Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Psychology 101 for five years in a row, some “oldies” with new names are likely to surface. Also, if a topic is very broad -- a paper on anything in history -- it is easy to find something to submit that may not be original or intended for that course. Plagiarism Detection Website FSU instructors have access to the plagiarism detection site Turnitin.com. This text-matching service provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. Turnitin helps instructors create a culture of adherence to the University’s standards for intellectual honesty. It also reviews students’ papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors. You will need to inform students that you will be using such a service. Include a statement on your course site/syllabus, such as, “In this course, students will submit papers through the Blackboard website to the instructor. Student papers will then be submitted to Turnitin.com for an Originality Report. Papers with low originality scores will receive further investigation according to departmental procedures.” Questions to consider when using a plagiarism detection tool: • What will be your syllabus/course website statement informing students about your use of Turnitin.com • Will you permit students to see their Originality Reports • Will students submit hard copies as well • What will be your threshold for incorrect citations • What procedures will be followed if you determine that a paper has been plagiarized • How will you use Turnitin to educate students about plagiarism Related Chapter – See Chapter 3 – Creating a Syllabus. Writing Assignments and Their Evaluation Why add writing assignments Your students will learn far more if you add a writing requirement to your course. Writing is a form of thinking, whatever the subject to be learned, because writing is actually reasoning our way to what it means. Writing across curriculum is a method of getting students to learn a discipline that appears alien and forbidding (e.g., science Section: Student Assessment 199 Chapter 13: Grading
courses for art majors). No subject is too hard if students take the time to read, think, and write clearly. Teaching Writing If you do include writing assignments in your course, you will be teaching writing. Instructors tend to assume that their students have learned to write somewhere else, but often they have not. You may feel inadequate to teach writing, but, in fact, you are a more experienced writer than your students and you know more about the goals for your writing assignments than your students. Two Types of Writing Assignments It is important to take time during class to discuss writing strategies and the thinking skills behind the writing. • Writing Exercises -- Explanatory writing transmits existing information or ideas. The central point of students’ writing exercises is to find out what they know and how they want to say it. The writing is linear and sequential. Students can make clear to themselves a subject that they have previously known nothing about by just putting one sentence after another, by reasoning their way in sequential steps to its meaning -- if sentence B logically follows sentence A, and if sentence C logically follows sentence B, eventually the student will get to sentence Z. Writing, thinking, and learning are the same process. Students must first learn to reason well. Writing organizes and clarifies thought -- how we think our way into a subject and make it our own. Students do not know how to be precise, and are generally guilty of fuzzy thinking. Suggestion -- Assign a one-page paper on your subject that will show students’ critical thinking skills. These writing exercises should be graded on clarity, common sense, logic, plausibility, and precision, not for the content of their views. Your subject is important but not as important as clear reasoning, for without it, students will not learn your subject. An idea can have value in itself, but its usefulness diminishes to the extent that a student cannot articulate it to someone else. • Practice Writing About Your Discipline -- With this type of writing assignment, students are entering the ongoing discussion in your discipline. A piece of writing should be viewed as a constantly evolving organism. Most students have been taught to visualize a composition as a finished product, with topic sentences in place, etc. Here, the shift is to process -- putting the emphasis on rewriting and rethinking that mold a piece of writing into its best form. One of the underestimated tasks in nonfiction writing is to impose narrative shape on an unwieldy mass of material. Students must do more than write with clarity; they must organize their sentences into a coherent shape, taking readers Section: Student Assessment 200 Chapter 13: Grading
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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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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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Page 154 and 155: • Interact with students. Take an
Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
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Page 162 and 163: content than most other item types
Page 164 and 165: Cities of the World Quiz Directions
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Page 168 and 169: Disadvantages -- While we may see a
Page 170 and 171: the final course grade (thus minimi
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Page 174 and 175: Table 2 illustrates item analysis f
Page 176 and 177: • Treat students as individuals.
Page 178 and 179: Essays expose student-reasoning pro
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Page 182 and 183: • When responding, save yourself
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Page 186 and 187: would do something. Simulations can
Page 188 and 189: • Nitko, A. J. (1983). Item analy
Page 190 and 191: Philosophy 1 -- Grades are indicato
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Page 196 and 197: Evaluating Performance Performance
Page 198 and 199: you expect a lot, then ask for a lo
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Page 204 and 205: Checklist for Designing Writing Ass
Page 206 and 207: Sample Explanations of Grades Given
Page 208 and 209: Analytic and Holistic Scoring on Wr
Page 210 and 211: Holistic Scoring Writing experts ha
Page 212 and 213: Suggestions -- When Grading Writing
Page 214 and 215: Research (40 points) A • Makes us
Page 216 and 217: Resources on Student Assessment Ref
Page 218 and 219: V. Course Evaluation and Revision C
Page 220 and 221: o o clearly presented and changes d
Page 222 and 223: • President and Provost have onli
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Page 226 and 227: Self- Reflection Peer Review Videot
Page 228 and 229: VI. Campus and Community Resources
Page 230 and 231: testing, and permission to audiotap
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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