Teaching Strategies

Here is the presentation from today’s workshop:

View Syllabus Handout on Scribd

If you have questions or comments, feel free to contact me or leave a message in the comments. If you’d like to share your syllabus, please put a link in the comments!

Hi everyone, I’m teaching a class on syllabus construction for the Teaching and Learning Center and need a home on the web for the content. I figured this blog is the best option I have. The folks in this course might find that information useful, and maybe the people in the workshop will find the content in the blog relevant. So, the next post isn’t specifically for you, but take a look if you’re interested!

This is just a space in case you have questions or comments from today!

Each class, I’ll post something to let you know about the ID process on my end. This is the first of these posts. Since this was the first day, my main objective was to set the stage for the class and get to know the dynamics of the group:

• Make the goals and intentions of this “course” clear
• Give a broad overview of the topic
• Get a sense of what you hope to get from the “class”
• Note group dynamics
• Preliminarily redrafting the rest of the “course”

This information will inform how we adapt the “course” even at this early stage in the game.

This morning kicked off the 15 week “class” in teaching for librarians. To make sure we are all on the same page, and to give a broad overview of the course, we started with a presentation introducing Instructional Design:

The handout included the following:

Frameworks for Instructional Design:

• Reality
• Process
• System
• Discipline
• Science
• Instructional Technology

Who does it?

• Teachers
• Librarians
• Distance Educators
• Instructional Designers
• Content Developers
• For-profit Educators
• Corporate Trainers

What does it do?

• Needs assessment
• Goals and objectives identification
• Audience and setting analysis
• Content development
• Delivery development
• Evaluation
• Redesign

Where does it happen?

• In your office
• In the classroom
• In your inbox
• Wherever you get your evaluations

When does it occur?

• All the time: before, during, and after the class

Why does it happen?

• To meet required objectives
• To anticipate student needs
• To meet the needs of unique audiences
• To clarify your intention
• To speed up the process
• To demonstrate continued improvement

A lot informs this process. In this “course” we’ll discuss: instructional design models, taxonomies of learning, educational psychology, educational theorists, multiple intelligences, learning styles, teaching styles, learning theory, problem based learning, active learning, inquiry learning, classroom management, and assessment.