Teaching Portfolio Office of the Provost Contents A "teaching portfolio" is a compilation of information about a faculty member's teaching, made by that faculty member, often for use in consideration for tenure or promotion. It is not, in itself, an instrument for teaching evaluation, but a vehicle for presenting information which may include results of evaluations and which may itself contribute to evaluation. It can therefore be selective, emphasizing the positive--to serve as a showcase for the faculty member's achievements in teaching, not necessarily a comprehensive or balanced picture of everything. The very fact that the teaching portfolio is now in place should serve to underscore the increasing emphasis on the value of teaching at WSU and in higher education nationally. The format and uses of the portfolio will naturally vary from one part of the university or discipline to another. Nevertheless, there should be a degree of uniformity. Return to Beginning A. B. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. C.
Mobile Learning and The Flipped Classroom: The Full Picture I have jumped onto the Flipped Classroom craze to take the opportunity to propose and discuss an experiential model of education (ala John Dewey and Kurt Hahn), one that has experience at its core and provides learning options for all types of learners. In this model, the videos, as they are discussed in the flipped classroom. support the learning rather than drive it. My series on the Flipped Classroom – The Full Picture includes the following posts: This post continues the series by providing an overview of The Flipped Classroom: The Full Picture using mobile devices. A major focus of mobile learning these days seems to be centered on the apps, but my focus is on designing and providing mobile learning activities that are cross platform. It also is the basis of my teaching philosophy – to provide access to learning regardless of learning differences, income, digital access, and geographical location. Engaging Experience Photo and/or Video Examples of Real Life Situations. Meaning Making
20 Google Docs Secrets for busy teachers and students. — Edgalaxy Teaching Statements Print Version What is a Teaching Statement? A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. What Purposes does the Teaching Statement Serve? The Teaching Statement can be used for personal, professional, or pedagogical purposes. What does a Teaching Statement Include? A Teaching Statement can address any or all of the following: “If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. General Guidelines Make your Teaching Statement brief and well written. Reflection Questions To Help You Get You Started:* Why do you teach the way you do? *These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. Further Resources:
Mastery Learning Few programs have been implemented as broadly or evaluated as thoroughly over the last four decades in education as those associated with mastery learning. Programs based on mastery learning principles operate today in nations throughout the world and at every level of education. When compared to traditionally taught classes, students in mastery learning classes consistently have been shown to learn better, reach higher levels of achievement, and develop greater confidence in their ability to learn and in themselves as learners (Guskey, 1997, 2001). Although the basic tenets of mastery learning can be traced to such early educators as Comenius, Pestalozzi, and Herbart (Bloom, 1974), most modern applications stem from the writings of Benjamin S. Bloom of the University of Chicago. Figure 1 students vary widely in their learning rates, virtually all learn well when provided with the necessary time and appropriate learning conditions. Figure 2 Figure 3 Ames, C. (1992). Anderson, L. Block, J.
Alan November's Public Library Teaching Portfolios Content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. © 2023 Vanderbilt University · All rights reserved. Site Development: Digital Strategies (Division of Communications) Vanderbilt University is committed to principles of equal opportunity and affirmative action. Mister McIntosh Says - Mastery Learning and the Flipped Class: A Resource Guide Mastery learning and the flipped classroom concept are innovative ideas that are working their way through education channels and are gaining more and more traction all the time. I have heard few good arguments against them. One argument I have heard does carry some weight though: “If instruction and lecture is done on-line it takes away the chance for immediately asking questions and whole-class discussions.” This could be true. However, class discussion can take place during other activities that are built into a class procedure. Warm-ups at the beginning of class can lead to discussions. Whole class discussion are not a very real world activity either. This is my first year of flipping and mastery and there have been a few complaints. I have collected some resources to provide information and insight into exactly what is going on with the flipped class movement and why so many teachers are giving it serious consideration. Jonathan Bergmann and Aaron Sams The Flipped Class Network
Inside Search Google is the most popular search engine on the web. Most of us rely on Google search for finding information. Sometimes it can be difficult to find just the right information we are actually looking for out of the hundreds or thousands of results returned in Google’s search. Despite using Google every day, we still use it in its simplest form. Towards this end, in July 2012 Google created an online course called Power Searching with Google. The Google Power Searching course is available online on edX as an Xseries program. Go to Power Searching with Google Course The course is structured as a series of 6 modules, each of which comprises of 5-6 short video lessons. The instructor of the course is Daniel M. This Power Searching course introduces participants to the idea of search, how Google works, and gives them the methods, strategies and tactics to find what they need to find. Power Searching with GoogleAdvanced Power Searching with Google XSeries Program in Power Searching with Google
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