Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Finch, B. J. (1993, May). A modeling enhancement to teaching with cases. Journal of Management Education, 17 (2), 228-235. • Grosse, C. U. (1988). The case study approach to teaching business English. English for Specific Purposes, 7, 131-136. • Hancock, M. R. (1993, December). Exploring the meaning-making process through the content of literature response journals: A case study investigation. Research in the Teaching of English, 27 (4), 335-368. • Kleinfeld, J. (1991, April). Changes in problem solving abilities of students taught through case methods. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 334154). • Naumes, W., & Naumes, M. J. (2006). The art and craft of case writing. (2 nd ed.). Armonk, NY: M. E, Sharpe. • Schaupp, D. L., Ponzurick, T. G., & Schaupp, F. W. (1992, Spring). The right choice: A case method for teaching ethics in marketing. Journal of Marketing Education, 13, 1-11. Using Collaboration • Adams, D. & Hamm, M. (2005). Redefining education in the twentyfirst century: Shaping collaborative learning in the age of information. Spingfield, IL: C. C. Thomas. • Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass. • Bassarear, T., & Davidson, N. (1992). The use of small group learning situations in mathematics instruction as a tool to develop thinking. In N. Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning. NY: Teachers College Press. • Becker, H. J. (1992, September). A model for improving the performance of integrated learning systems: Mixed individualized/group/whole class lessons, cooperative learning, and organizing time for teacher-led remediation of small groups. Educational Technology, 32 (9), 6-15. • Beckman, M. (1990, Fall). Collaborative learning: Preparation for the workplace and democracy College Teaching, 38 (4), 128-133. • Bosley, D. S., Morgan, M., & Allen, N. (1990, June). An essential bibliography on collaborative writing. Bulletin of the Association for Business Communication, 53 (2), 27-33. • Daly, J. P., & Worrell, D. L. (1993, May). Structuring group projects as miniature organizations. Journal of Management Education, 17 (2), 236-242. • Duin, A. H. (1984, May). Implementing cooperative learning groups in the writing curriculum: What research shows and what you can do. Paper presented at the 25th Annual Meeting of the Minnesota Council of Teachers of English, Mankato, MN. (ERIC Document Reproduction Service No. ED 251849). Section: Lesson Delivery 99 Chapter 8: Using Active Learning
• McManus, D. A. (2005). Leaving the lectern: Cooperative learning and the critical first days of students working in groups. Bolton, MA: Anker Publishing. • Mello, J. A. (1993, May). Improving individual member accountability in small group work settings. Journal of Management Education, 17 (2), 253-259. • Michaelsen, L. K., Knight, A. B., & Fink, L. D. (eds.). (2004). Teambased learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing. • Scaglione, J. (1992). Cooperative learning strategies in the business education curriculum. Business Education Forum, 46, 15-17. • Sharmilla, P. F. & Godar, S. H. (eds.). (2006). Teaching and learning with virtual teams. Hershey, PA: Information Science Publishing. • Tu, C. (2004). Online collaborative learning communities: Twentyone designs to building an online collaborative learning community. Westport, CT: Libraries Unlimited. Using Debate • Berdine, R. (1987). Increasing student involvement in the learning process through debate on controversial topics. Journal of Marketing Education, 9 (3), 6-8. • Bucy, M. C. (2006). Encouraging critical thinking through expert panel discussions. College Teaching, 54 (2), 222-224. • Dundes, L. (2001). Small group debates: Fostering critical thinking in oral presentations with maximal class involvement. Teaching Sociology, 29 (2), 237-243. • Hovanec, C. (1989). The classroom debate: A stimulus for listening, speaking, and arguing. In P. Phelan (Ed.), Talking to learn (pp.98- 104). Urbana, IL: National Council of Teachers of English. • Johnson, D. W. & Johnson, R. (1985). Classroom conflict: Controversy versus debate in learning groups. American Educational Research Journal, 22 (2), 237-256. • Leow, R. P. (1995). Ideas: Let’s debate! Hispania, 78 (1), 167-168. Using Demonstrations • Chilcoat, G. W. (1989, December). Instructional behaviors to clearer presentations in the classroom. Instructional Science, 18 (4), 289- 314. • Miller, J. A. (1991, May). Experiencing management: A comprehensive, “hands-on” model for the introductory undergraduate management course. Journal of Management Education, 15 (2), 151-169. • Shmaefsky, B. R. (2005). MOS: The critical elements of doing effective classroom demonstrations. Journal of College Science Teaching, 35 (3), 44-45. Section: Lesson Delivery 100 Chapter 8: Using Active Learning
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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Page 54 and 55: Chapter 6 — Especially for TAs Th
Page 56 and 57: Consultants in the Program for Inst
Page 58 and 59: is required of all TAs. More inform
Page 60 and 61: Program for Instructional Excellenc
Page 62 and 63: III. Lesson Delivery Chapter 7 —
Page 64 and 65: • In PowerPoint, less can be more
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Page 68 and 69: different things. Communication is
Page 70 and 71: students time to think and catch up
Page 72 and 73: Lecture Skills Observation Sheet Ne
Page 74 and 75: Chapter 8 — Using Active Learning
Page 76 and 77: New research shows that faculty who
Page 78 and 79: The guiding principle can be applie
Page 80 and 81: Note: Even when provided explicit i
Page 82 and 83: The Activities • Films o Films, a
Page 84 and 85: • Assessment of group work can be
Page 86 and 87: Role Playing, Drama, and Simulation
Page 88 and 89: material outside of class. (Michael
Page 90 and 91: ❒ Use groups to debate the sides
Page 92 and 93: • Allow sufficient wait time. Wai
Page 94 and 95: • Postpone the student who attack
Page 96 and 97: o o o How does this relate to theor
Page 98 and 99: Collaborative Learning Collaborativ
Page 102 and 103: Using Discussion • Barnes-McConne
Page 104 and 105: • Luquet, W., & Wetcher-Hendricks
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Page 108 and 109: Media can be used to support one or
Page 110 and 111: information being cut off the sides
Page 112 and 113: who may forget theirs, but create a
Page 114 and 115: change. • Effective instructors t
Page 116 and 117: See Chapter 10 -- Using Course Webs
Page 118 and 119: classrooms”), as well as via inte
Page 120 and 121: infrastructure can be built - and a
Page 122 and 123: o o o view or print - course syllab
Page 124 and 125: web-supported or online classes are
Page 126 and 127: Part 2: Read, Reply, and Respond Co
Page 128 and 129: termed as a distance-learning cours
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Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
Page 136 and 137: Chapter 11 — Teaching Contexts El
Page 138 and 139: and a sense of spontaneity, anticip
Page 140 and 141: • Give groups a sense of how much
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Page 144 and 145: objectives. Each day begin the clas
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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