Hindsight Can Be 20/20: Designing My Spring Course For Teaching Success

Vicki Hill

Assistant Dean for the University Curriculum

Carrie La Ferle

Director of Graduate Studies, Temerlin Advertising Institute, Altshuler Distinguished Teaching Professor

Ann Shattles

Assistant Director, Altshuler Learning Enhancement Center, HOPE Distinguished Professor CTE - NFTE Session #4 Simmons Hall 208 October 30, 2012 3:30 - 5:00

Overview:

What would/could you do differently now that you have been teaching for one semester?

  

Looking Back & Syllabus Construction

Did my assumptions about student abilities and skills interfere with their learning? Did student behavior interfere with their learning?

Did I interfere with student learning?

Syllabus & Class Content

     Presentations Activities Assignments Tests

#1) Did my assumptions about student abilities and skills interfere with their learning?

Ability to …… (and willingness to):

 read and follow the syllabus  understand student obligations regarding behavior and course demands  read to comprehend the assigned texts  take and use notes to supplement their learning in the classroom  manage their time in order to complete the assignments  participate in class discussions/activities  apply course material in order to answer test questions  recognize when they need assistance from the instructor or other university resources



#2) Did student behavior interfere with their learning?

Arriving late or coming unprepared to class     Reading only part (if any?) of the assignment Misreading the assignment Engaging in distracted/distracting behavior in class Not participating constructively in class discussion     Relying excessively on the power point Not following or even ignoring assignment instructions Requesting exceptions, rescheduled exams, extra credit Attempting to negotiate their grade

#3) Did I interfere with student learning?

        Lesson outline was not clearly presented Homework/reading connection to content weak Tried to teach too much during one class Did not give enough time to a complex concept Ignored a sea of confused eyes to stay on track Taught a concept or lecture ineffectively Presented material in a very boring manner Did not convey expectations and/or evaluation process for assignments well

Tools & Tips: Looking Forward to Spring Success

Course Design & Content

1.

Syllabus 2.

Assignment and Evaluation 3.

Student & Peer Feedback

How to Connect with Millennial Learners?

Dr. Christy Price – November 1, 2011

Courses should employ the 5 R’s:

1.

Relevant – help students apply information

2.

Research-based approaches to instruction fit active learning methods

3.

Rationale based course outcomes, policies and assessments (the why answered) vs. authoritarian

4.

Relaxed and participatory learning environments

5.

Relational opportunities and rapport with professors.

90 Minute Online Seminar – November 2011: http://www.facultyfocus.com/seminars/five-strategies-to-engage-todays-students/

Template For Syllabi

 Course Overview / Rationale: Why does this course exist? How does it fit with other courses in the curriculum?

 Learning Outcomes: What will students be able to know and do by the end of the course?

 Knowledge (define, repeat)  Comprehension (classify, convert) Bloom’s Taxonomy http://www.clt.cornell.edu/campus/ teach/faculty/Materials/BloomsTaxo nomy.pdf

 Application (demonstrate, modify, arrange)  Analysis (infer, estimate)  Synthesis (create, design)  Evaluation (critique, justify, discriminate) 

Course Requirements

 Course Materials – text book, course pack  Attendance  Participation  Course Assessments and Assignments  Grading Policy

Clarifying Course Expectations, Assignments & Evaluation

1.

2.

3.

Outline grading system on syllabus Outline process for discussing grades received Consider using rubrics with each assignment.

Rubric Examples ….. & Resources…..

iRubric  http://www.rcampus.com/indexrubric.cfm

Penn State Rubrics Page  http://www.schreyerinstitute.psu.edu/Tools/Rubric/ AACU Rubrics Project(Great examples of critical thinking and other rubrics)  http://www.aacu.org/value/abouttherubrics.cfm

Howard University rubrics page  http://www.howard.edu/library/assist/guides/rubrics/default.htm

A blog on how to make rubrics  http://www.squidoo.com/TeachCollege2#module59555632

Resources to Improve Student Learning

14 http://smu.edu/alec/wc.asp

15 http://smu.edu/alec/workshops.asp

16 http://smu.edu/alec/timemanagementtools.asp

Ask for Student Feedback …

1.

2.

3.

4.

Mid-semester & End of semester

In your opinion, what has been the most important concept learned to date and why?

What have you enjoyed about the class?

What would you like to see more of?

What ideas do you have that would enhance the class?

Common Challenges & Tools to Improve

Barbara Morganfield, Department of Teaching and Learning

CCQs:

Concept

Checking Questions Series of questions focused on the

concepts/ information from the lecture/discussion

ICQs:

Instruction

Checking Questions Series of questions focused on

instructions for an assignment, activity, lab, etc.

Adapted by Barbara Morganfield, Department of Teaching and Learning from: Teaching House (2009). Intensive CELTA course handbook. New York: Teaching House.

Q#2) Anyone reading? Q#3) Anyone listening in class?

Q#4) Who is attending my class?

Tools Toward a Solution

I.

Provide a weekly quiz online of key reading concepts – Blackboard can accommodate.

II.

Index Cards: Before or After  Hand out a card or have students fill out on computers their name and answers to 1-3 questions given in the last 10 minutes of class.

III.

Response Paragraphs - ~200-300 words

Thank You!

Any Questions?