Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Influences student attitudes and increases motivation. o Helps orient students to the course and helps alleviate their anxiety about the unknown. o o o o Begins to establish a collegial tone and a non-threatening environment. Conveys enthusiasm for the subject and sparks student interest and motivation. Indicates that the goals are attainable yet establishes the intellectual challenge. Lets students know what they can expect from the course and the instructor. o Sets a tone of support for learning. • Serves as a starting point for mutual discussion. o o Serves as a framework for mutual (professor and students) setting of goals and expectations, not as a lock into a rigid schedule. Doesn’t restrict students’ freedom to learn. • Serves as a study guide/source of assistance for students. o Guides students through the term and helps them take responsibility for their own learning. o o o o o Helps students prepare for classes, exams, and readings. Helps them organize/synthesize course material. Guides them through the course/readings. Serves as pre-lecture/pre-discussion guide. Helps them assess their progress throughout the term. • Meets departmental or administrative needs and requirements. o Provides information about the course to the department, college, accrediting panels, or others. [Excerpted from Hammons, J. O., & Shock, J. R. (1994). The course syllabus reexamined. Journal of Staff, Professional, and Organizational Development, 12, 5-17.] Suggestion -- On the first day of class, it is important to provide each student with your syllabus and review the points. Do Section: Course Planning – Content 21 Chapter 3: Creating a Syllabus
not rely on students reading and understanding it on their own. Make sure that all students’ questions are answered, and that all points of potential misunderstanding are cleared up. Once the course has started, reinforce syllabus content by referring to it in class. Syllabus Template A Syllabus Checklist developed at Florida State University is provided on the following page with brief discussions of its elements. Section: Course Planning – Content 22 Chapter 3: Creating a Syllabus
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 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
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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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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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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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