Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Collaborative Learning Collaborative writing A collaborative writing assignment can be organized in several ways. Try to avoid giving one person all the work. One example might be to get a group to break down a writing assignment into parts; each student writes his or her part and then brings it to the group for compilation and editing. Resources for Active Learning The following is just a sampling of resources you can find on Active Learning. An Internet search of Active Learning will return thousands of references. Use the resources listed here to get you started in your search. Broad Overviews • Bonwell, C., Eison, J., & Bonwell, C. C. (2000). Active learning: Creating excitement in the classroom. (ASHE-ERIC Higher Education Report Series (AEHE)). Washington, DC: George Washington University. • Frederick, P. J. (1987, Winter). Student involvement: Active learning in large classes. New Directions for Teaching and Learning: Teaching Large Classes Well, (32), 45-56. • Gibbs, I., & Harland, J. (1987). Approaches to teaching in colleges of higher education. British Educational Research Journal, 13 (2), 159- 173. • Heide, A., Henderson, D., & Neale, L. (2001). Active learning in the digital age. Portsmouth, NH: Heinemann. • Meyer, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass. • Michael, J. A. & Modell, H. I. (2003). Active learning in secondary and college science classrooms: A working model for helping the learner to learn. Mahwah, NJ: L. Erlbaum Associates. • Provitera-McGlynn, A. (2001). Successful beginnings for college teaching: Engaging your students from the first day. Madison, WI: Atwood Publishing. • Schon, D. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books. • Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn & Bacon. Technology, Multimedia, and E-learning • Atkins, M., & Blissett, G. (1992, January). Interactive video and cognitive problem-solving skills. Educational Technology, 32 (1), 44- 50. Section: Lesson Delivery 97 Chapter 8: Using Active Learning
• Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey- Bass. • Cambridge, B. L., Kahn, S., Tompkins, D. P., & Yancey, K. B. (Eds.). (2005). Electronic portfolios: Emerging practices in student, faculty, and institutional learning. Sterling, VA: Stylus. • Campbell, K. (2004). E-ffective writing for e-learning environments. Hershey, PA: Information Science Publishing. • Falk, D. R., & Carlson, H. L. (1992, September). Learning to teach with multimedia. Technological Horizons in Education Journal, 20 (2), 96-100. • Green, T. D., & Brown, A. (2002). Multimedia projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin Press. • Ivers, K. S., & Barron, A. E. (2005). Multimedia projects in education: Designing, producing, and assessing. (3 rd ed.). Westport, CT: Libraries Unlimited. • Howles, L., & Pettengill, C. (1993, June). Designing instructional multimedia presentations: A seven-step process. Technological Horizons in Education Journal, 20 (11), 58-61. • Jurkiewicz, K. (1990, March). Using film in the humanities classroom: The case of Metropolis. English Journal, 79 (3), 47-50. • Ronchetto, J. R., Buckles, T. A., Barath, R. M., & Perry, J. (1992, Spring). Multimedia delivery systems: A bridge between teaching methods and learning styles. Journal of Marketing Education, 13, 12-21. • Schneider, D. (1980). An annotated bibliography of films and videotapes for college mathematics. Washington, DC: Mathematical Association of America. • Serey, T. T. (1992, August). Carpe diem: Lessons about life and management from Dead Poets Society. Journal of Management Education, 16 (3), 374-381. • Shank, M., Young, J. A., & Lynch, J. (1992, Fall). Teaching to the beat: The pedagogical value of music videos. Journal of Marketing Education, 13, 30-39. Using Case Studies • Argyris, C. (1980). Some limitations of the case method: Experience in a management development program. Academy of Management Review, 5, 291-298. • Barnes, L. B., Christensen, C. R., & Hansen, A. J. (1994). Teaching and the case method: Text, cases, and readings. (3 rd . ed.). Boston, MA: Harvard Business School Press. • Berger, M. (1983). In defense of the case method: A reply to Argyris. Academy of Management Review, 8, 329-333. Section: Lesson Delivery 98 Chapter 8: Using Active Learning
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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
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
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Page 68 and 69: different things. Communication is
Page 70 and 71: students time to think and catch up
Page 72 and 73: Lecture Skills Observation Sheet Ne
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
Page 82 and 83: The Activities • Films o Films, a
Page 84 and 85: • Assessment of group work can be
Page 86 and 87: Role Playing, Drama, and Simulation
Page 88 and 89: material outside of class. (Michael
Page 90 and 91: ❒ Use groups to debate the sides
Page 92 and 93: • Allow sufficient wait time. Wai
Page 94 and 95: • Postpone the student who attack
Page 96 and 97: o o o How does this relate to theor
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
Page 110 and 111: information being cut off the sides
Page 112 and 113: who may forget theirs, but create a
Page 114 and 115: change. • Effective instructors t
Page 116 and 117: See Chapter 10 -- Using Course Webs
Page 118 and 119: classrooms”), as well as via inte
Page 120 and 121: infrastructure can be built - and a
Page 122 and 123: o o o view or print - course syllab
Page 124 and 125: web-supported or online classes are
Page 126 and 127: Part 2: Read, Reply, and Respond Co
Page 128 and 129: termed as a distance-learning cours
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Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
Page 136 and 137: Chapter 11 — Teaching Contexts El
Page 138 and 139: and a sense of spontaneity, anticip
Page 140 and 141: • Give groups a sense of how much
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Page 144 and 145: objectives. Each day begin the clas
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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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