Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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o o clearly presented and changes during the term are minimal. Appropriate materials are presented or made available for each topic/class meeting. Activities (within and outside of class) are well organized. • Explains information clearly. o Presentations are well organized. o Language of presentations and explanations are appropriate to the topics and to student levels of knowledge. o A variety of examples are provided. o Visuals or other appropriate aids are presented. • Encourages discussion/class interaction. o In class, stimulates student thinking and encourages responses. o Encourages student questions and answers. o Invites students to share information and give opinions. • Stimulates interest in the subject. o Encourages higher level thinking skills (beyond just memorization). o Helps students see relevance in topics for their own lives or goals. o Provides opportunities for students to gain confidence that they can achieve in this subject area. • Is readily available to students. o Provides opportunities for students to meet individually or to ask questions (office hours, e-mail, online discussion boards, etc.) • Shows concern for students. o Provides additional help when asked. o Provides opportunities for additional help when students seem to need it, even if they have not asked. o Responds quickly to student requests for help. How are courses evaluated at FSU SPOT (Student Perception of Teaching) is used to evaluate courses at FSU. Adopted by the Faculty Senate in March 2003, SPOT replaces both the SUSSAI form (which has been incorporated into SPOT as Section D) and the SIRS form. • Section A: General information that will be used to describe the student population that is evaluating the course • Section B: Details about the course and the instructor’s performance • Section C: Overall evaluation of the course and instructor Section: Course Evaluation/Revision 219 Chapter 14: Improving with Feedback
• Section D: SUSSAI (State University System Student Assessment of Instruction): All SUS schools are required by the Florida Legislature to have students use this common tool for assessment of classroom instruction. • Section E: Space for responses to questions that a department may wish to add for evaluation of its courses • Section F: Space for responses to questions that an instructor may wish to add. • Section G: Students’ written comments on what was best about the course and instructor and what should be improved University Policy Campus-based courses -- Instructors (faculty, adjuncts, and graduate assistants) who teach undergraduate or graduate courses with ten or more students in fall and spring terms must administer course evaluations. The instrument used for student assessment of courses is the SPOT form. Online courses -- University policy does not require fully online courses be evaluated, but it is highly recommended and may be required by schools, colleges, or departments. These courses are evaluated using eSUSSAI (rather than SPOT). Complete information on requesting, administering, and receiving evaluation results is available for both on-campus and online courses at the Center for Assessment & Testing. Course Evaluation: Results and Reporting Course evaluation results for each course and instructor are compiled into a report, which indicates for each question: • The number and percentage of student responses falling into each evaluation category • The median and the interquartile range of the responses Instructor Reports: Access and Delivery • Instructors have access to a secure website to view and print their course evaluation reports. The original forms with the handwritten comments are returned to instructors after scanning. (Paper reports are no longer.) • Department chairs receive a printed copy of each instructor’s report. Additionally, department chairs have online access to instructors’ reports. • Deans have online access to reports on instructors within their college or school. Section: Course Evaluation/Revision 220 Chapter 14: Improving with Feedback
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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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nothing more frustrating than repea
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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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Page 196 and 197: Evaluating Performance Performance
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Page 218 and 219: V. Course Evaluation and Revision C
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