Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• For a list of more active learning techniques and details on how they can be used in your classroom, see Chapter 8 -- Using Active Learning in the Classroom. • For information on instructional media, see Chapter 9 – Instructional Media: Chalkboards to Video and Chapter 10 – Using Course Websites as Instructional Tools. • For information on teaching methods, see Chapter 7 – Lecturing Effectively and Chapter 11 – Teaching Contexts. 4. Develop student assessment methods that directly reflect the learning objective. If the purpose of instruction is helping students to acquire the learning outcomes, the purpose of assessment is to determine if the student was successful. The best time to write assessment tools is right after you have written your learning outcomes statement. With this timing, it is likely there will be a high degree of congruence between what was intended and what is measured. The goal should always be to measure student achievement as accurately and fairly as possible. One way to do this is to align the assessment with the learning outcome as closely as possible. Pencil and paper tests using limited-choice (multiple choice/true-false) and/or open-ended questions (essay, short answer) are common methods of student assessment. In addition to the learning outcomes, other considerations to make when constructing a test include class size, time available for test preparation, administration, grading, and type of feedback you want to provide. Authentic assessments such as research papers, portfolios, projects, performances, and peer evaluations offer ways to measure student performance in a real-life context. In developing authentic assessments, it is important to note that students may not have the research and information literacy skills to use and evaluate information in your discipline. Class time may be needed to teach these skills, as well as how to avoid plagiarism mistakes. Related Chapters • Chapter 12: Testing and Assessment Issues discusses the types of assessments that are generally used in university settings. • Chapter 13: Grading Provides tips on fairly grading assessments and discusses issues such as plagiarism that should be addressed in course planning. Section: Course Planning – Content 7 Chapter 1: Designing an Effective Course
5. Implement the course plan, creating a learning environment and a community of learners. After planning the course, it’s time to meet the class and teach, but before you do so, consider the following. First, the purpose of the course and class is that the students learn something. Second, your role as an instructor is to help them learn it. What is the best way for you to help students learn what you want them to by the end of the course A framework for lesson delivery that is successful consists of six parts: • Gain the students’ attention and establish expectations. • Review relevant, previously learned material. • Present the new information by linking it to previous learning. • Provide learning guidance or elaboration. • Provide time for practice and feedback. • Provide for spaced practice to enhance retention. 6. Revise the plan after assessments and evaluations. Course evaluation, instructor evaluation, and revisions to the course should be seen as part of the larger picture of Instructional Design. It is rare that a course or instruction cannot use some improvement. Course revisions involve the collection and interpretation of data for the purpose of improving instruction. Related Chapter -- Chapter 14: Improving Your Teaching with Feedback offers several methods you can use to obtain information on improving your courses and teaching methods. Section: Course Planning – Content 8 Chapter 1: Designing an Effective Course
Page 2 and 3: INSTRUCTION @ FSU: A Guide to Teach
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Page 12 and 13: Related table queries Adding tables
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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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• 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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