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.
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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
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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’
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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:
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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
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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