Learning Objectives: a class member should be able to . .
Class descriptions
Session
descriptions
Session 3: Creating a syllabus
List the basic elements of a syllabus
Explain how learning objectives function to anchor the content, methods and assessments
Discuss the importance of the syllabus in setting the for their courses and why and how the syllabus can be used as a learning and engagement activity on the first day of class
Participants will engage in the initial steps of syllabus construction: identifying the necessary pieces of information to include, deciding how they will set the tone for their course through statements on civility, respect, diversity, etc., and begin to think about writing learning objectives as the first step in framing the content, methods and assessments for their course. The workshop will finish with a discussion and brainstorming of ways to use the syllabus for active engagement on the first day of class.
Describe how learning theories influence various teaching models.
Identify theories of learning embedded within planning and implementing lessons within one's academic discipline.
Demonstrate coherence among lesson design, instructional strategies, classroom procedures and student assessment by identifying the associated learning theories.
Session 5: Learning objectives
Identify their preferred learning styles.
Discuss the impact of learning styles on teaching and learning.
Brainstorm alternative ways to present teaching activities to accommodate multiple learning styles.
In this session students will complete two learning style assessments to determine what their preferred methods are for taking in (sensory) and processing (personality type) information. Students will complete a sensory learning style inventory (visual, auditory, kinesthetic, etc) and the Personal Style Inventory (PSI) which is based on the Myers-Briggs Personality types. We will discuss how each type impacts student learning and teacher preparation. We will also examine different ways teachers can present the same content to accommodate multiple learning styles.
Session 7: Effective presentations
Describe a style of effective presentation that works well in a small 20-40 seater classroom.
Relative to a large classroom (100+), list 3 problems and 3 effective ideas for learning.
Give 3 specific examples where the use of video segments work well and why.
Articulate the differences between write-to-learn and learn-to-write assignments.
Explicitly communicate, in an assignment sheet, the audience, genre, and process features of each major writing assignment.
Design at least one informal write-to-learn or exploratory assignment that feeds each larger, formal assignment.
How can we steer students toward the kinds of thinking and writing that we value? The answer often hinges on how we frame our assignments. This informal workshop will explore how to make assignments more effective (not to mention more interesting) for both teachers and students. The writing assignments session will focus on assignments across various disciplines. In fact, the examples I use tend to be distributed across the sciences, social sciences, and humanities.
List three good PowerPoint practices and explain why they are beneficial.
Given a PowerPoint slide, identify elements which do not follow best practices and give examples of ways in which improvements could be made.
Demonstrate the following tasks:
Define what engagement is from the perspective of both the teacher and the student.
Describe what is effective engagement.
List five general engagement strategies to be used in any course.
Explain whether or not engagement needs to happen in a timely manner.
“How to best engage and motivate students in the classroom?” is a question as old as the study of education itself. Engaging and motivating students is a daunting task, but there are ways to get them involved in their learning. When students engage actively with material, they generally understand it better and remember it longer. This session offers a “How To Engage Top Ten,” an “Engagement (Contextual) Model,” a list of engagement activities, and an exhaustive activity list by students gathered through the years. Engaging students helps them consider their learning and in turn, helps us consider our teaching!
Identify the four parts of a framework for incorporating diversity considerations into course design and teaching
Discuss the range of diversity issues confronting faculty in higher education today
Explain how generational issues may interface with other kinds of diversity challenges
Identify several teaching strategies that can address diversity challenges in the classroom
Participants will be invited to create a working definition of diversity on which the workshop will be based. A framework for incorporating diversity issues into teaching and curriculum will be presented and used as a heuristic device to examine all aspects of diversity in higher education. Participants will be invited to engage in self-reflection and discussion of the topics in the assigned reading.
Explain something of the extent of and reasons for the problem of academic dishonesty in North American universities
Outline strategies for preventing and detecting plagiarism (ethical), cheating, and copyright violation (legal)
Understand how cases are adjudicated (new vs. old policy changes at UConn)
Utilize tools in HuskyCT that are available through Blackboard (DirectSubmit & SafeAssign)
Session 13a: Leading discussions
Identify the components of effective discussion sections
Model best practice in getting a discussion started (at least two techniques)
Use at least two different kinds of small group discussion techniques
Identify at least two specific techniques to increase student participation in a discussion
Explain how learning objectives can be used to make learning visible to students
Through participating in a discussion on teaching beliefs and techniques in higher education, participants will experience a model discussion section. After reflection, the participants will identify what made the discussion work and create a model for best practice leading discussion.
Session 13b: Teaching in the Sciences and Mathematics
List at least 3 reasons why teaching science and math effectively requires consistent attention and preparation.
List at least 4 classroom teaching styles and at least 4 laboratory teaching styles.
Demonstrate the use of Bloom’s Taxonomy in science and math assessment design.
Describe the use of the scientific method to improve pedagogical content knowledge and teaching skills.
Recognize non-verbal communication that may diagnose deficiencies in student understanding.
Utilize the Socratic Method to generate intellectual engagement of science and math in students.
Historically, instructors of science and math have been seen as authority figures whose image is that of someone capable of nonchalantly professing scientific expertise and knowledge depth. This myth has been perpetuated by the master/apprentice model of instruction that has governed university math and science education for 400 years. There are two realities that are borne from this history: 1) obtaining pedagogical content knowledge in science and math is non-trivial; 2) effective science and math instruction with today’s students requires an active conscience and proactive training. This workshop will provide students will all of the necessary tools for improving one’s instructional abilities in science and math, including tips for how to make things better in your sphere of influence when someone else is in charge.
Session 14: Active learning (X) and book discussion:
Chapter 4
Describe a good active learning strategy that would work well in their discipline and explain why.
List 3 active learning strategies that engage timid class members and why.
Explain how 3 active learning strategies could work in a large class.
Active learning is a
very effective way to engage students and to aid in retention of material
and ideas. It is also an enjoyable and
stimulating change from simple didactic practice. A range of examples will
be given and many of these will be demonstrated in the class – from interactive
questioning to the ‘jigsaw’ method.
Session
15: Presentation technology beyond the basics
Whether (or not) the use of technology can enhance a course by facilitating student learning.
(If you are using presentation software (PowerPoint; Keynote, etc.)), define what principles of graphic design should be avoided, and which ones should be used?
Describe how other forms of technology (e.g., podcasting) might be used to enhance learning in your course?
A presentation section will precede an interactive session
in which students will be divided into 2 or 3 breakout groups with each group
given a topic around which to create a PPT screen (or screens).
The students will instruct
David Miller on how to create the screen while he attempts to do it live.
David will then solicit feedback from
students in the other groups about what they might have done differently. This is intended to be a fun time, allowing creativity and critique.
If possible the creation of examples and activities will be related to
the students’ disciplines.
Finally there will be a section on creation and pedagogical
use of Podcasting.
Describe the current processes involved in developing an online course at the University of Connecticut.
Identify national standards for best practices in design and delivery of online courses.
Identify campus-wide resources available to instructors who will design and deliver online courses
Name three tools/capabilities of Learning Management systems and explain how they could be used to accomplish specific learning objectives.
Demonstrate the ability to complete the following tasks:
o Create columns in a grade book and enter grades
o Create a discussion topic
o Create a Learning Module
o Add a URL to a “folder page”
o Modify a course menu
When shown examples of HuskyCT sites, identify problem areas from a design perspective, explain why it is a disadvantage for the learner and provide suggestions for improvement.
Articulate the ethical concerns, especially reciprocity, that need to be addressed before undertaking service-learning.
Explain how the community-based learning will be integrated with the core academic features of the course (rather than added as something extra). Name which current course elements will need to be altered or omitted to make room for the community elements.
Create a timeline for the community projects and draft a set of assignments keyed to that timeline
Session 21: Advance classroom management and book discussion: Chapter 3
Session 22: Reflection and philosophy and questions
Session 23: Course evaluation and course portfolio
Session 24: Wrap-up panel and reception
This will conclude the formal part of the course. It is very important to have feedback and subsequent reflection on all that we do pedagogically and we hope that the first part of this last session will start to provide that. Other data collection will follow when you have been able to digest the previous 2 weeks. The latter part of this session is formed of a different form of digestion. Best wishes from ITL.