Professional Documents
Culture Documents
David J. Shook, Ph.D. Coordinator, TA Development Programs, CETL Associate Professor of Spanish
Outline
Tuesday and Thursday Introductions Effective instruction Strategies Self-evaluation Instructional techniques
Introductions
Names
Teaching experience
Effective instruction
Remember when?
Reflection5 minutes Discussion10-15 minutes
Effective instruction
How do people learn?
Information processing, cognitive psychology, learning theory
pay attention to information new information related to prior knowledge new information is stored knowledge is retrieved at appropriate time
Effective instruction
What information gets accessed and stored?
Dependent on learning styles
Visual Aural Manipulative Others
Effective instruction
My definition
When new information is conveyed in such a way that the students grasp the knowledge efficiently and can apply it correctly in new situations
Non-effective instruction
What can make instruction non-effective?
Problems in transmission/techniques/strategies Classroom management/administration
Personal issues
Instructor<-->student Student<-->student
Solution
Being proactive
Self-evaluation
Instructor Self-Evaluation Form
Students learn differently according to their learning style(s) Instructors normally teaching according to the way they first learned, i.e., their own learning style(s)
Self-evaluation
Areas of priority
Adequacyyour techniques and tools are successful Enthusiasmyou show excitement for the learning process Stimulationyou get the students to learn! Relationsyou have an impact on your students personally
Self-evaluation
Summary Your priority is an area where you might naturally focus as you teach
If instruction is not going well, what might you need to add/change to your instruction to make it more effective for your students?
Instructional techniques
McKeachie, Wilbert J. McKeachies Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 2002. 11th ed. Boston: Houghton Mifflin.
Instructional techniques
Discussion Lecture Writing Reading Peer learning Information Technology
Discussion
Pros
Students are active Students learn to think and evaluate thinking Students learn to apply new information Instructors gain prompt feedback Difficulty in getting students to participate Making progress in course objectives Personal issues Management issues
Cons
Discussion
Main issue: Questioning
Sequence
simplecomplex, concreteabstract
Directness
Ask a specific question to a specific Person
Lecture
Pros Can give students most up-to-date research and theories Summarize related material from a variety of sources Can adapt material to the background or interest of the students Can help instructors integrate information/knowledge Cons Attention of students is often a function of the delivery and environment, not of the information itself Student retention of the information depends on note-taking and the organization of the lecture
Lecture
Main issues Performance
The majority of effective lecturers ARE entertaining presenters in their own way Adopt a lecturing persona
Integration of instruction
Lectures are most effective when effective integrated with other instructional techniques: discussion, reading, etc. Example
Writing
Low-stakes writing
Log/journal Reaction paper Not for grades, but rather for communication and enhanced learning
High-stakes writing
Lab reports Term papers Graded, for demonstration of learning
Writing
Pros
Integrates learning and thinking Can demonstrate development/learning over time Can lead to professional writing
Cons
Giving feedback is time-consuming Plagiarism WILL occur if writing procedures are not proactive
Writing
Main issue: Set yourself up for success
Expect that students dont know how to write in your field, and give them the tools to succeed Be free with examples and models to demonstrate your expectations Expect quality at the end of the term, not the beginning Reward progress
Reading
Pros
Offer students differing views of subject matter When accompanied by visual material and study guides, reading is often much more useful for processing information than straight lecture
Con
Instructors cant assume that students know how to read efficientlyinstructors need to provide study guides/questions that help students process the text information
Reading
Main issues Multiple text resources are available (textbooks, journals, WWW) and should be made available to students Design study guides that help students integrate text information with lecture/discussion/lab, instead of just regurgitate it
Laboratories
Pros
Help students focus on observation and manipulation skills Help familiarize students with equipment and items of study
Cons
Labor intensive for both students and instructors Traditional labs not very effective in helping students learn problem-solving skills
Laboratories
Main issues
At the basic level, use laboratories to help students understand and integrate the scientific method of study For advanced students, use labs to stimulate and motivate their problemsolving strategies
Peer learning
Students teaching other students, or students working collaboratively, learning together
Peer learning
Pros Students naturally support and stimulate each other towards learning Students become socialized into the academic profession Students learn valuable team-building skills Cons Instructors need to switch from an instructional to a facilitating model Occasionally, students get stuck in a bad group, and this might have an impact on their final grade Group set-up, monitoring, and problem-solving can be very time intensive
Peer learning
Main issues
Students may learn more about a subject through direct interaction with their peers Students must be held accountable for their worktheir own as well as that of the entire group
When to assess?
Early enough in order to correct/adapt
How to assess?
Direct questions Official assessment tools One-minute paper