SECTION I INTRODUCTION
Class #1 (Jan 23): Pedagogy – What is it?
Class Topics:
- Getting started -- course overview
- Pedagogy as an art, science, and profession
- Introductory overview of various pedagogical philosophies and approaches, e.g. authoritarian vs. constructivist models, traditional content delivery vs. inquiry-based, teacher-centered vs. learner-centered, lecture-based vs. hands-on/active-learning, etc.
- The role of individual courses in the broader view of student learning at a university
Follow-up Readings & Webpages:
- Read: Science Teaching Reconsidered (Chapters 1 & 2)
- Learn about the wide array of Instruction Resources at the UA: http://www.ilc.arizona.edu/teaching/resources.htm
- Read about the UA's Outcome Assessments program: http://web.cfa.arizona.edu/da-devel/assess/page.php?clid=12&uid=1
- Familiarize yourself with Katie's Teaching Logistics Webpage http://fpcluster.ccit.arizona.edu/khirschboeck/teaching_logistics.htm
- Find out who your students "are" & what they think is important by reviewing the Office of Instructional Assessment’s Student Surveys: https://surveys.aer.arizona.edu/surveys/results/SurveyResults.asp
Follow-up Exercise (due Jan 30):
- Select the topic(s) for a course or learning module you plan to teach someday and write a draft outline of your planned course content. For the purposes of our class, keep your course module simple and focused since you will be doing a lot of "hands on" work with it. This will be your Practice Course Module.
Class #2 (Jan 30): Cognitive skills & learning styles
Class topics:
- Overview of Bloom’s Taxonomy, critical thinking and problem solving
- Brief introduction to cognitive constructivism and other frameworks addressing cognitive skills
- Survey of different models/studies on learning styles; gender/diversity issues and student learning
Advance Readings & Webpages (due Jan 30th):
- Read: Lynch, C.L. Wolcott, S.K.(2001) Helping Your Students Develop Critical Thinking Skills [pdf] See also: http://www.wolcottlynch.com/ for more ideas and information about the authors of this paper.
- Find out what happens at the UA’s University Learning Center: http://www.ulc.arizona.edu/
- Get on overview of Bloom’s Taxonomy from these webpages, or others you find on your own:
http://faculty.washington.edu/krumme/guides/bloom.html
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
http://www.nwlink.com/~donclark/hrd/bloom.html
Cognitive skills & learning styles -- (more links!)
Follow-up Exercises:
- Complete the various online “Self-Assessments” on learning styles available at the UA University Learning Center website: http://www.ulc.arizona.edu/assessments.htm
SECTION II PREPARING TO TEACH
Class #3 (Feb 13): Part A: Designing instructional objectives / learning outcomes & Part B: Planning a syllabus, content, & texts
PREPARATION FOR MONDAY'S CLASS:
(1) complete the
Readings & Webpages listed for (A) and (B) below
(2) begin to draft up
learning outcomes for your module/course
[NOTE: bring in your draft of some outcomes to share for discussion during class on Feb 13; you will submit you completed outcomes as a formal homework assignment on Feb 27]
Designing instructional objectives / learning outcomes
Class topics:
- Types of desired outcomes, e.g. attitudinal, quantitative skills, critical thinking skills, communication skills, information literacy, content, etc.
- How to write instructional objectives/ learning outcomes
(A) Readings & Webpages: (read in advance of class on Feb 13)
- Read: Science Teaching Reconsidered (Chapter 3)
- Visit the following “Understanding Objectives” tutorial: http://edweb.sdsu.edu/Courses/EDTEC540/objectives/ObjectivesHome.html
- Read “How to Write Learning Outcomes” from the NCGIA Core Curriculum in GIS Science http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html
- Visit the Instructional Objectives Writing Assistant (I.O.W.A.) site: http://epitome.ce.gatech.edu/iowa/index.html
- Visit the UA University-Wide General Education Committee’s webpage on Expected Outcomes for General Education courses: http://w3.arizona.edu/~uge/gened/outcomes.htm
Class topics:
- Basic syllabus guidelines, beyond the traditional syllabus, the “Course Information Document”
- How to decide on course content
- How to locate, review and select texts for a class; do you actually need a textbook?
Planning a syllabus, content, & texts
(B) Readings & Webpages: (read in advance of class on Feb 13)
- Read: Science Teaching Reconsidered (Chapter 7)
- Read the UA course syllabus policy: http://w3.arizona.edu/~policy/syllabus.shtml
- Find out what happens at the UA’s University Teaching Center (UTC): http://www.utc.arizona.edu/
- Read “The Modern Syllabus as a Course Information Document” from Thinking About College Teaching (UA’s University Teaching Center): ttp://utc.arizona.edu/resources/thinkingseries/vol1_6.html
- Read the Learner-Centered Syllabi Workshop: http://www.cte.iastate.edu/tips/syllabi.html
- Read “Course Planning” http://www.artsci.wustl.edu/~teachcen/WUTC/Faculty/course_plan.html or locate and read a similarly-themed site you find on your own
- Read “Textbook Selection for the ESL Classroom” http://www.cal.org/resources/digest/0210garinger.html or locate and read a similarly-themed site you find on your own
- Read this slightly dated but interesting essay: R. Lewis (1992) Textbook Adoption: How Do Professors Select The Right One? The Scientist 6 [7] and comment: W. Farnsworth (2004) “In Teaching Science, Let The Textbook Support The Classwork, Not Vice Versa,” The Scientist 6[11]:,
HOMEWORK: (due Feb 27)
- Write instructional objectives / expected learning outcomes for the course or module you began to develop in Class #2.
==> Use the I.O.W.A. site to evaluate your objectives. http://epitome.ce.gatech.edu/iowa/index.html
- Design a formal syllabus and an accompanying “Course Information Document” for a course or module you plan to teach using suggestions and guidelines from the links above. (Include an outline of your planned course content which you began to develop for Class #2.)
Class # 4 (Feb 27): Developing learning activities
Class topics:
- Linking activities and assignments to learning objectives
- Some guidelines for collaborative learning and group learning activities
- Suggestions for effective writing assignments, student presentations, research projects, etc.
- Suggestions for developing a class in which students facilitate each other's learning (preceptors, etc.)
Readings & Webpages:
- Read: Science Teaching Reconsidered (Chapter 4)
- Read Michaelsen, L., Fink, D. and Black, R. (1996) What every faculty developer needs to know about learning groups in L. Richlin, ed. To Improve the Academy, Vol 15 (pp 31-57). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education. (handout provided)
- From the Learner-Centered Education in the Arizona University System webpage read:
- Seven Principles of Good Practice in Undergraduate Education:
http://www.abor.asu.edu/4_special_programs/lce/ugprinciples_lce.htm
- Learner-Centered Psychological Principles:
http://www.apa.org/ed/lcp2/
OPTIONAL (skim -- then pick and choose as needed to support your own course design needs):
- Read about the University of Arizona's Teaching Teams Program, which involves undergraduate preceptors in a class, and about the Einstein's Protégés program.
- Read: Elena Berman (1996): A Short Guide to Improving Student Speaking and Writing
- Review the UA Library’s Research Instruction Online site: http://www.library.arizona.edu/rio/write1.html
- See the UA Library’s Information Literacy and Outcomes with Ideas for Active Learning and Assessment: http://dizzy.library.arizona.edu/library/teams/InfoLit2000/Outcomes_Activities.pdf
- Improving Learning & Reducing Costs: Redesigning Large-Enrollment Courses:
http://www.center.rpi.edu/PewSym/mono1.html
Exercise:
- OPTIONAL: Browse the contents of the Journal of Geography in Higher Education (available online via SABIO) and find examples of homework assignments, exercises, problems and/or learning activities that you think are interesting, creative, and effective in promoting active student learning in your area.
- Select one concept or content item from the course content outline you developed in Week 3, list the learning outcomes you want the students to obtain in association with this concept/content, and design a learning activity / exercise that you think will result in the desired student outcome(s).
All you need to have is a draft of your idea and just be prepared to share what you might do with the class to get input and suggestions. [ nothing formal to turn in]
Class #5 (Mar 20): Assessment tools & grading
Class topics:
- Importance of assessment, multiple modes of assessment, multi-tiered assessment
- Better tests and testing; pretests and post-tests
- Different philosophies & mechanics of grading; suggestions for designing grading rubrics
Readings & Webpages:
- Read: Science Teaching Reconsidered (Chapters 5 & 6)
- Read about the Immediate Feedback Assessment Technique (IF-AT): http://www.epsteineducation.com/
View my Fall 2000 survey results from my students after their first use of the IF-AT.
- Review Elena Berman’s presentation on Better Testing, More Learning (pdf) file
- "Grading Practices" from Tools for Teaching http://teaching.berkeley.edu/bgd/grading.html
FYI (for future reference): Here's the link to other online chapters in Tools for Teaching: http://teaching.berkeley.edu/bgd/teaching.html
Exercises:
- Design a draft “Table of Specifications” to illustrate how you will assess whether students achieved a one or more of the expected learning outcomes you wrote in Week 4.
Here's an example of my TABLE OF SPECIFICATION for my NATS 101 course (MS Word doc)
- Design a grading rubric for one of the learning activities you developed earlier.
- Design three test questions that will assess student learning of the concept you selected in your Practice Course Module
[you may develop drafts only for one or
more of the above and incorporate you "best examples" into the Sample Course
Design presentation.]
Student presentations: sample course designs with discussion (90-minute session)
SECTION III. IN AND BEYOND THE CLASSROOM
Class #6 (Apr 3) : Fostering active learning & learner-centered education / Classroom dynamics & ethics
Class topics:
- Hints for effective lecturing
- Suggestions for implementing active learning in large and small classrooms
- The multimedia classroom and reaching the “cellphone generation”
- Fostering a classroom environment that enhances learning and reaches all types of students
- Student behavior in the classroom; viewing & discussion of “Arizona Idol” video
- Why and how to address cheating and plagiarism issues and incidents
Readings & Webpages:
- Read about Learner-Centered Education as promoted by the Arizona Board of Regents: http://www.abor.asu.edu/4_special_programs/lce/general_lce.html
- Visit ASU’s Best Practices in Engineering Education site and see Lessons and Activities: http://clte.asu.edu/active/lessons.htm to review several examples of active/cooperative learning activities
- Read “Effective Lectures” http://utc.arizona.edu/resources/thinkingseries/vol1_2.html (repaired link)
- Read: Science Teaching Reconsidered (Chapter 8)
- See the
results of the Faculty Survey on Disruptive Classroom Behavior:
http://info-center.ccit.arizona.edu/~dos/Assets/pdffiles/facultysurveytwo.pdf
- Watch the ARIZONA IDOL video online at: http://uanews.org/cgi-bin/WebObjects/UANews.woa/wa/MainStoryDetails?ArticleID=9750
- Visit the UA Library’s Information Literacy Team’s Plagiarism: Detection and Prevention
website:
http://dizzy.library.arizona.edu/library/teams/InfoLit2000/plagiarism.shtml
If you have time, review some of its many links and resources.
NOTE: of the links at the Library site above, this one is exceptionally
good, I think:
Anti Plagiarism Strategies
http://www.virtualsalt.com/antiplag.htm
Good overview of strategies to prevent plagiarism
OFFICIAL UA POLICIES:
- Read the UA’s Code of Academic Integrity http://w3.arizona.edu/~studpubs/policies/cacaint.htm
- Read the UA’s Policy on Disruptive Behavior in an Instructional Setting:
http://info-center.ccit.arizona.edu/~policy/disrupt.shtml- Familiarize yourself with the UA’s Student Life Policies: http://w3.arizona.edu/~policy/student.shtml
Exercise: Optional --!!!
- Observe the student-teacher dynamics and student behavior in the classes that you are attending. Also sit in on a large undergraduate class in your area. Take notes on student behavior and make a list of “best practices” based on the positives you observed, and a second list of the strategies you would employ to address some of the negative or disruptive behaviors you may have observed. Share these with the class at class discussion
Class topics:
- Ideas, tools, and resources for developing course webpages
- Advantages and caveats associated with electronic learning platforms
Readings & Webpages:
- Visit Vincent Flanders’ “Webpages That Suck” site: http://www.webpagesthatsuck.com/
- Visit CCIT’s Resources for Instruction: http://computing.arizona.edu/instruction.html & the UA Web Resources site: http://uaweb.arizona.edu/
- Familiarize yourself with the Learning Technologies Center and all its resources: http://www.ltc.arizona.edu/
- Read about various e-learning platforms at: http://www.shambles.net/pages/staff/OLLE/
- Visit WebCT.com site: http://www.webct.com/vision WebCT (like D2L) is used widely at many universities
- Visit the Moodle site. Moodle is a web-based course management tool based on a social constructionist pedagogy. Read about the underlying philosophy for Moodle here: http://moodle.org/doc/?frame=philosophy.html (Note: Compare and contrast the WebCT approach with Moodle in terms of underlying pedagogical philosophies.)
- Review the Information Literacy Guidelines for the UA’s General Education program: http://www.library.arizona.edu/library/teams/InfoLit2000/guidlnsIL.htm
- Familiarize yourself with The Integrated Learning Center http://www.ilc.arizona.edu/, including the Information Commons, http://dizzy.library.arizona.edu/library/teams/pic/pic.htm , and the Digital Media Resource Center, http://www.ilc.arizona.edu/features/DMRC.htm.
Exercises:
- Browse a variety of UA course webpages and select “best practice” examples that might serve as good models for your course and/or that contain elements that could be applied to your course. Be prepared to share a few of these in class.
- Begin developing a starter webpage for your course (or decide on an existing model that you plan to emulate) This is optional -- I'm happy to help if you want to try it -- just send me an email.! [ nothing to turn in]
- Field Trip to the Learning Technology Center (LTC) and/or Integrated Learning Center, including the Information Commons, and the Digital Media Resource Center; hands-on demonstration of ILC classroom technology, including the OptionPower Personal Responder system
Class #8 (May 1): Teaching evaluations & teaching portfolios / applications to other learning environments
Class topics:
- Purposes for teaching evaluation: formative and summative
- How to interpret and use a TCE report
- Why and how of developing a teaching portfolio
- Transferring what you learned here to other types of learning environments
Readings & Webpages:
- Read A Short Guide to Evaluating Teaching: http://aer.arizona.edu/AER/teaching/docs/shortGuide.pdf
- Visit the webpage of the UA’s Office of Instructional Assessment and review its many links: http://aer.arizona.edu/AER/ .
- Read how to interpret your Teacher-Course Evaluation (TCE) results at the TCE site: http://aer.arizona.edu/AER/teaching/Guide/TCEGuide.asp
- Visit Katie’s Teaching Logistics Webpage and review the many links on Teaching Portfolios http://fpcluster.ccit.arizona.edu/khirschboeck/links.htm#portfolio
Exercise:
- Draft a statement of your teaching philosophy to insert in your teaching portfolio.
Course Finale (TBA): Student presentations: short teaching demonstrations of selected concept & peer evaluations (2 hour session / date & time TBA)