Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Luquet, W., & Wetcher-Hendricks, D. (2005). Teaching social interactions and social structure through party behavior. College Teaching, 53 (4), 152-154. • Sellers, S. C. (2002). Testing theory through theatrics. Journal of Nursing Education, 41 (11), 498-500. Simulations • Birnbaum, R. (1982, March). Games and simulations in higher education. Simulation and Games, 13 (1), 3-11. • Butler, D. D., & Herbig, P. (1992, Fall). Export to win: A useful international marketing simulation. Journal of Marketing Education, 13, 58-63. • Carrier, M. (1991, June). Simulations in English language teaching: A cooperative approach. Simulation and Gaming, 22 (2), 224-233. • Garcia, J. M. (1992, December). Electronic field trips: Real-world encounters in your classroom. Technological Horizons in Education Journal, 20 (5), 60-62. • Hertel, J. P. & Millis, B. J. (2002). Using simulations to promote learning in higher education: An introduction. Sterling, VA: Stylus. • Klein, R. D., & Fleck, R. A., Jr. (1990, June). International business simulation/gaming: An assessment and review. Simulation and Gaming, 21 (2), 147-165. • Smith, E. T., & Boyer, M. A. (1996). Designing in-class simulations. PS: Political Science and Politics, 29 (4), 690-694. Using Interactive Writing • Clark, I. L. (1993, December). Portfolio evaluation, collaboration, and writing centers. College Composition and Communication, 44 (4), 515-524. • Coghlan, D. (1993, February). Learning from emotions through journaling. Journal of Management Education, 17 (1), 90-94. • de Lespinasse, D. (1985). Writing letters to clients: Connecting textbook problems and the real world. Journal of Education, 3 (1), 197-200. • Marbach-Ad, G., & Sokolove, P. G. (2002). The use of e-mail and inclass writing to facilitate student-instructor interaction in largeenrollment traditional and active learning classes. Journal of Science Education and Technology, 11 (2), 109-119. • Rimmershaw, R. (1992). Collaborative writing practices and writing support technologies. Instructional Science, 21 (1/3), 15-28. • Speck, B. W. (2002). Facilitating students collaborative writing. ASHE-ERIC Higher Education Report, 28 (6). Section: Lesson Delivery 103 Chapter 8: Using Active Learning
• Strenski, E. (1986). Possibilities: Scenarios and scripts to help teaching assistants respond to student writing in all disciplines. Los Angeles, CA: University of California. Using Tests • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2 nd ed.). San Francisco: Jossey-Bass. • Banta, T. W. (Ed.). (2002). Building a scholarship of assessment. San Francisco: Jossey-Bass. • Brown, S., & Glasner, A. (Eds.). (1999). Assessment matters in higher education: Choosing and using diverse approaches. Philadelphia: Society for Research into Higher Education & Open University Press. • McMillan, J. H. (Ed.). (1988, Summer). New Directions for Teaching and Learning: Assessing Students’ Learning, (34). • Fetta, I., & Harvey, J. (1990). Technology is changing tests and testing. UME Trends, 1-4. Learning Styles • Dunn, R., & Griggs, S. H. (Eds.). (2000). Practical approaches to using learning styles in higher education. Westport, CT: Bergin & Garvey. • Felder, R. M., & Silverman, L. K. (1988). Teaching and learning styles in engineering education. Engineering Education, 78 (7), 680. • Pritchard, A. (2005). Ways of learning: Learning theories and learning styles in the classroom. London: David Fulton. • Sprenger, M. (2003). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin P. Section: Lesson Delivery 104 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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you stated on the syllabus. This gi
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 100 and 101: • Finch, B. J. (1993, May). A mod
Page 102 and 103: Using Discussion • Barnes-McConne
Page 106 and 107: Chapter 9 — Instructional Media:
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
Page 130 and 131: o o o proposed online program to th
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
Page 142 and 143: attention of an entire class. Sugg
Page 144 and 145: objectives. Each day begin the clas
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Page 148 and 149: for students to take the lab withou
Page 150 and 151: nothing more frustrating than repea
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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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