Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Self- Reflection Peer Review Videotaping and Consultation Keeping a teaching journal can be a useful tool to help you reflect on your teaching and assist you as you work to develop your own personal teaching style. Here are some ways you might use such a journal: • As you are planning your instruction, write down the learning objectives of a class session and how you plan to reach those objectives. If you articulate what you want students to be able to do after a particular class period, you will design more effective instruction. • Immediately after a class session, reflect on whether you reached the objectives, what worked, what did not work as well as you would have liked, and alternative strategies you might try another time. Also, write down anything you learned, e.g., observations about a particular student, a combination of students in small groups that worked well, or something you learned about yourself as an instructor. • Write down ideas gained by talking to colleagues, consultants, or from attending workshops. Relating these ideas to your own teaching can assist you in becoming a more effective instructor. Having another instructor sit in on a class period can be a rich source of information. As an observer, this person can often help you understand the dynamics of your classroom. Many teachers find it beneficial to pair up with another teacher and sit in on each other’s classes, paving the way for discussion about teaching in your discipline that can be beneficial to both instructors. One of the most powerful and, therefore, helpful forms of feedback on your teaching can be the viewing of a videotape of one of your class sessions. The videotape will give you information on your teaching that is unavailable by any other means; it will help you see yourself as others see you. Viewing the tape with a consultant can be even more useful. A consultant can help you see the whole picture, assist you in focusing on your behaviors that facilitate student learning, and stimulate a discussion about alternative ways of approaching aspects of your teaching that you would like to change. Consultants at CTL are available to videotape your classroom and consult with you as you view your tape. These sessions are confidential and, if you would like, the videotape can be erased. Section: Course Evaluation/Revision 225 Chapter 14: Improving with Feedback
Resources on Feedback Books/Articles • Braskamp, L. A., Brandenburg, D. C., & Ory, J. C. (1984). Evaluating teaching effectiveness: A practical guide. Newbury Park, CA: Sage Publications. • Cohen, P. A. (1980). Effectiveness of student feedback for improving college instruction. Research in Higher Education, 13, 321-341. [Cited in J. Kulik (2001). New Directions for Institutional Research #109, Jossey-Bass.] • Cross, K. P., & Angelo, T. A. (1988). Classroom assessment techniques: A handbook for college teachers (2 nd ed.). San Francisco: Jossey-Bass. • England, J, Hutchings, P., & McKeachie, W. J. (1996). The professional evaluation of teaching. American Council of Learned Societies (Occasional Paper No. 33). Retrieved October 26, 2005 • Kulik, J.A. Student ratings: Validity, utility, and controversy. The student ratings debate: Are they valid How can we best use them; New directions for institutional research, no. 109, eds. M. Theall, P.C. Abrami, and L. A. Mets. San Francisco: Jossey- Bass, 2001. • McKeachie, W. J. (2006). Teaching tips: Strategies, research, and theory for college and university teachers (12 th ed.). Boston: Houghton Mifflin. • McKeachie, W. J., Lin, Y. G., Daugherty, M., Moffett, M., Neigler, C., Nork, J., Walz, M., & Baldwin, R. (1980). Using student rating and consultation to improve instruction. British Journal of Educational Psychology, 50, 168-174. • Weimer, M., Parrot, J. L., & Kerns, M. M. (2002). How am I teaching Forms and activities for acquiring instructional input. Madison, WI: Atwood Publishing. Section: Course Evaluation/Revision 226 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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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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Page 196 and 197: Evaluating Performance Performance
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Page 216 and 217: Resources on Student Assessment Ref
Page 218 and 219: V. Course Evaluation and Revision C
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Page 228 and 229: VI. Campus and Community Resources
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