“Lessons from the Classroom” Institute Discussion 1:30 – 2:00

1. “Lessons from the Classroom”Institute Discussion1:30 – 2:00 Higher Education Institute CAST June 9, 2009

2. Professor Smith is renowned for his stimulating and provocative lectures. His lecture hall comfortably accommodates 150 undergraduate students in his university core course. He is quite dramatic in her presentation style, intersperses rhetorical questions and makes good use of pause. His lectures are well organized, beginning and ending precisely on schedule. Disability services has alerted Professor Smith that ten of his students have been diagnosed with an auditory receptive disorder. Additionally, Professor Smith’s course evaluations reveal that while students rate his generally as excellent a minority of students request that he adopt teaching approaches that are not strictly limited to lecture presentation.

3. Suggest some possible alternative to his traditional teaching style. All students should be able to access the good information you know and teach in your class. Could you offer other methods to illustrate content?, e.g., images, graphics, movies GTFs? Is there someway to challenge the GTFs to support these students and at the same time become more knowledgeable about teaching and support your other academic work (book publications). GTFs often advanced in educational media, take advantage in the courses as well as research. Movies- offer use of media like video and movies outside of class, concern, how do I know their doing it – blackboard “tracking” Pay attention to the issue, increase repertoire, expand Professor Smith, I speak your language. By devoting attention to these students, you can expand your teaching repertoire in ways that are in your interest: •    increasing class size•    enhancing your reputation•    expanding your resume of service to the institution•    write an article

4. Anchors? Willing to try an experiment? Random selection of assessment questions. Discussion groups to discuss potential answers, then give exam. Provides and advanced organizer of course expectations and content • Mechanism to facilitate – online, f2f, grads • Way to take students “there”? See what you are trying to express (history course). Let students find them and bring them to you. • Alternative representation of what is being said in lectures

5. Assessment Course - students with different learning needs to obtain feedback on performance in a course [before it’s too late]? • Syllabus contains information of how to offer options, • Expectations and scaffolds, help them to get there • Make clear the goals up front? Periodic check ups. Tools for self assessment. Verbal and syllabus information about progress toward an assignment steps. • Put 4-5 questions out at beginning of a class and let students know that • Clickers – very quickly asking questions never asked previously, and both students and faculty have feedback on performance • Also could be a participation check • Set up a review session with tutors, homework. Obtain feedback from tutor about student progress. • Question development? Think pair share. Collaborative open book quizzes. • What to do with the question is essential, what does the prof. do to make changes? Self regulation on both sides! • The one minute paper (in class), what did you understand what didn’t you understand 3-2-1 also facilitates attendance as an option. Email the night before with questions about the preparation for lecture

6. Writing – poor - Course Goal - good psychologists • Is the writing relevant to the instruction? • Assignment to read as a critic of one another’s work, provide feedback to writer. • Help focus on audience and purpose of writing, apply relevant reason to writing. Two groups, writing for different foundations. Peers develop criteria, apply the psych involved. Use of MS word or google docs, use comments, experience both the writing and editing experience , everything is electronic. • Schedule on syllabus components of the grant proposal in steps. If issues around peer review, options for other reviewers, (support centers) Everyone gets reviewed. – normalizing the process. • Cool to have a 3 minute video clip – always have writing reviewed – demonstrate yourself as a learner. Provide models … • Model of the editing process… • Idea to have students do develop the activities and learning demonstrations of the course. Syllabus clearly states goals and outcomes required/desired. • If goal is writing in a particular area, create a foundation to approach issue, students create foundation and criteria. Very content relevant. • Final exam the first day, (5 essay questions) have students identify what they need to know for this course. Revisions throughout the semester. How are we going to get there.

7. Tomorrow • Diigo a web tool • Highlight for yourself or share • David will demonstrate tomorrow.