Theory and Practice of Undergraduate Teaching ESG 5300 September 14, 2004
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Transcript Theory and Practice of Undergraduate Teaching ESG 5300 September 14, 2004
Theory and Practice of Undergraduate
Teaching
ESG 5300
September 14, 2004
Université d’Ottawa / University of Ottawa
Today’s Agenda
Introduction of professor
Introduction of students
Overview of the course
Requirements
Activities
Style
Introduction to Teaching in Academe
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
The professor
Linda Manning, Ph.D.
Professor of Economics
Research agenda in integration of technology into teaching
Instructional Technology Consultant (CUT)
Advanced Placement Economics (US)
Contact information
[email protected]
http://www.courseweb.uottawa.ca/FACDEV101
Log in using your UOttawa student userid and password (as in
Infoweb)
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
The students
Now it’s your turn
Your name, your discipline, your research focus, your
professional plans, and what do you want from this course?
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
The Course
Designed to help graduate students prepare for an academic
teaching career.
Introduction
research and theory on undergraduate teaching
development of practical teaching skills for university teaching
You will actively participate in professional development
activities.
Framework is development of teaching portfolio in context of:
research in undergraduate teaching and learning
self-reflection and development of practical teaching strategies
the integration of instructional technologies into the university
classroom
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Course Goals
Develop set of instructional objectives for an introductory
course
Develop practices for understanding students and ourselves as
teachers
Explore different teaching methods and how to use them
Investigate new instructional technologies as pedagogical tools
Explore assessment strategies—for student learning, and our
teaching
Reflect on professional and ethical issues
Develop a teaching portfolio
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Instructional Methods and Scope
The focus of classroom activity will be active participation.
Theoretical basis of discussions will be presented on web pages,
which will serve as textbook.
Students will explore answers to questions raised with their
colleagues based on theory, experience, and self-reflection.
Each student will make three teaching presentations,
2 in front of a small group
By the second class period, I would like you to form groups of
4-5.
1 in front of the entire class.
The final teaching presentation will be filmed to provide
individualized feedback, and the audience will constructively
evaluate the presentations.
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Assignments
Mini-teaching sessions
Develop your own instructional objectives
Description of session and students, how they should be prepared before
the beginning of the session, and what they should be able to do when the
session is over Mini-teaching sessions and supporting theoretical
justification.
Identify ways you can reach different students
Prepare a brief theoretical justification for your framework of your miniteaching session. Use readings, current approaches to teaching,and class
discussions, justify your choice of instructional objectives, and teaching
strategies
Prepare framework for using technology in your own course
A Teaching Portfolio.
Prepare a list of assessment tools you've used, and professional
development activities
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Mini-Teaching Session
Your audience: first year students in a large class
Time: 15 minutes
Topic: your choice, but only one
Theoretical justification? Built around who you are,
who your students are, and what you are teaching.
Objectives: your choice but they must be made clear
in advance
Evaluation tools will be made available and shared.
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Your Teaching Portfolio
Contents? You decide
Requires self-reflection
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Topics
Teaching in the Context of an Academic Career
What is Teaching
Teaching vs Research
Introduction to Teaching Portfolios
Instructional Objectives—understanding yourself and your course
Understanding your Audience and Yourself
Connecting with some, reaching out to others
Motivating students
Teaching Methods
The Lecture
Active and Self-Directed Learning
Integrating Instructional Technologies into Teaching
Assessment of Student Learning and of Your Teaching
Professional and Ethical Issues in Teaching
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Where will your insight come from?
Self Reflection
Reflective evaluation—uses reflective thinking
Special kind of intellectual activity
Much like scientific inquiry
Disciplined and orderly • Why teach differently?
Changing characteristics of students
Demographics, attitudes and values
Mental and physical health
Academic and financial preparation
Changing characteristics of institutions
Accountability
Legal protection
Performance-based funding
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Some things to consider: Need to Know?
Students as learners
teaching
discipline-specific teaching knowledge
content and how it fits into larger curriculum
Oneself as teacher
In general, need to know
Teaching
Learning
Course management
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Some things to Consider: the importance
of PLANNING in teaching
Advanced planning important with assessment and flexible response
Flexible does not mean disorganized
Students may need structure or appearance of it
Students learn better if objectives are clear
Your goals for the course
Relationship of goals to each other
Relevance of information, evidence, examples to goals.
Before you can be clear to your students. . . .
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Some things to consider—communication
with students and the Concept Map
Remember that students do not have your mastery of the
subject
Think back—did you always know what was important?
The ‘big picture’ can give framework for organizing and retaining
new information
Requires your planning
Organized image
Think of the brain as a web of associations and relationships
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
It’s all about ‘FIT’
How teaching fits into our careers
How course materials fit together (for students)
Do questions enhance your understanding?
Our ‘web’ is incomplete.
Student’s question prompts reasoning that fills gap.
Student questions can be invaluable—be available for them
The Sequential Outline is most common
Fail to show interrelationships among concepts
How are chapters and concepts connected?
Use a Concept Map
In Econ. . . .
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
On Balancing Teaching with other
Responsibilities
Results from recent studies:
Being a good teacher essential to faculty
Institutions do not reward good teaching
Research given highest priority
Conflict between personal and institutional values
Evaluation can be used to reconcile these
Teaching Portfolio
ESG5300 Framework
Professional uses
Formative
Summative
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Evaluation has changed too
1980s and 1990s—budget tightening
Evaluations driven by administration
More recently—new stakeholders
Accountability to public
Legal protection
New professors
Fairness and consistency
Brings us back to using evaluation to resolve conflict
between teaching and research.
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
The Teaching Portfolio
What is your main purpose in creating this portfolio?
What basic argument about your teaching will you
make, and why?
Who are the primary readers?
What do you know about their beliefs about good teaching?
Are their beliefs consistent with your own?
What types of evidence of teaching effectiveness will be
most convincing to these readers?
What evidence will they expect to find?
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
Documenting your Success and
Development
How are your beliefs about teaching and learning
reflected in your actions as a teacher?
What evidence will show readers that your teaching reflects
these beliefs?
What evidence can your students provide?
Your colleagues?
What evidence can you provide?
Others?
Which of the above is regularly collected?
How can you begin to collect the rest of the data you
need?
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
For instance. . . .
Statement of Pedagogical Philosophy, Strategy and
implementation
Summary of Teaching Responsibilities • Semester
Hours Per Year
Effective Teaching Load
New Course Development
Evaluations
Student Evaluations
Average Evaluation Scores—graphical presentation
Required and Supplementary questions
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa
For instance. . .
Peer Evaluation of Teaching and Teaching Materials
Classroom Observation
Department chair
Instructional designer
Evaluation of Course Materials
Educational Psychologist
Director of Academic program/Psychologist
Teaching Research in Economics
Grants and Awards for Teaching Innovation
Description of Efforts to Improve Teaching • SelfEvaluation
Goals for the next five years
Integrating Technology into Teaching
Université d’Ottawa / University of Ottawa