Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

More documents

Recommendations

Info

V. Course Evaluation and Revision Chapter 14 — Improving Your Teaching with Feedback There are several ways to get feedback about your teaching: student feedback, selfevaluation, peer observation, viewing a videotape of your teaching, consultation with a faculty colleague, or a consultant from the Center for Teaching and Learning. The more information you gather about your teaching the more you can improve the quality of the instructional experience for your students. • Types of Evaluation • Student Feedback: What It Means, How to Use It • Teaching Assessment by Students (TABS) • Other Types of Student Feedback • Self-Reflection • Peer Review • Videotaping and Consultation • Resources on Feedback Types of Evaluation Formative and Summative Evaluations Evaluation has different purposes. It can be used to improve, rate, or rank a process or product. When used to improve the process, the evaluation is formative, because it is helping to shape the development of the process. When used to rank the quality of something, the evaluation is summative. Obviously, both purposes have their place in the improvement of instruction. • The SPOT (student perception of teaching) course evaluation form used at FSU has information detailed enough to help you make course revisions for the next time you teach the class (formative). SPOT also has section D, SUSSAI (state university system student assessment of instruction), which provides summative information for making judgments about the quality of your instruction. • The Center for Teaching and Learning (CTL) offers an instrument known as TABS (Teaching Assessment by Students), which is distributed to students approximately onefourth to one-third of the way into the course. This timing provides you with information that enables you to make changes during the current term, if you wish. The TABS instrument, used together with consultation from CTL consultants, has proven to be effective in improving student perceptions of instruction and teaching. See detailed information on both the SPOT and the TABS forms. Section: Course Evaluation/Revision 217 Chapter 14: Improving with Feedback
Suggestion from a former student -- “When we fill out end-ofsemester evaluations on teachers and courses, it doesn’t do us much good. Our class is over. If we could give feedback when it might do some good – during the semester – that would be better.” Student Feedback What It Means, How to Use It How valid and reliable is student feedback Most instructors, at one time or another, have asked: • Are students good judges of effective teaching • Over time do students tend to remain consistent in their judgments of effective teaching • Do students give the highest ratings to those instructors from whom they learned the most or to those instructors who are popular • What is the agreement between student evaluations and other qualified judges of teaching effectiveness Research for the past 15 years on student perceptions of teaching in higher education courses shows that students consistently select eight factors that are important to them in rating teaching effectiveness. Students tend to remain consistent in their judgments of instructors not only from term to term, but also from year to year. Student ratings of teaching effectiveness are strongly correlated with their ratings of how much they learned in a course but only moderately correlated with how much they say they liked the instructor. Finally, student evaluations correlate highly with ratings given by faculty peers and teaching consultants. For more information, see Kulik (2001). Effective Teaching Factors The eight factors of effective teaching are that the instructor: • Demonstrates knowledge of the subject matter. o Provides relevant subject matter o Answers questions on the subject matter o Directs students to appropriate resources for further information. • Shows enthusiasm for the subject. o Expresses overt interest o Articulates the importance of the subject matter • Is well prepared for class (clear syllabus and schedule, organized in class). o Syllabus is clearly written and formatted and has a positive tone. o The schedule for topics, assignments, and tests is Section: Course Evaluation/Revision 218 Chapter 14: Improving with Feedback
Page 2 and 3:
INSTRUCTION @ FSU: A Guide to Teach
Page 4 and 5:
I. Course Planning -- Content Chapt
Page 6 and 7:
about what skills you expect a stud
Page 8 and 9:
• For a list of more active learn
Page 10 and 11:
Chapter 2 — Determining Learning
Page 12 and 13:
Related table queries Adding tables
Page 14 and 15:
denoting. • Synthesis - Involves
Page 16 and 17:
(higher-level objective -- evaluati
Page 18 and 19:
Example of a Course Planning Worksh
Page 20 and 21:
Chapter 3 — Creating a Syllabus F
Page 22 and 23:
• Influences student attitudes an
Page 24 and 25:
o o o o Helps organize and structur
Page 26 and 27:
ADA Policy: [Suggested language fro
Page 28 and 29:
attendance is necessary. Therefore,
Page 30 and 31:
source without citation; using fact
Page 32 and 33:
the syllabus. For example, use “y
Page 34 and 35:
watching movies with a better under
Page 36 and 37:
November 06-10 Essay Due Monday, No
Page 38 and 39:
Policy for missed tests: All studen
Page 40 and 41:
Writing Objectives Books/Articles
Page 42 and 43:
Diversity and the Academic Culture
Page 44 and 45:
upon the last digit of their FSU ID
Page 46 and 47:
In summary, learning is a complex p
Page 48 and 49:
e relieved if you have recorded tha
Page 50 and 51:
learning atmosphere that you want t
Page 52 and 53:
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
Page 66 and 67:
finished, I expect you to be able t
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 104 and 105:
• Luquet, W., & Wetcher-Hendricks
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
Page 146 and 147:
lecture or completing online assign
Page 148 and 149:
for students to take the lab withou
Page 150 and 151:
nothing more frustrating than repea
Page 152 and 153:
laboratory section to the overall c
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
Page 160 and 161:
choice items can be minimized in se
Page 162 and 163:
content than most other item types
Page 164 and 165:
Cities of the World Quiz Directions
Page 166 and 167:
• Avoid providing grammatical clu
Page 168 and 169: Disadvantages -- While we may see a
Page 170 and 171: the final course grade (thus minimi
Page 172 and 173: helpful Look for problems that aris
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
Page 180 and 181: several projects. In most cases, it
Page 182 and 183: • When responding, save yourself
Page 184 and 185: • Peer Evaluations: The idea behi
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
Page 192 and 193: employees, and even the student’s
Page 194 and 195: B (85 pts) C (75 pts) D (65 pts) F
Page 196 and 197: Evaluating Performance Performance
Page 198 and 199: you expect a lot, then ask for a lo
Page 200 and 201: Psychology 101 for five years in a
Page 202 and 203: on a complicated journey without lo
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 220 and 221: o o clearly presented and changes d
Page 222 and 223: • President and Provost have onli
Page 224 and 225: summative evaluations for personnel
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
Page 232 and 233: various units offer an array of pro
show all

Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?