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Teaching Excellence Workshop. Geoffrey Gamble, President Joseph Fedock, Provost Gregory Young, Vice Provost for Undergraduate Education Marvin Lansverk, Chair, Faculty Council Jeff Adams, AVP Lynn Owens, HHD. Our Goals for the Workshop. Highlight the characteristics of good teaching - PowerPoint PPT Presentation
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Teaching Excellence Workshop
Geoffrey Gamble, President
Joseph Fedock, Provost
Gregory Young, Vice Provost for Undergraduate Education
Marvin Lansverk, Chair, Faculty Council
Jeff Adams, AVP
Lynn Owens, HHD
Our Goals for the Workshop Highlight the characteristics of good
teaching Introduce various instructional and
assessment strategies to improve student learning
Help you prepare for next week! Introduction to P&T and Sponsored
Programs/Technology Transfer Share some wisdom from senior
faculty
Academic Advising Workshop forNew Faculty
Details to be announced (but will certainly involve food) Agenda:
What advising at MSU looks like Questions advisors should ask CORE 2.0 Tips for effective advising Advising resources across campus How the Academic Advising Center and departmental advising work
together
Sponsored by the Academic Advising Center (University Studies) and the Teaching/Learning Committee
Look for an e-mail announcement
What is your level of teaching experience?A. I could probably run this workshop.B. I have as much experience as many
associate professors.C. I have limited experience as the
primary instructor.D. My only teaching has been in labs
or recitations.E. I have no experience.
Introductions Name Where are you from? What department are you in? What is your research area? Describe the courses you will be
teaching this year.
It is now 9:45
What is your comfort level about your teaching assignment(s) this year?
A. TerrifiedB. C. D. E. Totally Compfortable
Observing Teaching Questions to think about while
watching: the strengths and weaknesses of the
instruction the amount of learning you think is
occurring
Questions to think about: Do you want to be remembered? How do you want to be
remembered? Remember your best teacher:
What made them best for you? Were they best for everyone?
Remember your worst teacher: What made them the worst for you? Were they the worst for everyone?
What Constitutes Good Teaching (Guide page 2)* Sensitivity and Concern with Class Level
and Progress Preparation--Organization of the course Knowledge of the Subject Enthusiasm (for subject and teaching) Clarity and Understandability Availability and Helpfulness Impartiality of Evaluation; Quality of
Examinations
(*summary of 31 studies from student and faculty perspectives)
What about Millennials?The five R’s of engagement:
1. Relevance trying to solve problems they find
intriguing, beautiful, or important
2. Rationale – they want to know why3. Relaxed – they are less formal4. Rapport – connect on personal level5. Research-Based Methods – It is all
about engagement.
Coffee Break
We’ll start promptly at 10:45 !!
Active Learning in Your Classroom
To lecture or not to lecture, that is the
question.
What is active learning?
Characterized by: students involved rather than
listening less emphasis on transmission more
on skills
What it isn’t
What is active learning?
Characterized by: students involved rather than
listening less emphasis on transmission more
on skills emphasis on higher order thinking
skills
Taxonomy of Bloom
knowledge
comprehension
application
analysis
synthesis
Evaluation
Teaching goal
What is active learning?
Characterized by: students involved rather than listening less emphasis on transmission more on
skills emphasis on higher order thinking skills Students engaged in activities (e.g.,
writing, reading, discussing) more emphasis on students’ exploration
of their own attitudes and values
Why we lecture It’s the traditional model of higher
education. It’s what was done to us. IT WORKED FOR (MOST OF) US! “Give a faculty almost any kind of
class in any subject, large or small, upper or lower division, and they will lecture.”
-Blackburn, 1980
Is lecturing evil?
A lecture can: motivate model scholarly behavior present current material organize material to benefit a
particular audience effectively deliver large amounts of
information
Six Ways to Discourage Learning in the Lecture Insufficient "Wait-Time" The Rapid-Reward The Programmed Answer Non-Specific Feedback Questions
("Does anyone have any questions?) Fixation at a Low-level of Questioning The Condescending Response
adapted from AAS Education: http://www.aas.org/education/publications/sixways.html
Why don’t they
get it ?
Bad news about lectures ... Most students do not pay meaningful
attention for 50 minutes without breaks. Lectures can encourage students to try
to “process information later.” Lectures have been shown to result in
very low levels of student retention. Remember: Our students are not , for
the most part, younger versions of us.
Taxonomy of AL
Lecture
Time for Questions
Problems/In-class writing
Think-pair-share
Discussion
CSGL
Teaching goal
Active Learning
Cooperative Small Group Learning
Our Mantra:
It’s not what the teacher does that matters; it’s what the students do!
How do you know how it’s going? End of semester student evaluation forms Self-created teaching surveys
1-5 scale or written answer letter to chair
Video tape yourself Peer observation Self-created learning surveys
“one minute” or “muddiest point” papers NOTE: If you ask students’ opinions, you
must respond to it publicly.
Lunch is being served !!!Please sit with colleagues from your college.
We will begin promptly at 1:00 pm!!
Designing an effective syllabus*
Where does your course fit? general education course first course in a sequence required course for majors advanced course with prerequisites
Who are your students? What are your specific course goals? How will you know if you meet your goals? How can you use your syllabus to frame
their expectations?
*See Guide, page 21
Syllabus Checklist course name and number your name, office location, phone number, and
e-mail scheduled office hours policies regarding your availability outside of
office hours including e-mail response Use of learning management system (D2L) or
other e-resources required purchases such as textbooks, rulers,
and protractors
See www.montana.edu/teachlearn
Syllabus Checklist policy on using or having access to calculators,
personal digital assistants (PDAs), Internet, and so on (required vs. optional)
detailed description of how grades are determined
descriptions and goals of assignments and tests dates, times, and locations for all tests or other
out-of-class requirements. policy on missed classes or tests
Syllabus Checklist detailed list of course goals and objectives course calendar including exams, drop
dates, and holidays an explanation of how this course fits into
students’ overall education and the specific university goals
firm statement on academic honesty (conduct code)
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