Teaching Strategies

Announcements from the start of class:

• I’m planning to do a wrap up session for the swap and share. Don’t worry, you’ll still get to swap and share–I just want to make sure to have time to tie together all the threads we’ve started this semester. It’s gonna be a good class, please come if you can.
• Monday, May 11, at 10:00am we’ll have a session to share how we handle our lib100/20X classes. Each person will have time to talk about what they do, why they do it, and/or if it works. This will be a good chance to learn what others are doing, get ideas, and learn about how other people approach information literacy.
• Will have a workshop this summer on the practical application of what we’ve been discussing for course design. Watch for something from Giz or the PDC on this.
• Based on feedback, we’re looking at a model for next semester of a facilitated weekly discussion on the “nuts and bolts” of teaching. Of course, as with this semester, attendance isn’t required, but we want to make sure to provide this opportunity for the people who do want it. If this sounds good, we’ll start planning the logistics (schedule, how to get topics, how to get speakers, etc). At the end of the fall semester we can reevaluate and do whatever people would like (nothing, another teacher-led class, another facilitated discussion, etc).

Today’s powerpoint:

Notes from today:

• Formative assessment: clickers, end of class assignment, muddiest point, learning logs, weekly blog
• Summative assessment: EOG, big paper, annotated bibliography, final project, quizzes (depending on if graded and how used)
• Informal assessment measures performance, application, processes the students are going through
• Formal assessment measures performance against a benchmark, content mastery, ability to take a test, performance
• Objective assessment strengths include easy to grade, good for subjects with right answer (like math), good for skills-based work (like finding a book. Weaknesses include that it’s hard to create good questions, some things aren’t right or wrong.
• Subjective assessment strengths include the ability to see the big picture in the students’ work, easier to create assignments, open ended statements require students think of something to say. Weaknesses include grading time, consistency in grading, and can be hard for student to get started–it can be overwhelming. (Rubrics can help)

Questions? Leave them in the comments!!

The topic for this Friday is Teaching Styles. Roz will be leading the session and will go over the results for a teaching perspectives inventory. Please bring the results to class.

The next class is on different intelligences and learning styles. Roz and I will both be leading this session and would like for you all to take a learning styles inventory before hand. Roz will go over the results on Friday!

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 Spring Semester Roz and I will be leading weekly sessions on instruction. We’re planning to cover a lot: instructional design, educational theory, teaching and learning styles, while giving everyone the opportunity to swap and share along the way.

We’re going to attempt to model teaching strategies along the way, so this is the online component. Please note that the schedule is in the sidebar to the right. We might post optional discussion questions/posts/videos along the way, too.

Feel free to leave comments to let us know what you’d like to make sure we cover, and we’ll do our best to meet your needs!