Presentation on theme: "INSTRUCTIONAL SKILLS seminar"— Presentation transcript:
1 INSTRUCTIONAL SKILLS seminar John ParryCentre for Teaching and Learning UBC Okanaganasiasociety.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 TrainingParticipants 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
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 ParryCentre for Teaching and LearningWho 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 conductsten 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. cyber-kap.blogspot.com
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-assessmentAssess what the learner already knowsParticipatory learningLearning activities to help learners meet objectivesPost-AssessmentDemonstrates learners learningSummaryLearner reflection
31 Refer to past learningundiscoveredscotland.co.uk
32 Refer to past learningActive Participationundiscoveredscotland.co.uk
33 Where are we headed to day? Refer to past learningActive ParticipationWhere are we headed to day?Goal orObjectiveundiscoveredscotland.co.uk
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 ObjectivesA 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, activities2. Establish a foundation for the evaluation of learning3. Focus learner and instructor on the purpose of the lesson4. 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 what3. Under what conditions4. How well (standard or criteria)Refer toPage 9
38 Objectives:Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.effective-time-management-strategies.com
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-assessmentAssess what the learner already knowsParticipatory learningLearning activities to help learners meet objectivesPost-AssessmentDemonstrates learners learningSummaryLearner reflection
41 Pre-Assessment Where are your learners at? Previous knowledge and experiencesMay 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 forgetI see and I rememberI 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 hear70% of what we say90% of what we say and doAdapted 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 playRoundPresentationsCase studiesSyndicatesGroup discussionBrainstormingMaypole1 – 2 – 4 – moreTell your partnerJigsawFishbowl
50 Think/Pair/ShareEach 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 thata teachershould possess?
52 JigsawThe 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 analyzethe content and identifywhich of our basic needs it istargeting
55 Buzz GroupsWorking in small groups, people discuss an issue. Topics can include:How much they already know about a topicWhat they are not sure aboutWhat they want the lecturer to cover next
56 Can be used for a quick feed back instrument on your course. Buzz Group - ExampleCan 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 todayOne important point (about the topic) …
58 Round - Example Excellent for summarizing the seminar. As with the previous feedback, collect group notes.
59 Case studiesA ‘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 discussionGroups (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 MaypoleWhen 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 partnerPairs. Each person explains a topic/concept/ answer to someone else. The partner has to listen, then ask questions.
63 FishbowlOne group discusses a topic. The second group observes the discussion and each person records:A partner’s contributions (and gives individual feedback afterwards), orThe important parts of the discussion (may be identification of issues, applications, generalizations, etc., depending on the task instructions)
64 Peer evaluationThe 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 goodWhat needed improvementHow it could be improvedThey 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 playGroups/ 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 PresentationsIndividuals or small groups find information on a topic, then prepare and deliver a short informative session to the wider group.
68 SyndicatesGroups 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 BrainstormingEveryone 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 – moreEach 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.
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 solvingLess fearful
83 Why does it work? Individuals get stuck Exposure to alternative problem solvingLess fearfulStudents learn best this way
84 See additional ideas on your handout: aldwyn-digitalglossary
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-assessmentAssess what the learner already knowsParticipatory learningLearning activities to help learners meet objectivesPost-AssessmentDemonstrates learners learningSummaryLearner reflection
87 Post - AssessmentFormal or informal Did we accomplish our goals, achieve our objectives? Feedback for students and your teaching
88 SummaryRe-enforces learning and prepares students for what is coming next.Blogto.com
89 10 minute lesson that you will facilitate during our next session. Plan a10 minute lesson that you will facilitate during our next session.
90 The 10 Minute Lesson Cycle Set up 5minMini lesson 10minWritten Feedback 5minSelf reflection 2minOral feedback 5min
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