Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "INSTRUCTIONAL SKILLS SEMINAR asiasociety.org John Parry Centre for Teaching and Learning UBC Okanagan."— Presentation transcript:

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

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 Sellbetter.ca

5 Who are you? Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

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

7 What is your topic? Give a brief explanation of your topic, just a little longer than the title of your talk. Dont give away the secret of your talk, but whet their appetite.

8 What is your topic? Give a brief explanation of your topic, just a little longer than the title of your talk. Dont give away the secret of your talk, but whet their appetite. I.S.S.

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 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. To prepare you to teach at UBC-O

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 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? 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? Describe a time when you were learning well. What were the conditions? Does everyone learn in the same way? Does everyone learn in the same way?

15 Brainstorm characteristics of a good teacher. cyber-kap.blogspot.com

16 Knowledge of Content

17 Knowledge of Content Pedagogy

18 Knowledge of Content Pedagogy Classroom Management

19 Knowledge of Content Pedagogy Classroom Management Diversity

20 Knowledge of Content Pedagogy Classroom Management DiversityTechnology

21 Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResources

22 Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResourcesAssessment

23 Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResourcesAssessmentProfessionalism

24 Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResourcesAssessmentProfessionalismPlanning

25 Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResourcesAssessmentProfessionalismPlanningCommunication

26 Teaching Strategies Knowledge of Content Pedagogy Classroom Management DiversityTechnologyResourcesAssessmentProfessionalismPlanningCommunication

27 Lesson Basics: What makes up a lesson?

28 B.O.P.P.P.S. promotiontours.ca

29 BOPPPSBridge-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 undiscoveredscotland.co.uk Bridge – In…

31 Refer to past learning Refer to past learning undiscoveredscotland.co.uk

32 Refer to past learning Refer to past learning Active Participation Active Participation undiscoveredscotland.co.uk

33 Refer to past learning Refer to past learning Active Participation Active Participation Where are we headed to day? Where are we headed to day? –Goal or –Objective undiscoveredscotland.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 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 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)

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

39

40 BOPPPSBridge-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? 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 hear and I forget. I see and I remember. I see and I remember. I do and I understand. 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 Think – pair – share Think – pair – share Think – pair – share Buzz' groups Buzz' groups Buzz' groups Buzz' groups Round Round Round Case studies Case studies Case studies Case studies Group discussion Group discussion Group discussion Group discussion Maypole Maypole Maypole Tell your partner Tell your partner Tell your partner Tell your partner Fishbowl Fishbowl Fishbowl Peer evaluation Peer evaluation Peer evaluation Peer evaluation Role play Role play Role play Role play Presentations Presentations Presentations Syndicates Syndicates Syndicates Brainstorming Brainstorming Brainstorming 1 – 2 – 4 – more 1 – 2 – 4 – more 1 – 2 – 4 – more 1 – 2 – 4 – more Jigsaw Jigsaw Jigsaw

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.

53

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 How much they already know about a topic What they are not sure about What they are not sure about What they want the lecturer to cover next What they want the lecturer to cover next

56 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 … One thing I need to know about … Something that I learned today Something that I learned today One important point (about the topic) … 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: One group discusses a topic. The second group observes the discussion and each person records: A partners contributions (and gives individual feedback afterwards), or A partners 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) 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 others oral presentation. They give each other feedback and work together to identify : The class is divided into pairs. Partners exchange written work or observe each others oral presentation. They give each other feedback and work together to identify : What was good What was good What needed improvement What needed improvement How it could be improved 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. 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 Students – faculty interaction Students – faculty interaction

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

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

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

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

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

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

79 Why does it work?

80 Individuals get stuck Individuals get stuck

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

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

83 Why does it work? Individuals get stuck Individuals get stuck Exposure to alternative problem solving Exposure to alternative problem solving Less fearful Less fearful Students learn best this way Students 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. Chose one of the group activities we have discussed. Design a task for us – any topic Design a task for us – any topic

86 BOPPPSBridge-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 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. Blogto.com

89 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 Planning document Planning document Planning document

92 Dacola.com


Download ppt "INSTRUCTIONAL SKILLS SEMINAR asiasociety.org John Parry Centre for Teaching and Learning UBC Okanagan."

Similar presentations


Ads by Google