Learnings summarized from the International Teachers Program workshop

Learnings from the International Teachers Program

at

CEIBS, Shanghai 11-16 Jan 2015

12 Feb 2015

Sudhir Voleti

Presentation Outline

• ITP Background and Objectives

• Cohort Profile

• Learnings from the Sessions

• Learnings from the In Situ Micro Teaching Module

• Conclusion

Program Background and Objectives

About the ITP

• The format of the ITP has changed over the years.

• Module 1 happened in CEIBS Shanghai. Module 2 is in July.

• How and Why might the ITP actually help?

• Rumor is that ISB will be hosting ITP in 2019?

About the ITP 2015: Cohort Profile

• 29 participants from different countries, 3 from India

• Varied in both experience and institutional background

• Different area specializations

• Only a handful of research schools

About the ITP 2015: Who teaches the teachers?

• Aswath Damodaran, NYU

• Weiru Chen, CEIBS

• George Yip, CEIBS

• Jeff Sampler, CEIBS

• Paddy Miller, IESE Barcelona

• Kristine de Valck, HEC Paris

Teaching Gyan from Aswath Damodaran’s session:

“Teaching: Art or Science? Teaching for Large Groups”

The Narrative Imperative

• “Your course speaks from a single, simple, stark narrative. Or

doesn’t speak at all.”

• What is it?

• How to assess whether my course speaks from a ‘narrative’?

• How to insert a narrative into an existing course?

• How to design new courses around a narrative?

My (brand new) narrative for my MKTR course now…

Data

Insight

Analytics

NatureCollectionValidation

ToolsWhat-IfsPrediction

Problem formulationSolution fit

DecisionProblem

More Damodaran gyan: Designing Course Components

• On making Exams and quizzes

• On writing/responding to students

• On real-life running cases

• On identifying the sinks early on – supply hope.

• On Office Hours

Why Damodaran gyan isn’t very generalizable

• Lecture –based (hence scale-free)

• “Control-freak” (self-professed)

• No research pressure

• Different starting points

Learnings from the Weiru Chen session:

Case Based Teaching Method

Weiru Chen’s Session Gyan

• How the session started

• Case facts were tabulated and summarized (just as well)

• Case teaching components were all deployed – slowly.

• Preparation. Board-plan. Knowledge of Class background.

• Classroom interaction. Q&A.

Weiru Chen’s Session Gyan

• Maybe under-emphatic starts are helpful?

• “First impressions are over-rated” ?

• Mastery over a case shows.

• Multiple well-timed Aha! Moments were there.

Learnings from the George Yip & Jeff Sampler sessions

George Yip Session Gyan

• Session was titled “Case based teaching method”

• Comparison with the “classic HBS” case method.

• Only question is/should be “What should the central actor in the

case do?”

• Talked about how things have evolved since then. Varying cases,

lengths, objectives etc. How to incorporate research into teaching.

• “Lead by questions or lead by answers?”

Jeff Sampler Session Gyan

• Session title was “Technology-Enhanced Teaching and Learning”.

• “Education industry is primed for disruption”.

• Why MOOC 2.0 will devastate our profession

• Live demo from some disruptors in the field

• “What will the future classroom look like in an era of always-on

information?”

Jeff Sampler Session Gyan

• Future course material will be:

– Distributed/ fractionalized

– Google-ized (“Search” perspective to answer-finding and problem solving)

– Perforce rich in User-generated content. Co-creation in learning?

– Full of data mining possibilities, assurance of learning assessment

possibilities

• Other trends in the classroom(?) of the future:

– Gamification, peer comparisons, incentives, taped lectures, shared solutions

• “What is our value-addition as teachers inside the classroom?”

Learnings from the Paddy Miller session:

Teaching in a Dynamic Cultural Environment

Paddy Miller Session Gyan

• Why it was so useful…

• Cold calling?

• Energy-level management

• Body language and what it says

• Sources of inspiration

Learnings from the Kristine de Valck session:

Collaborative Coaching: Giving and Receiving Feedback

Kristine de Valck Session Gyan

• What she did

– Used an old 10 minute video of her teaching

– Asked the class to dissect it. Specifically, what it is that could be improved

• Found it Underwhelming. Until I did the same with my own vid…

• Insights flooded in. Rare perspective emerges when you see

yourself .

• So maybe Aha! moments in-class aren’t the end-all really?

In-situ Micro Teaching

In-Situ Teaching Feedback

• What it was all about

• Feedback I figured out for myself:

• No narrative

• Poor Time management

• Poor energy management

• Didn’t start well and couldn’t end well

• Lack of interactivity/ engagement

In-Situ Teaching Feedback

• Feedback I got:

• Overload of information. Lecture felt too long.

• Expectation from class unclear. Objectives unclear

• “Pause post-question is NOT an awkward moment.”

• Attitude and body-language are defensive becomes self-fulfilling

• “Not authentic. Not yourself.”

• “Intimidating.” Not Likeable.

Conclusion

Intended Changes in my Teaching Going Forward

• Narrative led course design

– Revamped content. Even more application focused.

• Better Time management

– Rehearsals. Uncluttered slides.

– Flipped classroom with smart pre-reads

• Better Energy Management

– Part Lecture, Q&A, in-class readings, writing-based group activity (Quick-

checks)

Intended Changes in my Teaching Going Forward

• Questions-led classes

– Friendly cold-calling

– Inductive learning drive Basic board-plan for discussion

• Responsiveness

– Will actually try to write to students who made good points in class

– And to likely sinks offering hope.

• Practiced Slowness

– Will try to make haste slowly.

Thank You

Q & A