Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Chapter 11 — Teaching Contexts Elsewhere in this handbook we have covered effective lecturing. Here, we present other teaching contexts. While the dynamics of the student-instructor relationship and the criteria used for improving it remain essentially the same as in traditional situations, additional points should be considered. • Teaching Strategies for Large Classes • Teaching the Discussion Class • Teaching in the Laboratory Teaching Strategies for Large Classes Creating an Interactive Environment It is essential to be enthusiastic and to have students answer specific questions during the lecture to keep them engaged. • Personalize instruction -- You may know some of your students from enrollment in a previous class or a student organization. Use this already established relationship through casual remarks before and after class, and expand the nonverbal inclusion of others in the exchange. There are many ways in which a teacher can attempt to make a large class more “personal.” In general, these methods take time but are appreciated. Some strategies include the following: o o o Learn students’ names. Use the Photo Roster to connect names with faces. Ask students to say their names before they respond to a question, and spend a few minutes after class memorizing them. Learning a small percentage of names in a large class gives students the impression that you are trying to connect with them. Ask them to tell something about themselves on the back of an information card, which you can distribute on the first day. Also, your course website is an excellent place to collect information from a “Get to Know You” survey, which will also foster a learning community. Emphasize willingness to talk outside of class by appointment, not just during formal office hours. Or, if you have a course website, use the online communication tools supplied. E-mail, group e-mail, and threaded discussion are all features that support communication. Section: Lesson Delivery 135 Chapter 11: Teaching Contexts
• Create a safe environment -- To encourage student involvement, talk about questions students have raised in previous terms. o o “Do you know the first thing students typically ask when I present this problem” Or, the phrasing can be more specific. “I had a student once who asked me such and such, and that is really an excellent question.” Talking about student questions from previous semesters is a simple technique, but it does say to students that the questions they raise are relevant and demonstrates your eagerness to respond to their queries. Consider developing a Frequently Asked Questions (FAQs) section on your course website. If a student asks a particularly insightful question after class or in an office session, the student can be recognized in class with a comment like, “Jim asked me an excellent question yesterday. In fact, it is so good I’d like to take a few minutes in class to discuss it.” Students are sometimes helped when a professor acknowledges that a concept is confusing. Explain your first encounter with the idea. What strategies and techniques helped you to clarify the concept • Use humor -- Humor can do much to communicate messages of “humanness.” Use it in ways that are natural and comfortable expressions of your individuality. Most important, do not be afraid to laugh at yourself. If you make a slip in pronunciation or drop three pieces of chalk in a row, and your behavior makes students smile or even laugh, join them. Never use sarcasm; it can too easily backfire if misunderstood. Dealing with “Lecturing Anxiety” There are several points to keep in mind when you are trying to reduce the anxiety of lecturing before a large number of students. • Most students will not recognize how tense lecturers are, especially if lecturers appear confident. Confidence arises from careful and thorough preparation. Knowing the material allows you to focus on students’ reactions and to perceive when they are engaged and when they are confused. • Many lecturers are their own worst critics. Focus on the material to be conveyed and the students’ reactions. • Some nervousness is helpful because it gives you an edge and a sense of spontaneity, anticipation, excitement, and alertness. Section: Lesson Delivery 136 Chapter 11: Teaching Contexts
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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
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Page 100 and 101: • Finch, B. J. (1993, May). A mod
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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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