Higher Expectation Framework

The HE Framework is an innovative, imaginative and creative approach to teaching adults.  This framework is fit to purpose, grounded in research and scholarship, and consistently validated through the collection of evidence.  This approach to teaching is underpinned by Adult Learning Principles (Knowles, 1984), Brain-Based Learning Principles (Wolfe, 2001), and assists in developing self efficacy (Bandura, 1997). In addition, it also ensures that the Seven Principles for Good Practice (Chickering & Gamson, 1989)  are applied in the classroom.  The goal is to enhance the overall culture of academic learning and teaching in the university setting and beyond, with the vision to stimulate the student experience and see them succeed in this educational journey.

Each element in the HE Pyramid can be used as an individual planning tool, or combined to encompass a broader way of thinking.  
As this is still quite a new approach, the author is keen to invite you to be a part of the evaluation and scholarship process to ensure this approach is rigorous.  See the 'Feedback' section to be a part of this continuing development. 

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The Higher Expectation Framework considers a number of angles when it comes to the overall teaching of students.  The pyramid reflects how this framework encompasses each step used in the process of teaching.  The Higher Expectation Thinking Phase (HETP) prefaces the value and importance of the early stages of thinking and planning. The RCEA approach (James, 2015) is introduced at this stage and assists the educator to understand the principles behind the framework and creates a climate of reflection and consideration. As educators begin to consider the micro stage of teaching individual concepts, the Higher Expectation Concept Planning (HECP) stage ensures that students gain a deeper understanding of the individual concepts being taught.  The Higher Expectation Lesson Planner (HELP) assists the educator to ensure that the macro stage of implementation is well organised and each lesson is scaffolded.  The Higher Expectation Course Design is a thinking tool used throughout the thinking, planning, writing and evaluation stages of developing a new course or updating an older one.  Finally, the Higher Expectation Classroom outlines suggestions on how to organise and facilitate a classroom in order to ensure that this flipped style of teaching has the best chance of success.  Peer interaction, Engagement, Active Learning, Collaboration and Enthusiasm (PEACE) are the key elements that underpin this approach to classroom design (James, 2015). 

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Higher Expectation Thought Process

Quite often, the thinking phase of planning is overlooked and under valued.  However, the RCEA approach is a good guide when considering how to plan a lesson, or how to design a course.  Reflecting on each element and considering ways that these can be used for your particular purpose will ensure that the actual plan and the implementation are well thought out and rigourous.
R - Review - what is it you are want? How will you introduce the individual concepts to ensure students will see the need to learn and understand?
C - Connect - how will you ensure your class will make connections with the content and be able to align it to their own prior knowledge?
E - Extend - how can you  scaffold their learning so they are engaged and taken just beyond their bank of knowledge? 
A - Apply - What ways can you show a connection to their real world?

Discussion paper coming soon

Higher Expectation Course Design

Whilst planning a new course, or even evaluating and re-structuring an old course, the RCEA approach will ensure all aspects align to the Adult Learning Principles.  Once the key concepts are decided on, the topics sequenced, and the writing process has begun, then consider the following.
R - Review - How clearly written is the course content?  Is it sequential and does it scaffold the new knowledge?  Is it introduced in such a way that it engages the student?  Can students see a 'need' for learning the content? What quality online resources will you create so students can watch the topics prior to attending?  See 'Snapshots' for an idea of a quality teaching product. [coming soon]
C - Connect - Have you given opportunities for students to reflect on what they already know about the topics and align it to their prior knowledge? Does it align to the core learning outcomes required in the course?
E - Extend - As the new content is being introduced, is it done in such a way that it is clear but with the academic rigour required for your level of course/program? What links can you share that will help them to get a deeper and broader understanding of the concept?
​A - Apply - consider how the topics will be assessed and how it links to the course outcomes.  Will there be need for formative and summative assessments?
 
Discussion paper coming soon

See Some Examples

Higher Expectation Concept Planning

When considering the micro element of teaching individual concepts, the RCEA approach is valuable as it ensures that the Adult Learning Principles are being considered through the 4 stages.
R - Review the concept and consider how adult students will see value in learning about it.  Grab their attention through the way the concept is introduced.
C - Connect - give them opportunity to connect this new knowledge to what they already know.  Show them that their prior knowledge is valued. 
E - Extend - consider a range of different activities that will take them outside their world of knowledge and expand their understanding of the concept. 
​A - Apply this concept to their real world. How can this concept be applied to their life?  How does it align to what is required in the course?

Discussion paper coming soon

Higher Expectation Lesson Planning

Structuring a whole lesson also needs consideration to ensure adult learners gain a higher depth of knowledge and that scaffolding is happening through the discourse taking place.  This element refers more generally to the macro planning of the overall lesson. By posing the RCEA approach when planning overall lessons, aspects to consider include: 
R - Review  - How has this lesson built onto the previous lesson taught?   What is special about this lesson that these students need to know?
C- Connect  - Are there clear connections from previous lessons?  How can you ensure students are building on their prior knowledge?
E - Extend - What types of activities have you developed to ensure that activities are interactive and students are interacting with their peers?
​A - Apply  - How will this lesson be utilised in their real world?  Are there ways that they can either link it to life or to study in general?
 
Discussion paper coming soon

Higher Expectation Classroom   

When considering what the HE Classroom is going to look like, we will refer to the RCEA approach slightly differently as we use this acronym to guide our preparation and thinking around the establishment of an engaging classroom environment.  The goal of the HE Classroom is to assist with the organisational aspects and guides the facilitation of the classroom in order to ensure that this flipped style of teaching has the best chance of success.  Peer interaction, Engagement, Active Learning, Collaboration and Enthusiasm (PEACE) are the key elements that underpin this approach to classroom design (James, 2015). 
R - Review  your resources. Ensure all resources are ready and organised prior to beginning class.  Spend time setting up the room so that teaching can begin as soon as class time begins.
C - Connect  through collaboration. Ensure desks are set up so that students can sit in groups of 4-6.  Consider size of desks and whether technology is a requirement for the lesson.
E - Extend  your thinking about the class environment.  Use all the space wisely - 

• use A1 Post it notes for activities around the wall
• ensure students fill up the spaces at tables to have similar group numbers
• organise a microphone if in a large class
• organise a support facilitator to respond to students queries during activites if class cohort is over 60

​A - Apply  through active learning. Consider the different types of teaching activities that will get the lesson across.  Ideas include

• scenarios
• pair dictation
• narrative writing
• outdoor activites
• mind games
• story builders
• problem solving
•  reflective writing
• debates
•  role play
•  think - pair - share
• concept mapping
• one minute paper
• peer review
• case studies
• and many more [the sky's the limit]

Discussion paper coming soon.