Berkley - Make Your Teaching More Effective Good teaching can't happen without student learning. Remember that your students are supposed to be the beneficiaries of your communication. Don't make too many assumptions about your students. Figure out the Basics Who are my students? demographics (age, ethnicity, gender mix, etc.).predispositions (hopes, fears, positives/negatives, level of interest).knowledge of/experience with subject/me. In what context will my students engage with course information? large lecture hall, small seminar room or classroom.lighting and sound issues.time of day. Take into account the "me, here, now." Picture yourself as a member of the audience and ask "How does this message affect me, here, now?" Establish cognitive / behavioral objectives for student learning: What do I want my students to know? The First Day, Openings, and Closings Don't waste key "windows" of time on housekeeping alone. The First Day Openings Stay away from the predictable (Good morning. Closings Preparation Set objectives. Delivery Move yourself!
Strategies for Effective Feedback - JCU Contents: Strategies for Effective Feedback How do I provide feedback? When do I provide feedback? Strategies for Effective Feedback Price and O’Donovan (2006) suggest that effective feedback starts with a set of explicit criteria and standards that the student understands, and which form the basis for both feedback and evaluation. Your goal as a workplace educator is to deliver feedback in a respectful and constructive manner, which will help the student learn and develop. Back to top An acronym to help remember how to give effective feedback is "CORBS": Clear; Owned; Regular; Balanced; and Specific (Hawkins & Shohet, 1989). Feedback that is effective will: Please remember that no matter how well you give feedback, individuals will react differently to your comments. How do I provide feedback? Feedback can be provided in a number of ways and forms.It can be: You will use different methods of feedback on a daily basis. When do I provide feedback?
Reading & Writing (Literacy) - Common Core State Standards | Vermont Agency of Education The Common Core Standards (English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects) set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. (CCSS ELA/L p. 3) Questions?
Center for Teaching and Learning UTB/TSC Backward design Backward Design Model Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:[1] identify the results desireddetermine acceptable levels of evidence that support that the desired results have occurreddesign activities that will make desired results happen Backward design challenges "traditional" methods of curriculum planning. The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized. Curriculum Design, Instructional Design and Backward Design[edit] Backward design is often used in conjunction with two other terms: curriculum design and instructional design. Curriculum design is the act of designing or developing curricula for students. History[edit] Ralph W. Advantages[edit] According to Doug Buehl (2000),[7] advantages of backward design include:
Addressing Students’ Needs Adapted with permission from “Science Teaching Reconsidered: A Handbook” (©1997) by the National Academy of Sciences, courtesy of the National Academies Press, Washington, DC. To effectively choose teaching methods and help students learn, you must first know something about whom you are teaching. Your students will come from very different backgrounds and have various learning needs. You may have students that graduated from high school when they were 16 and are still minors. Or you may have students that have been out of school for 20 or 30 years. Considerate Communication Many students, regardless of their gender or cultural background, feel discouraged when they see inconsiderate behavior on the part of professors, TAs, or other students. Each of us sees through the lens of our own experience. Providing a welcoming environment is not as challenging as it may sound. Knowing Your Students' Backgrounds Not all students will have the same background in your field.
Giving Effective Feedback Home » Resources » Leadership Exercises & Tips » Leadership Skills » Giving Effective Feedback Giving Effective Feedback One of a leader's responsibilities is to create and utilize a forum for open, constructive communication in which feedback is one important aspect. Feedback is communicating to a member or group(s) how their behavior has affected us or other people. Effective feedback, both positive and negative, is helpful to others. It is specific rather than general. 10 Great Warm up Activities For The Classroom Warm up strategies for our classroom are an excellent teaching tool! We all know that starting the lesson with a good hook activity sets us up for a better chance of success. It captivates the students and draws them into the lesson - giving us the opportunity to "do our thing"! The Evocative This is done by giving the students an evocative quotation, photo, scenario or song. You'd be suprised at what people can come up with, and more so, how wrong they can often be. Most importantly, in my opinion, it lets you know how to target the lesson, after all, it makes no sense to teach them what they are already know (unless you are deliberately using repetition) - they would just get bored. Data Manipulation "A picture is worth a thousand words", so with this strategy we ask the students to draw a diagram of what they currently understand about the subject or concept. Pre-Quiz A quiz (even if it's ungraded) always gets the attention of students. Wordsplash Simulation Guessing Game Opinionnaire
Advanced Online Assessment Techniques - E-Learning Faculty Modules From E-Learning Faculty Modules Module Summary Assessment methods are very domain-field specific and often very particular to various instructors and practitioners in a field. This module highlights some of the strategies that are commonly used in assessing learners in a measureable way to both inform the teaching and learning and also to evaluate learner performance. This module focuses on current capabilities in learning / course management systems (L/CMSes) for automated and manual assessments. Takeaways Learners will... Gain perspective on how assessments in a domain field are arrived at and perpetuated (from a universe of possible assessments). Module Pretest 1. 2. 3. 4. 5. 6. Main Contents In terms of good design, a learning sequence is defined first by its learning objectives (the measureable goals of the learning) and learning outcomes (the knowledge and skills that learners will have after they have completed the learning sequence). 1. 2. Low-Value Assessments High-Value Assessments
Backward design 1 Definition Backwards design (or backward design) is an instructional design method invented by Wiggins and McTighe and is part of their larger Understanding by Design framework. “ Backward design begins with the end in mind: What enduring understandings do I want my students to develop?” 2 The model The model has 3 stages: Identify desired results (learning outcomes) “ What should students know, understand, and be able to do? Wiggins and McTighe insist a lot on enduring understandings and that go beyond simple facts and skills to include larger concepts, principles or processes. 3 Variants There exist other variants, e.g. below is a set of steps adapted to specific schoolteachers in a specific environment (see Backward Design Overview & FAQ: Decide on the themes, enduring understandings and essential questions for the unit. 4 Links Developing Goals and Objectives Understanding by Design Exchange. 5 References Wiggins,G., McTighe, J. (2006) Are the Best Curricular Designs "Backward"?
7 principles for good practice Joseph R. Codde, Ph.D., Professor and Director - Educational Technology Certificate Program Counseling, Educational Psychology, and Special Education Department Michigan State University Adapted from Arthur W. The following is a brief summary of the Seven Principles for Good Practice in Undergraduate Education as compiled in a study supported by the American Association of Higher education, the Education Commission of States, and The Johnson Foundation. I utilized the Faculty Inventory presented at the back of this book to share with you the practices I apply in my teaching. Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. I make a point to talk with my students on a personal level and learn about their educational and career goals. Learning is enhanced when it is more like a team effort than a solo race. Learning is not a spectator sport. I ask students to present their work to the class.
Improving Your Teaching: Obtaining Feedback Adapted from Black (2000) Center for Research on Learning and Teaching Just as students benefit in their learning from receiving your comments on their papers and assignments, you may find it beneficial in improving your teaching to receive feedback from your students. The more information that you gather about your teaching the more you can make informed changes that will be beneficial both to your students and to you as you develop as a teacher. Student Feedback Receiving student feedback in the middle of the semester can help you know what you are doing that facilitates the learning of the students and it will help make you aware of any difficulties they may be having with your instruction. Two useful methods of getting information from students on how they perceive your teaching are outlined below. Get written feedback. Students are asked to discuss each of these questions in their groups. Self Reflection Peer Observation Videotapes and Consultation References Adapted from: back to top