Teaching Excellence Workshop Geoffrey Gamble, President David Dooley, Provost Joseph Fedock, Senior Vice Provost for Academic Affairs Gregory Young, Vice Provost for Undergraduate Education Shannon Taylor , Chair, Faculty Council Jeff Adams, AVP
Jan 20, 2016
Teaching Excellence Workshop
Geoffrey Gamble, President
David Dooley, Provost
Joseph Fedock, Senior Vice Provost for Academic Affairs
Gregory Young, Vice Provost for Undergraduate Education
Shannon Taylor , Chair, Faculty Council
Jeff Adams, AVP
Lynn Owens, HHD
Another talk about course reform...
Our Goals for the Workshop Highlight the characteristics of
good teaching. Describe various instructional and
assessment strategies to improve student learning.
Help you prepare for next week! Introduction to P&T and G&C.
Academic Advising Workshop forFaculty & Staff who advise students
Tuesday, October 9 HERE Lunch served @ 12:15 Program: 12:30-1:30
What advising at MSU looks like Questions advisors should ask CORE 2.0 Tips for effective advising Advising resources across campus How the Academic Advising Center and and departmental advising work together
Sponsored by the Academic Advising Center (University Studies) and the Teaching/Learning Committee
For more info contact: Diane Donnelly. Assoc. DirectorUniversity Studies994-6053 or [email protected]
Please attend one of the following sessions:Thursday, August 23rdThursday, September 13thBoth sessions run from 8am to 12 noon and will be held in President’s Conference Room (Basement of Montana Hall).The Agenda will include presentations about your employee
retirement plan (TIAA/CREF), Employee Wellness, your insurance plan (CHOICES), how to complete your CHOICES form, and the Optional Reimbursement Accounts.
Please bring your new employee packet!Refreshments will be served.Please confirm attendance by calling 994-6610.
Introductions Name Where are you from? What department are you in? What is your research area? Describe the courses you will be
teaching this year. What are your burning questions?
It is now 9:45
Observing Teaching Questions to think about while
watching: the strengths and weaknesses of the
instruction the amount of learning you think is
occurring
Questions to think about: Do you want to be remembered? How do you want to be
remembered? Remember your best teacher:
What made them best for you? Were they best for everyone?
Remember your worst teacher: What made them the worst for you? Were they the worst for everyone?
What Constitutes Good Teaching* Sensitivity and Concern with Class Level
and Progress Preparation--Organization of the course Knowledge of the Subject Enthusiasm (for subject and teaching) Clarity and Understandability Availability and Helpfulness Impartiality of Evaluation; Quality of
Examinations
(*summary of 31 studies from student and faculty perspectives)
Coffee Break
We’ll start promptly at 10:45 !!
Active Learning in Your Classroom
To lecture or not to lecture, that is the
question.
What is active learning?
Characterized by: students involved rather than
listening less emphasis on transmission more
on skills
What it isn’t
What is active learning?
Characterized by: students involved rather than
listening less emphasis on transmission more
on skills emphasis on higher order thinking
skills
Taxonomy of Bloom
knowledge
comprehension
application
analysis
synthesis
Evaluation
Teaching goal
What is active learning?
Characterized by: students involved rather than listening less emphasis on transmission more on
skills emphasis on higher order thinking skills Students engaged in activities (e.g.,
writing, reading, discussing) more emphasis on students’ exploration
of their own attitudes and values
Why we lecture It’s the traditional model of higher
education. It’s what was done to us. IT WORKED FOR (MOST OF) US! “Give a faculty almost any kind of
class in any subject, large or small, upper or lower division, and they will lecture.”
-Blackburn, 1980
Is lecturing evil?
A lecture can: motivate model scholarly behavior present current material organize material to benefit a
particular audience effectively deliver large amounts of
information
Six Ways to Discourage Learning in the Lecture Insufficient "Wait-Time" The Rapid-Reward The Programmed Answer Non-Specific Feedback Questions
("Does anyone have any questions?) Fixation at a Low-level of Questioning The Condescending Response
adapted from AAS Education: http://www.aas.org/~education/sixways.html
Why don’t they
get it ?
Bad news about lectures ... Most students do not pay meaningful
attention for 50 minutes without breaks. Lectures can encourage students to try
to “process information later.” Lectures have been shown to result in
very low levels of student retention. Remember: Our students are not , for
the most part, younger versions of us.
Taxonomy of AL
Lecture
Time for Questions
Problems/In-class writing
Think-pair-share
Discussion
CSGL
Teaching goal
Our Mantra:
It’s not what the teacher does that matters; it’s what the students do!
How do you know how it’s going? End of semester student evaluation forms Self-created teaching surveys
1-5 scale or written answer letter to chair
Video tape yourself Peer observation Self-created learning surveys
“one minute” or “muddiest point” papers NOTE: If you ask students’ opinions, you
must respond to it publicly.
Kirk Branch
Lunch is being served !!!Please sit with colleagues from your college.
We will begin promptly at 1:00 pm!!
Technology and Teaching & Learning
C E N T R E
Designing an effective syllabus Where does your course fit?
general education course first course in a sequence required course for majors advanced course with prerequisites
Who are your students? What are your specific course goals? How will you know if you meet your
goals?
Syllabus Checklist course name and number your name, office location, phone number,
and e-mail scheduled office hours policies regarding your availability outside
of office hours prerequisite courses or skills required purchases such as textbooks,
rulers, and protractors
See www.montana.edu/teachlearn
Syllabus Checklist policy on using or having access to calculators,
personal digital assistants (PDAs), Internet, and so on (required vs. optional)
detailed description of how grades are determined
descriptions and goals of assignments and tests dates, times, and locations for all tests or other
out-of-class requirements. policy on missed classes or tests
Syllabus Checklist instructor’s philosophy on roles and
responsibilities detailed list of course goals and objectives course calendar including exams, drop dates,
and holidays an explanation of how this course fits into
students’ overall education and the specific university goals
firm statement on academic honesty (conduct code)