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PREPARING TO
TEACH
"Learning
is not a spectator sport. Students do not learn much just sitting in
classes listening to teachers, memorizing pre-packaged assignments, and
spitting out answers. They must talk about what they are learning, write
about it, relate it to past experiences, and apply it to their daily
lives. They must make what they learn part of themselves."
from Seven
Principles of Good Practice in Undergraduate Education
TOPIC 4: Planning
active-learning activities / Deciding on methods of assessment
HOMEWORK ASSIGNMENT:
(due in class Feb 9th -- nothing to submit in advance,
but be prepared to discuss your initial plans for your
micro-teaching learning activity and
what you learned about your approach to grading by taking the LOGO
survey )
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Read:
Seven Principles of Good Practice in
Undergraduate Education:
http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf
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Refine your syllabus
and begin to define ways in which you will assess your students' attainment of
your specified learning outcomes via class activities, assignments,
tests, etc.
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Read Tools for Teaching Chapter
21-25 (chapters describing differnt types of learning
activites)
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Begin
to plan
a 15-minute
learning activity that addresses one of your desired learning
outcomes. (This is what you will "demo"
or "micro-teach" at the end
of the semester.)
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Read Tools for
Teaching Chapter 44 (on calculating and
assigning grades)
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Reflect on the differences between
standards-referenced grading (aka criterion-referenced
or absolute grading) and norm-referenced grading
and take the
LOGO SURVEY to compare your attitudes toward grading with your grading
behavior
(or your expected grading behavior based on the course or
activity you are designing).
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Read
Assessment Tools, Testing and Grading [pdf] (workshop handout by Elena Berman,
PhD)
USEFUL FOLLOW-UP READING:
On Teaching Methods:
Science Teaching Reconsidered:
Chapter 2 -
How Teachers Teach: Specific Methods &
Chapter 3 -
Linking Teaching with Learning
On Group Activites (what makes a good group
activity):
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Designing effective group activities: Lessons for classroom teaching and
faculty development LK Michaelsen, LD Fink, A Knight - To Improve
the Academy, 1997
On Grading and
Assessment:
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