Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Lecture Skills Observation Sheet Needs Improvement Just Right Needs Improvement Verbal Communication Speaks too softly. Changes volume, either increasing or decreasing, for emphasis or to regain attention of the audience. Speaks too loudly. Articulates poorly. Articulates precisely. Exaggerates the articulation. Speaks too slowly. Speaks at a good pace. Speaks too rapidly. Fills pause with vocalizers (e.g., ah, um, okay, now, you know). Does not vary voice pitch; speaks in monotone. Uses pauses to emphasize important content. Voice replicates the natural rhythms and pitch changes of conversation. Does not use pauses. Uses repetitive patterns of pitch and emphasis (singsong quality). Non-Verbal Communication Hides behind podium, hand glued to the podium. Distracts the audience by looking out the window, down the hall, etc. Uses no visuals, no handouts, or lecture support materials. Dress is too casual for the audience; does not reflect professional position. Preparation/ Organization Seems unprepared, disorganized. Is visible to the students and uses gestures when appropriate to reinforce the content. Makes good eye contact with the audience; reads body language of the students. Uses visuals and handouts that will be helpful to the students. Personal appearance conveys the image that teachers should project. Uses outline or visuals for organization; speaks without notes. Is constantly moving, pacing, rocking, or talking to the chalkboard. Reads directly from notes; makes little eye contact. Hands out the complete text of the lecture, or reads the text. Personal appearance is too formal for the situation. Reads from text, showing little knowledge or a lack of confidence. Instructions -- Place a check in the box that you feel most accurately provides feedback to the person you are evaluating. Example -- If a person is speaking too slowly and you feel his or her rating should be “too slow,” then put a check somewhere in that box. Section: Lesson Delivery 71 Chapter 7: Lecturing Effectively
Resources on Lecturing Books/Articles • Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves. Penquin Books: New York, NY. • Penner, J. G. (1984). Why many college teachers cannot lecture: How to avoid communication breakdown in the classroom. Charles Thomas Publishers. Section: Lesson Delivery 72 Chapter 7: Lecturing Effectively
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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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Page 26 and 27: ADA Policy: [Suggested language fro
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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
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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
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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
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Page 90 and 91: ❒ Use groups to debate the sides
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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
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Page 108 and 109: Media can be used to support one or
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Page 116 and 117: See Chapter 10 -- Using Course Webs
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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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