2. 2010 ETW USMA Seminar II - Principles

Slide 1:

1 Seminar II Principles of Effective Teaching and Learning Al Estes

Define “Effective Teaching”:

Define “Effective Teaching” Focus on teacher performance Focus on student learning Two Approaches: 2

Seymour and Hewitt (1997):

Seymour and Hewitt (1997) Lack of course structure Inadequate preparation Boring lectures Preoccupation with research Inability to communicate Grading on a curve Sarcastic and degrading attitude toward students No awareness of how people learn No concern for the intellectual needs of the students Indifference to academic difficulty No correlation between HW and exams Lack of practical application Presentation of material at too high a level What constitutes BAD teaching? 3

Define “Effective Teaching”:

Define “Effective Teaching” Focus on teacher performance Focus on student learning Two Approaches: 4

What Constitutes Exemplary Teaching? :

5 What Constitutes Exemplary Teaching? Lowman Chapter 1 Intellectual Excitement Technical Expertise Organization Clarity of Communication Engaging Presentation Enthusiasm Interpersonal Rapport Interest in students as individuals Interest in students’ learning Receptive to students’ preferences about assignments and policies

Descriptors Associated with Lowman’s Two Dimensions:

6 Descriptors Associated with Lowman’s Two Dimensions Intellectual Excitement 1. Enthusiastic 4. Humorous 2. Knowledgeable 5. Interesting 3. Inspiring 6. Clear Interpersonal Rapport 1. Concerned 4. Encouraging 2. Helpful 5. Challenging 3. Caring 6. Available

Your Responses on the Prior Knowledge Probe:

7 Your Responses on the Prior Knowledge Probe Intellectual Excitement (34) 1. Enthusiastic (6) 4. Knowledgeable (3) 2. Funny (5) 5. Dynamic (2) 3. Clear (5) 6. Organized (2) Confident, interesting, thorough purposeful, prepared, disciplined, logical, competent, engaging, excited, articulate Interpersonal Rapport (16) 1. Approachable (2) 2. Challenging (2) Cool, caring, fun, approachable, attentive, respectful, encouraging, accommodating, friendly, tough, supportive Who Knows? 1. Passionate (4) 2. Inspirational (2) 3. Creative (2) Eccentric, dedicated, well dressed

Lowman’s Two-Dimensional Model of Teaching:

8 INTELLECTUAL EXCITEMENT INTERPERSONAL RAPPORT Low Moderate High Low Moderate High 1.Inadequate 2. Marginal 4.Socratic 7. Exemplary Facilitator 9. Complete Exemplar 8. Exemplary Lecturer 6. Intellectual Authority 3. Adequate 5. Competent Lowman’s Two-Dimensional Model of Teaching

Inadequate:

Inadequate Heavy handed Inconsistent and unpredictable Unprepared, disorganized Disliked by students Dull and Lifeless Appears to hate coming to class Unable to present material or motivate students 9

Intellectual Authority:

Intellectual Authority Engaging, enthusiastic Organized and clear Distant, unapproachable Highly controlling Little interest in students as individuals Master of subject Respected by students Great for large lectures Outstanding for some students, not for others 10

Socratic (Warm and Fuzzy):

Socratic (Warm and Fuzzy) Encourages independence and creativity Democratic, student-focuses Approachable, friendly Loved by students, Dull, disorganized, unprepared Best with smaller groups and advanced classes Outstanding for some students, not for others 11

Complete Exemplar:

Complete Exemplar Warm and open Student-focus Approachable, friend, humorous Loved and respected, motivating Mastery of subject, creative, enthusiastic Superb with smaller groups or lecture hall Outstanding for any student in any situation 12

Slide 13:

13 (1) Think of a teacher from a movie or television show (2) Of the nine cells on Lowman’s model, choose the one that best describes that teacher and explain why? Learning Activity Study Guide, page 9

Lowman’s Two-Dimensional Model of Teaching:

14 INTELLECTUAL EXCITEMENT INTERPERSONAL RAPPORT Low Moderate High Low Moderate High 1.Inadequate 2. Marginal 4.Socratic 7. Exemplary Facilitator 9. Complete Exemplar 8. Exemplary Lecturer 6. Intellectual Authority 3. Adequate 5. Competent Lowman’s Two-Dimensional Model of Teaching

Slide 15:

15 Ray Walston: Fast Times at Ridgemont High Ben Stein: Ferris Bueller’s Day Off Sam Kinneson: Back to School Some Suggestions 1.Inadequate 6. Intellectual Authority John Houseman: Paper Chase Lou Gossett: Officer and a Gentleman 4.Socratic 9. Complete Exemplar 5. Competent Danny DeVito: Renaissance Man Karen Valentine: Room 222 David Clennon: From the Earth to the Moon Robin Williams: Dead Poet’s Society Kevin Kline: The Emperor’s Club Glenn Ford: Blackboard Jungle

Lowman’s Model: Implications for Faculty Development:

16 Lowman’s Model: Implications for Faculty Development Both intellectual excitement and interpersonal rapport are required for excellence in teaching. Focus on intellectual excitement first . “Unless traditional teaching skills are mastered first, structural innovations are unlikely to lead to exemplary instruction or optimal student learning.” -Joseph Lowman

Define “Effective Teaching”:

Define “Effective Teaching” Focus on teacher performance Focus on student learning Two Approaches: 17

Slide 18:

A Model for Instructional Strategy Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners’ performance and provide feedback. Provide opportunities for self-assessment. 18

Wankat and Oreovicz:

Wankat and Oreovicz Guide the learner through lesson objectives. Provide structure and organization. Use images and visual learning. Ensure that the student is active. Require practice and repetition. Provide prompt and constructive feedback. Have positive expectations of students. Use a variety of teaching styles. Compendium of Learning Principles: Wankat & Oreovicz Chapter 1 19

Chickering and Gamson (1991):

Chickering and Gamson (1991) Encourage contact between students and faculty Have students work together Encourage active learning Provide prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and learning styles Seven Principles of Good Practice: 20

Angelo (1993):

Angelo (1993) Active learning Focused attention from the students Student awareness as to what is important Positive/reasonable goals for the learner Instructor feedback provided early and often Frequent interaction between teacher and learner Student understanding of the value of learning Learning requires: Time Practice Context Connections to prior knowledge Student organize information in a personally meaningful ways Teachers Dozen (14 Principles): 21

Davis (2001):

Davis (2001) Higher levels of cognitive development Sensitivity to student’s struggles Real world experiences and applications of the material Meaningful structure to course material Connections to prior knowledge Active learning Cooperative learning among students Frequent and specific feedback Success comes when: Students know what they are suppose to learn Material presented in meaningful ways to the student Students can organize material to support their individual framework Teachers account for different learning styles Learning Principles: 22

The ASCE “ExCEEd Model”:

23 The ASCE “ExCEEd Model” Structured organization Based on learning objectives Appropriate to the subject matter Varied, to appeal to different learning styles Engaging presentation Clear written and verbal communication High degree of contact with students Physical models & demonstrations Enthusiasm Positive rapport with students Frequent assessment of student learning Classroom assessment techniques Out-of-class homework and projects Appropriate use of technology Teacher As Role Model

Teaching Assessment:

Teaching Assessment Study Guide, page 11 24

The ASCE “ExCEEd Model”:

25 The ASCE “ExCEEd Model” Structured organization Based on learning objectives Appropriate to the subject matter Varied, to appeal to different learning styles Engaging presentation Clear written and verbal communication High degree of contact with students Physical models & demonstrations Enthusiasm Positive rapport with students Frequent assessment of student learning Classroom assessment techniques Out-of-class homework and projects Appropriate use of technology Teacher As Role Model

Why?:

26 Why? It works! It is consistent with well-established principles of teaching and learning Lowman’s Model Multiple Collections of Learning Principles It provides a solid foundation for: Development of your own individual style Continued growth Wankat & Oreovicz Chapter 1 Lowman Chapter 1

Slide 27:

Classroom Assessment Technique #2 Muddiest Point Paper 5 27

Slide 28:

28 Seminar II Principles of Effective Teaching and Learning Questions?

Don’t Forget…:

Don’t Forget… Start ETW Assessment Tonight (Lab IB): Hotel Thayer, Garden Terrace, at 1800 Lab Assignment (Bring your sign & markers) Wear your nametag Tomorrow: C&ME Conference Room at 0745 Bring all prepared materials for your first practice class Wear your nametag 4 8 29