1. INSTRUCTIONAL SKILLS seminar
John Parry
Centre for Teaching and Learning UBC Okanagan
asiasociety.org

2. Teaching Scholars Credentialing Program for UBC Okanagan Teaching Assistants and Grad Students

3. The Foundations Credential contains the following components:
Pedagogical Discussion and Training
Participants will attend three CTL-approved workshops and prepare a critical reflection of their relevance.
Active Learning Helping Students Learn Giving Students Feedback Course design Learning theories and differences Teaching with technology

4. Overview & Introductions
Effective Teaching Practices
Lesson Structure
10 Minute Lesson Cycle
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5. Who are you?
Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

6. John Parry
Centre for Teaching and Learning
Who are you?
Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

7. What is your topic?
Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

8. I.S.S.
What is your topic?
Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

9. Why is it important?
Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished?
The entire opening should only take a minute or two.

10. To prepare you to teach at UBC-O
Why is it important?
Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished?
The entire opening should only take a minute or two.

11. Overview Day 1 Instructional Design Basics Day 2 and/or 2
Each participant conducts
ten minute “mini-lessons”, receives oral, written and recorded feedback

12. Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.

13. Effective Teaching Practices
Describe a time when you were “learning well”. What were the conditions?

14. Effective Teaching Practices
Describe a time when you were “learning well”. What were the conditions?
Does everyone learn in the same way?

15. Brainstorm characteristics of a good teacher.
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16. Knowledge of
Content

17. Knowledge of
Content
Pedagogy

18. Pedagogy Classroom Management
Knowledge of
Content
Pedagogy
Classroom
Management

19. Pedagogy Classroom Management Diversity
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity

20. Pedagogy Classroom Management Diversity Technology
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology

21. Pedagogy Classroom Management Diversity Technology Resources
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources

22. Pedagogy Classroom Management Diversity Technology Resources
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Assessment

23. Pedagogy Classroom Management Diversity Technology Resources
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Assessment
Professionalism

24. Pedagogy Classroom Management Diversity Technology Resources
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Assessment
Professionalism
Planning

25. Pedagogy Classroom Management Diversity Technology Resources
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Assessment
Professionalism
Planning
Communication

26. Teaching Strategies Pedagogy Classroom Management Diversity Technology
Knowledge of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Assessment
Professionalism
Planning
Communication

27. Lesson Basics:
What makes up a lesson?

28. B.O.P.P.P.S.
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29. BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective
States what you hope to achieve and what you intend the participants to learn.
Pre-assessment
Assess what the learner already knows
Participatory learning
Learning activities to help learners meet objectives
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

30. Bridge – In…
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31. Refer to past learning
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32. Refer to past learning
Active Participation
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33. Where are we headed to day?
Refer to past learning
Active Participation
Where are we headed to day?
Goal or
Objective
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34. Your turn …
Think of a topic that you will be teaching this term and come up with a couple of Bridge-In possibilities.

35. Objectives
A statement that specifies in some observable and/or measurable way what a learner will know or be able to do by the end of a lesson or series of lessons.

36. Why Objectives?
1. Provide a basis for selection or design of instructional media, materials, activities
2. Establish a foundation for the evaluation of learning
3. Focus learner and instructor on the purpose of the lesson
4. Ensures everyone understands what is expected

37. Refer to Page 9 Objectives
Think of a topic related to your everyday teaching and write sample objectives.
Include:
1. Who (the learner)
2. Will do what
3. Under what conditions
4. How well (standard or criteria)
Refer to
Page 9

38. Objectives:
Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.
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40. BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective
States what you hope to achieve and what you intend the participants to learn.
Pre-assessment
Assess what the learner already knows
Participatory learning
Learning activities to help learners meet objectives
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

41. Pre-Assessment Where are your learners at?
Previous knowledge and experiences
May assist in grouping students or peer teaching

42. Participatory or Active Learning
I hear and I forget.
I see and I remember.
I do and I understand.

43. I hear and I forget
I see and I remember
I do and I understand

44. Most of the time students are involved only passively in learning:
in listening to the instructor,
looking at the occasional overhead or slide,
reading the text book.

45. Research shows that such passive involvement generally leads to a limited retention of knowledge by students.
Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

46. 10% of what we read 20% of what we hear 30% of what we see
50% of what we see and hear
70% of what we say
90% of what we say and do
Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

47. Participatory or Active Learning
What are active learning strategies and how can we use them in a course?

48. Examples (Handout) Think – pair – share Peer evaluation Buzz' groups
Role play
Round
Presentations
Case studies
Syndicates
Group discussion
Brainstorming
Maypole
1 – 2  –  4  –  more
Tell your partner
Jigsaw
Fishbowl

49. Break

50. Think/Pair/Share
Each person considers the topic/question and writes down some ideas/answers. S/he joins with one other for discussion. This provides a good basis for wider discussion.

51. Think/Pair/Share - Example
What are the skills that
a teacher
should possess?

52. Jigsaw
The jigsaw instructional strategy is an effective way to cover a large amount of material in a short amount of time. Students are members of two different groups, an expert group that examines the content/skill to be learned, discusses the best way to relay that information and a home group that shares the new knowledge in a round robin format.

54. Jigsaw - Example Distribute three examples of an advertisement.
Have participants analyze
the content and identify
which of our basic needs it is
targeting

55. Buzz Groups
Working in small groups, people discuss an issue. Topics can include:
How much they already know about a topic
What they are not sure about
What they want the lecturer to cover next

56. Can be used for a quick feed back instrument on your course.
Buzz Group - Example
Can be used for a quick feed back instrument on your course.

57. Round Every person takes a turn to make a statement. Useful topics:
One thing I need to know about …
Something that I learned today
One  important point (about the topic) …

58. Round - Example Excellent for summarizing the seminar.
As with the previous feedback, collect group notes.

59. Case studies
A ‘story’ or scenario is presented to the group (often, but not always, as a handout). Groups discuss the story or work together on questions.

60. Group discussion
Groups (up to 6 people) talk about a topic. A set of questions from the lecturer helps to structure the discussion and focus the group. The larger the group, the more difficult it is for everyone to participate actively.

61. Maypole
When the leader is the central figure and communication occurs from the leader to the member and from the member to the leader

62. Tell your partner
Pairs. Each person explains a topic/concept/ answer to someone else. The partner has to listen, then ask questions.

63. Fishbowl
One group discusses a topic. The second group observes the discussion and each person records:
A partner’s contributions (and gives individual feedback afterwards), or
The important parts of the discussion (may be identification of issues, applications, generalizations, etc., depending on the task instructions)

64. Peer evaluation
The class is divided into pairs. Partners exchange written work or observe each other’s oral presentation. They give each other feedback and work together to identify :
What was good
What needed improvement
How it could be improved
They can focus on delivery and/or content. This activity works best if students already have knowledge on the topic. Giving them a checklist is also a good idea.

65. Peer Evaluation - Example
We will do this during our micro-teaching during the next session.

66. Role play
Groups/ pairs/ individuals ‘act out’ information on a specific topic, often in front of the class or group. If they lack confidence, they can work in pairs without ‘performing’ in front of the whole class. Set a time limit for each group. This activity can be used for formative or summative assessment. It is important to allow time for participants to de-role/debrief.

67. Presentations
Individuals or small groups find information on a topic, then prepare and deliver a short informative session to the wider group.

68. Syndicates
Groups of students work together on a project(s) which entails researching and presenting (written and/or oral) information. Useful for focusing on group and cooperative skills while covering discipline content.

69. Brainstorming
Everyone thinks of as many different ideas as possible. All ideas are accepted and recorded without comment. The ideas are evaluated after a set time period or when inspiration ends.

70. 1 – 2  –  4  –  more
Each person writes brief notes about the topic and then compares them with a partner. Each pair discusses its combined list with another couple. This provides a good basis for discussion in the wider group. It is a good idea to limit the ‘1 – 2 – 4’ stages, e.g. 2 minutes or so for individual and for paired work, 5 minutes for the ‘4’ stage.

71. Research shows there will be improvement in:

72. Research shows there will be improvement in:
Students – faculty interaction

73. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction

74. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction
Grades

75. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction
Grades
Communication skills

76. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction
Grades
Communication skills
Higher level thinking skills

77. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction
Grades
Communication skills
Higher level thinking skills
Teamwork

78. Research shows there will be improvement in:
Students – faculty interaction
Student – student interaction
Grades
Communication skills
Higher level thinking skills
Teamwork
Attitude

79. Why does it work?

80. Why does it work?
Individuals get stuck

81. Why does it work? Individuals get stuck
Exposure to alternative problem solving

82. Why does it work? Individuals get stuck
Exposure to alternative problem solving
Less fearful

83. Why does it work? Individuals get stuck
Exposure to alternative problem solving
Less fearful
Students learn best this way

84. See additional ideas on your handout:
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85. Your Turn Chose one of the group activities we have discussed.
Design a task for us – any topic

86. BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective
States what you hope to achieve and what you intend the participants to learn.
Pre-assessment
Assess what the learner already knows
Participatory learning
Learning activities to help learners meet objectives
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

87. Post - Assessment
Formal or informal Did we accomplish our goals, achieve our objectives? Feedback for students and your teaching

88. Summary
Re-enforces learning and prepares students for what is coming next.
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89. 10 minute lesson that you will facilitate during our next session.
Plan a
10 minute lesson that you will facilitate during our next session.

90. The 10 Minute Lesson Cycle
Set up 5min
Mini lesson 10min
Written Feedback 5min
Self reflection 2min
Oral feedback 5min

91. Lesson Plan
Planning document

92. Dacola.com