Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Using Discussion • Barnes-McConnell, P. (1978). Leading Discussions. In O. Milton & Assoc. (Eds.), On College Teaching, San Francisco: Jossey-Bass. • Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, VA: Stylus. • Brookfield, S. D. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. (2 nd ed.). San Francisco: Jossey-Bass. • Cobb, P., Yackel, E., & Wood, T. (1992, February). Interaction and learning in mathematics classroom situation. Educational Studies in Mathematics, 23 (1), 99-122. • Greathouse, L. R., & Karmos, J. B. (1990). Using effective questioning techniques in the classroom. Business Education Forum, 44, 3-4. • Hesler, M. W. (1987, December). Communication strategies for the multicultural class. Paper presented at the Annual Meeting of the Speech Communication Association of Puerto Rico, San Juan, Puerto Rico. (ERIC Document Reproduction Service No. ED 293 176). • Hyman, R. T. (1980). Improving discussion leadership. NY: Columbia University Teachers College Press. • Nettleship, J. (1992). Active learning in economics. Economics, 28 (118), 69-71. Using PBL • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice (New Directions for Teaching & Learning No. 68). San Francisco: Jossey-Bass. • Boud, D., & Feletti, G. (1997). Changing problem-based learning: Introduction to the second edition. In D. Boud & G. Feletti (Eds.), The challenge of problem-based learning (p.1). Great Britain: Biddles Ltd, Guildford and King’s Lynn. • Branerjee, H. K. (1994). Handling of a specialist subject in an integrated problem based learning programme. In S. E. Chen, R. M. Cowdroy, A. J. Kingsland, & M. J. Ostwald (Eds.), Reflections on problem based learning (p. 251). Sydney, Australia: Wild & Wooley Pty, Ltd. • Brine, J., & Shannon, S. (1994). Consolidating professional skills and developing the confidence of graduating architects. In S. E. Chen, R. M. Cowdroy, A. J. Kingsland, & M. J. Ostwald (Eds.), Reflections on problem based learning (p.203). Sydney, Australia: Wild & Wooley Pty, Ltd. Section: Lesson Delivery 101 Chapter 8: Using Active Learning
• Cambridge, B. L. (1996). The paradigm shifts: Examining quality of teaching through assessment of student learning. Innovative Higher Education, 20 (4), 287-297. • Duch, B. (1998). PBL: Preparing students to succeed in the 21st century. PBL Insight, 1 (2), 3. • Duch, B. J., Groh, S. E., & Allen, D. E. (eds.). (2001). The power of problem-based learning: a practical “how to” for teaching undergraduate courses in any discipline. Sterling, VA: Stylus Publishing. • Hamilton, N. (1997). Peer review: The linchpin of academic freedom and tenure. Academe, 83 (3), 15-19. • Melville, D. (1997). Management of a PBL program: The value of sound evaluative mechanisms. In G. Ryan (Ed.), Learning assessment and program evaluation in problem based learning: A monograph. (p.67). Sydney, Australia: Australian Problem Based Network. • Torp, L. & Sage, S. (2002). Problems as possibilities: Problembased learning for K-16 education. (2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Using Projects • Gulbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and E-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309-327. Retrieved June 27, 2006, from ERIC database. • Williams, D. L., Beard, J. D., & Rymer, J. (1991, Summer). Team projects: Achieving their full potential. Journal of Marketing Education, 12, 45-53. Using Role-Play • Cote, V. (1987). Teaching oral communication in computer science. SIGCSE Bulletin, 19 (2), 58-60. • Duncombe, S., & Heikkinen, M. H. (1988). Role-playing for different viewpoints. College Teaching, 36 (1), 3-5. • Harwood, W. S., MaKinster, J. G., Cruz, L., & Gabel, D. (2002). Acting out science: Using senate hearing to debate global climate change. Journal of College Science Teaching, 31 (7), 442-447. • Herring, D. M. (1985, Summer). Role-playing shows pitfalls of quick decisions. Journalism Educator, 40 (2), 27-30. • Johnson, E. C. (1985). Role-playing in business communications. Journal of Education for Business, 61 (2), 60-63. • Lebaron, J., & Miller, D. (2005). The potential of jigsaw role-playing to promote the social construction of knowledge in an online graduate education course. Teachers College Record, 107 (8), 1652-1674. Section: Lesson Delivery 102 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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learning atmosphere that you want t
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Page 54 and 55: Chapter 6 — Especially for TAs Th
Page 56 and 57: Consultants in the Program for Inst
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Page 62 and 63: III. Lesson Delivery Chapter 7 —
Page 64 and 65: • In PowerPoint, less can be more
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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
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Page 90 and 91: ❒ Use groups to debate the sides
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Page 96 and 97: o o o How does this relate to theor
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Page 100 and 101: • Finch, B. J. (1993, May). A mod
Page 104 and 105: • Luquet, W., & Wetcher-Hendricks
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Page 108 and 109: Media can be used to support one or
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Page 114 and 115: change. • Effective instructors t
Page 116 and 117: See Chapter 10 -- Using Course Webs
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Page 122 and 123: o o o view or print - course syllab
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Page 126 and 127: Part 2: Read, Reply, and Respond Co
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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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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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