development Discussion >> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] *On Behalf Of *Ben Arbaugh >> *Sent:* Tuesday, May 26, 2009 7:36 AM >> *To:* MG-ED-DV@AOMLISTS.PACE.EDU >> *Subject:* Re: Pedagogy/Teaching Styles Metrics >> >> Dan, Tom Hawk and Amit Shah had an award-winning article that >> reviewed learning style instruments in the January 2007 of the >> Decision Sciences Journal of Innovative Education. Some of the >> instruments they reviewed there are free and easy to administer (I >> used one of them in my classes). Hope this helps, Ben >> >> ----- Original Message ----- >> From: "Daniel E. Martin" <dmartin@ALINEAGROUP.COM& gt; >> Date: Monday, May 25, 2009 8:30 am >> Subject: Pedagogy/Teaching Styles Metrics >> To: MG-ED-DV@AOMLISTS.PACE.EDU >> >> >> >>> Folks, >>> >>> Hope this finds you well. I am interested in a measure applicable to >>> >> the US in the evaluation of pedagogical or teaching styles. I have >> reviewed the Doherty, Hilberg, Epaloose, and Tharp (Journal of >> Educational Research, 2002) instrument, but am looking for something >> self report that does not require training to evaluate. Any >> suggestions would be greatly appreciated! >> >> >>> Dan >>> >>> *______________________________________________* >>> Daniel E. Martin, Ph.D. | Assistant Professor, Department of >>> Management >>> >>> California State University, East Bay | College of Business and >>> Economics >>> >>> email: daniel.martin@csueastbay.edu | phone: 510-885-2060 >>> >>> Alinea Group SF | Vice President >>> >>> email: dmartin@alineagroup.com | phone: 800-590-8095 | Fax: >>> 800-203-7055 >>> >> . >> >>  >> >> J. B. (Ben) Arbaugh, Ph.D. >> Editor, Academy of Management Learning & Education College of >> Business University of Wisconsin Oshkosh >> e-mail: arbaugh@uwosh.edu Phone: (920) 424-7189 >> http://journals.aomonline.org/amle/ >> "What are you reading?" >> >>  ---- Ce message electronique et tous les fichiers attaches qu'il contient sont confidentiels et destines exclusivement à l'usage de la personne à laquelle ils sont adresses. Si vous avez reçu ce message par erreur, merci de le retourner à son metteur. Les idees et opinions presentees dans ce message sont celles de son auteur, et ne representent pas necessairement celles de l'institution ou entite affiliee dont l'auteur est l'employe. La publication, l'usage, la distribution, l'impression ou la copie non autorisee de ce message et des attachements qu'il contient sont strictement interdits.  This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please return it to the sender. The ideas and views expressed in this email are solely those of its author, and do not necessarily represent the views of the institution or company of which the author is an employee. Unauthorized publication, use, distri bution, printing or copying of this e-mail or any attached files is strictly forbidden. 

Dr. Leigh,

You have cleared up some things for me and I appreciate it tremendously! You
are correct in your assessment of my comments; I have been looking for a
"more current" instrument to measure both the 'how to' and the 'wherein'
within management education. Thus, understanding how adult human beings
prefer to learn while at the same time evaluating the teaching processes
being used in our classrooms may lead us in the direction of finding 'the
best available' model (or best practices) in educating future managers.

I am in agreement with Dr. Ted Legatski who stated in a previous e-mail that
"it seems to me best practices in the classroom would require using multiple
pedagogies in order to accommodate individual learning styles and
preferences." Thus, the point you are making goes hand in hand with what I
have envisioned; I just could not communicate it as well as you have!

There has to be a way to link how we learn and how we provide instruction in
order to benefit our students and provide a model to follow. What I have
seen is individuals with business PhDs teaching the same way they were
taught (sometimes 30-40 years ago) without regards for current findings on
teaching methods. My humbled opinion is that business PhDs without formal
training in teaching methods necessitate a "go-by" adhering to current
times. This problem is exacerbated by having very competent practioner MBAs
teach without formal education on how to teach. I hope not to offend anyone
in that situation; on the contrary, I would like to tap in to their vast
applicable knowledge, but with current teaching methodologies. Does it make
sense what I am trying to do?

Again Dr. Leigh, thank you for the discussion and clarification. I think I
may have just grown a neuron or two--if that was ever possible!

Kindest Regards,

Alberto Roldan




-----Original Message-----
From: Management Education and Development Discussion
[mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh
Sent: Friday, May 29, 2009 6:42 PM
To: MG-ED-DV@AOMLISTS.PACE.EDU
Subject: Re: Pedagogy/Teaching Styles Metrics

Hi Alberto,
We seem to be discussing two distinct factors here. One concerns
research/knowledge about how human being prefer to learn. The other concerns
how human beings design and manage the formal learning contexts where
society attempts to provide for its learning goals - in accord with - or
despite - those same learning styles/preferences that we know exist.
The gaps that exist between what we know about the 'how to' and the
'wherein' are perhaps the focus of your intent, but - as I read it - your
comments were initially about seeking 'more current' instruments.
What you describe below are processes for addressing how to provide learning
environments - what I call the 'wherein' we provide means for learning.
These often defy the benefits of knowledge of recommendations made by such
as Dr Medina - despite their often terrible inconsistencies with what we
simultaneously know to be appropriate and effective.
My intent was to draw your attention to the idea that writers like Dr Medina
are simply the most recent in a long tradition of writers (as far back as
Plato) who wish to provide for learning as a 'whole of life'
experience rather than the kind of constrained and restricted 'lessons'
of current classrooms.
My point was that existing (and 'older') research on 'how we learn/ what we
prefer' is separate from 'how we provide/what we do' as educators.
All of Dr Medina's work would sit comfortably with recommendations from
quite a few of those who conducted the first modern research on the 'how' of
learning. Even Binet of IQ research conceded that his IQ test were really
only good for finding children who were good at doing IQ tests!
So seeking instruments about 'learning preferences' will only take you so
far. That mythic 'best [most current] instrument in the world' will only
confirm/extend what is already known about the variety and complexity of
individual approaches to acquisition of new 'knowing' (aka 'learning
styles/preferences').
Of more benefit to improving human 'knowing' is addressing the factors that
continue to inhibit and limit the contextual experiences within which we
attempt to enable individuals/classes/teams etc 'to learn'. I am entirely in
agreement with Dr Medina - and wish my own teaching experience had included
greater access to the kind of conditions recommended.
On another note - one way to perceive this problem is to consider that
'pedagogy' implies a good deal about the 'how to' with its assumptions of
'child as tabula rasa' informing the past design of learning spaces and
processes. Yet those we teach are no longer children and benefit from
approaches that are other than 'pedagogical' :-) EL

Alberto Roldan wrote:
> EL,
>
> Thank you much for the reply! Although you are correct that we have
> not become a different species, I must bring your attention to Dr.
> John Medina's
> 2008 work on the brain and learning. He is a developmental molecular
> biologist who wrote "Brain rules: 12 principles for surviving and
> thriving at work, home, and school," ISBN: 978-0-9797777-4-5. Dr.
> Medina professes, and proves with scientific data, that in fact we are
> wired differently than we act. He stated, and has scientific proof,
> that our current educational system and work environments are
> counterproductive and opposite to what our brains are really like.
>
> As an example, Dr. Medina suggests not to have meetings and classes
> during the times of 2:00 pm and 4:00 pm "because your brain really
> wants to take a nap" (Medina, 2008, p.3). A NASA study showed that a
> 26 minutes nap at around 3:00 pm boosted productivity of NASA pilots
> by 34%. The point is that we have learned quite a bit about the
> brain's ability for 're-moulding' as you suggested, but we have not
> had the capacity, as educators, to embrace such new studies in lieu of
> what we have been doing for a long time and is familiar to us. Thus,
> my comment regarding us still using 1980s theories for teaching seems
plausible.
>
> How do we continue to lecture in large auditoriums and expect adult
> learners to stay focused? Why do we continue to require written tests
> to evaluate students grasp of the material? What can we do to ensure
> our business graduates can work autonomously sooner than ever before
> in our current global business environment? I believe that student
> failure is a teacher's failure to recognize the proper
> teaching/learning style combination for a particular student. Thus,
> using current scientific data, teaching styles metrics should be
> reworked and brought up to date. I do not have the experience nor the
> expertise to undertake such a project, but can provocatively suggest such
an upgrade.
>
> Speaking about the wiring of the brain, I will cite from Dr. Medina's
book:
> "Given these data [wiring of the brain], does it make sense to have
> school systems that expect every brain to learn like every other? Does
> it make sense to treat everybody the same in business, especially in a
> global economy replete with various cultural experiences?" p. 66.
>
> Therefore, in order to address today's business educational
> challenges, we must consider teaching methodologies (andragogy vs.
> pedagogy) and course content (rigor vs. relevance) in terms of what we
> know today of how people learn, not 20+ years ago! ;-)
>
> Any thoughts or recommendations?
>
> Alberto Roldan  
>
>
>
> Reference
>
> Medina, J. L. (2008). Brain rules: 12 principles for surviving and
> thriving at work, home, and school. Seattle, WA: Peer Press.
> 
>
> -----Original Message-----
> From: Management Education and Development Discussion
> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh
> Sent: Thursday, May 28, 2009 11:15 PM
> To: MG-ED-DV@AOMLISTS.PACE.EDU
> Subject: Re: Pedagogy/Teaching Styles Metrics
>
> Alberto
> it is worth noting that some things do hold their value and relevance
> for more than a nano-second :-) I am concerned that you are not
> reading the references in a way that looks squarely at what they are
> observing and reporting about human behaviour. We have not become a
> different species in a generation. While students behaviours may
> appear - and sometimes be - different, their brain is not wired
> differently. Although - of course - we do know a lot more about the
> plasticity ('re-moulding capacity') of that wiring than we once did.
> And while teaching philosophies may appear different - you will find
> that writers from the early 1900's (Dewey, A S Neil etc) were
> advocating teaching approaches that are still not integrated into
> standard teaching systems yet will certainly appeal to those now entering
tertiary study (and before).
> That is - there is a broader range of philosophical stances than
> perhaps was available 30 years ago - yet even this is likely to be
> really more a statement about the number of writers and contributions
> than the actual range of stances.
> Thus seeking a 'modern' survey format may not be the best research path.
> but looking at how currently available surveys are / are not
> integrated into teaching processes may be helpful if you are seeking
> to understand relationships among teaching/learning /philosophy/
stances/methods/tools.
> Regards
> EL
>
>
>
> Alberto Roldan wrote:
>  
>> Hello to all:
>>
>> You have provided references as to measures of pedagogical or
>> teaching styles from the 1980s and 1990s. Nonetheless, they are quite
>> old! Is there anything recent? As we all know, the current state of
>> management education is (or should be) in a paradigm shift towards a
>> different philosophy due to recent economic times. Also, arriving
>> students are much different than those who arrived in the 1980s and
>> 1990s. Teaching philosophies are different, and learning styles have
>> evolved! (I am currently doing a dissertation in this
>> topic.) I find myself attempting to create a survey instrument
>> capable of measuring teaching and learning styles.
>>
>> I question the validity of those measures in terms of today's
environment.
>>
>> What are your thoughts and/or recommendations?
>>
>> Regards,
>>
>> Alberto Roldan
>>
>> 
>>
>> -----Original Message-----
>> From: Management Education and Development Discussion
>> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh
>> Sent: Tuesday, May 26, 2009 5:13 PM
>> To: MG-ED-DV@AOMLISTS.PACE.EDU
>> Subject: Re: Pedagogy/Teaching Styles Metrics
>>
>> If you seeking to have students understand their own approach to the
>> teaching role try Zinn, L 1991, "Identifying Your Philosophical
>>    
> Orientation"
>  
>> in Galbraith (ed.), Adult Learning Methods, Kreiger, Florida.
>> Regards
>> EL
>>
>>
>> Thomas Hawk wrote:
>>  
>>    
>>> Dan. Here are three useful references. Tom Hawk.
>>>
>>> Butler, K.A. (1986). /Learning and teaching style in theory and
>>> practice/. Columbia, CT: Learner's Dimension.
>>>
>>> Grasha, A.F. (1996). /Teaching with style/. Pittsburgh, PA: Alliance
>>> Publishers.
>>>
>>> Kolb, D. (1984). /Experiential learning: Experience as the source of
>>> learning and development/. Englewood Cliffs, NJ: Prentice-Hall.
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>> --
>>> *From:* Management Education and Development Discussion on behalf of
>>> Daniel E. Martin
>>> *Sent:* Tue 5/26/2009 11:02 AM
>>> *To:* MG-ED-DV@AOMLISTS.PACE.EDU
>>> *Subject:* Re: Pedagogy/Teaching Styles Metrics
>>>
>>> Ben,
>>>
>>> Thanks! Great recommendation and a good piece for assessing student
>>> learning styles. Any related research on pedagogy or teaching styles?
>>> I'm having a tough time turning much up!
>>>
>>> Best,
>>>
>>> Dan
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>> --
>>>
>>> *From:* Management Education and Development Discussion
>>> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] *On Behalf Of *Ben Arbaugh
>>> *Sent:* Tuesday, May 26, 2009 7:36 AM
>>> *To:* MG-ED-DV@AOMLISTS.PACE.EDU
>>> *Subject:* Re: Pedagogy/Teaching Styles Metrics
>>>
>>> Dan, Tom Hawk and Amit Shah had an award-winning article that
>>> reviewed learning style instruments in the January 2007 of the
>>> Decision Sciences Journal of Innovative Education. Some of the
>>> instruments they reviewed there are free and easy to administer (I
>>> used one of them in my classes). Hope this helps, Ben
>>>
>>> ----- Original Message -----
>>> From: "Daniel E. Martin" <dmartin@ALINEAGROUP.COM>
>>> Date: Monday, May 25, 2009 8:30 am
>>> Subject: Pedagogy/Teaching Styles Metrics
>>> To: MG-ED-DV@AOMLISTS.PACE.EDU
>>>
>>>
>>>    
>>>      
>>>> Folks,
>>>>      
>>>> Hope this finds you well. I am interested in a measure applicable
>>>> to
>>>>      
>>>>        
>>> the US in the evaluation of pedagogical or teaching styles. I have
>>> reviewed the Doherty, Hilberg, Epaloose, and Tharp (Journal of
>>> Educational Research, 2002) instrument, but am looking for something
>>> self report that does not require training to evaluate. Any
>>> suggestions would be greatly appreciated!
>>>
>>>    
>>>      
>>>> Dan
>>>>      
>>>> *______________________________________________*
>>>> Daniel E. Martin, Ph.D. | Assistant Professor, Department of
>>>> Management
>>>>      
>>>> California State University, East Bay | College of Business and
>>>> Economics
>>>>      
>>>> email: daniel.martin@csueastbay.edu | phone: 510-885-2060
>>>>      
>>>> Alinea Group SF | Vice President
>>>>      
>>>> email: dmartin@alineagroup.com | phone: 800-590-8095 | Fax:
>>>> 800-203-7055
>>>>      
>>>>        
>>> .
>>>
>>>
>>>
>>> J. B. (Ben) Arbaugh, Ph.D.
>>> Editor, Academy of Management Learning & Education College of
>>> Business University of Wisconsin Oshkosh
>>> e-mail: arbaugh@uwosh.edu Phone: (920) 424-7189
>>> http://journals.aomonline.org/amle/
>>> "What are you reading?"
>>>
>>>    
>>>      

All --

Just a short addition to this discussion: Student evaluations should not be a sole criteria for evaluation of instructor performance, no more than a ship's navigator should be evaluated for his work (fully) by the passengers of the cruise ship.

cheers,

-rr

----- Original Message -----
From: "Loretta O'Donnell" <l.odonnell@UNSW.EDU.AU>
To: MG-ED-DV@AOMLISTS.PACE.EDU
Sent: Saturday, May 30, 2009 6:04:19 PM GMT -08:00 US/Canada Pacific
Subject: Re: Pedagogy/Teaching Styles Metrics

This helpful dialogue on management learning and teaching might also consider the performance management system in which we tend to operate. If student evaluations are held to be primary sources of evidence for "good" or "bad" teaching, one unintended consequence is that innovation can be stifled as teachers attempt to minimise the risk of gaining low evaluations.



Dr Loretta O'Donnell
Academic Director
AGSM Graduate Certificate in Change Management
Australian School of Business UNSW
email: l.odonnell@unsw.edu.au
phone: +0011 61 2 93859170
mobile: 0411542730

Web: http://www.business.unsw.edu.au
Web: http://www.agsm.edu.au

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________________________________________
From: Management Education and Development Discussion [MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of Elyssebeth Leigh [elyssebeth.leigh@UTS.EDU.AU]
Sent: Sunday, May 31, 2009 7:45 AM
To: MG-ED-DV@AOMLISTS.PACE.EDU
Subject: Re: Pedagogy/Teaching Styles Metrics

Alberto
I'm glad I have helped. The journey you are on will be a long and
complex one, and I'm afraid to say, will - at best - achieve partial
success. But that is no reason to pause.  There has been change in the
shape of formal learning environments over the centuries but in
comparison with other professions the changes are glacially slow and
contested more than many others.
Research supports your observation that 'how we instruct' is highly
likely to align with 'how we were instructed'! The reasons for this are
harder to determine. But it is evident that we rationalise or behaviour
very quickly when challenged, and are hard put to accept that what we
are doing is less than the best we could do. Given that we prefer to
think well of ourselves we will resist suggestions that our actions are
not the 'best possible'. The work of Chris Argyris and Donald Schon is
very relevant here - especially the way in which Argyris demonstrated
how hard it is for 'smart people' to learn (Argyris, C. (1991). Teaching
Smart People How to Learn. Harvard Business Review, May-June 1991,
99-109) [and note the date of that article!]
Similarly we resist seeing that what we are doing will produce less - or
other - than what we intend (see Kerr, S. (1995). On The Folly Of
Rewarding A While Hoping For B. Academy of Management Executive, Vol. 9
No. I.)
And I do not recuse myself from any of this! I use a radical form of
simulation in some in my teaching and was heavily chastised for doing so
(see Leigh, E. (2003). A Practitioner Researcher Perspective on
Facilitating an Open, Infinite, Chaordic Simulation, University of
Technology, Sydney, Sydney, http://
http://epress.lib.uts.edu.au/dspace/handle/2100/20/items-by-author?author=Leigh%2C+Elyssebeth)
while I 'won' that argument I do not teach in the same way at all times,
and  catch myself using - at times - instruction methods that are far
from my 'ideal' of good teaching.
Context, life and social pressures, expectations of peers and managers,
time and levels of commitment (among many other factors) all influence
how we operate moment to moment. Michael Wesch writes passionately about
this (see
http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/)
and yet his insights and passion do not prevent his readers from nodding
wisely and continuing in our own ways of maintaining the status quo.
Argyris (again) writes about the gap between our 'espoused' and
'enacted' theories of behaviour. What we 'espouse' and 'how we act' do
not consistently totally overlap - yet we can bring them ever closer
together as we learn to resolve the dilemmas posed by needing to meet
multiple, conflicting and overlapping goals and expectations. This
becomes a life time of personal practice and requires forgiveness of
self for failures and celebration of self for successes - accepting that
these may reside in the same set of events as perceived by different
eyes! (see "Mr Holland's Opus").
Your passion and commitment will contribute to the tide of change in
'teaching' and will not be alone in the force of energy promoting the
need to bring what we know about 'learning' into the realm of
'teaching'. But it will not change everything, so prepare for
disappointments and do not cease from trying.
Keep growing those neurons.
Regards
EL




Alberto Roldan wrote:
> Dr. Leigh,
>
> You have cleared up some things for me and I appreciate it tremendously! You
> are correct in your assessment of my comments; I have been looking for a
> "more current" instrument to measure both the 'how to' and the 'wherein'
> within management education. Thus, understanding how adult human beings
> prefer to learn while at the same time evaluating the teaching processes
> being used in our classrooms may lead us in the direction of finding 'the
> best available' model (or best practices) in educating future managers.
>
> I am in agreement with Dr. Ted Legatski who stated in a previous e-mail that
> "it seems to me best practices in the classroom would require using multiple
> pedagogies in order to accommodate individual learning styles and
> preferences." Thus, the point you are making goes hand in hand with what I
> have envisioned; I just could not communicate it as well as you have!
>
> There has to be a way to link how we learn and how we provide instruction in
> order to benefit our students and provide a model to follow. What I have
> seen is individuals with business PhDs teaching the same way they were
> taught (sometimes 30-40 years ago) without regards for current findings on
> teaching methods. My humbled opinion is that business PhDs without formal
> training in teaching methods necessitate a "go-by" adhering to current
> times. This problem is exacerbated by having very competent practioner MBAs
> teach without formal education on how to teach. I hope not to offend anyone
> in that situation; on the contrary, I would like to tap in to their vast
> applicable knowledge, but with current teaching methodologies. Does it make
> sense what I am trying to do?
>
> Again Dr. Leigh, thank you for the discussion and clarification. I think I
> may have just grown a neuron or two--if that was ever possible!
>
> Kindest Regards,
>
> Alberto Roldan
>
>
>
>
>