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
This PowerPoint can be downloaded at:

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 Teaching with technology
Marking Midterms
Diversity

4. 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.

5. 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.

6. 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.

7. Overview Instructional Design Basics
Each group/participant conducts ten minute “mini” lessons and receives feedback
Day 1
Day 2 and 3

8. Pcrest.com
Participants will be able to integrate the four elements of lesson design into a 10 minute microteaching lesson.

9. Effective Teaching Practices
Think of a time when you were “learning well”. What were the conditions?

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

11. Howard Gardner

12. Brainstorm skills of a good teacher.
Not traits
cyber-kap.blogspot.com

14. Brainstorm skills of a good teacher.
cyber-kap.blogspot.com

15. https://answergarden.ch/

16. Knowledge of
Content

17. Brain Tap
What do you know about ??? What have you learned about ???

18. Knowledge of
Content
Pedagogy

21. Pedagogy Classroom Management
Knowledge of
Content
Pedagogy
Classroom
Management

23. Other considerations don't spend all your time with just one student
help students learn without giving away answer
some students will push for your answer and not listen to your explanation
if the same question comes up a couple times: make a general announcement to entire class, write notes on the board, comment to instructor

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

25. business2community

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

27. Centre for Teaching and Learning
SCI Tuesday afternoons

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

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

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

33. respectful behaviour towards instructor, department administrators, students
don't joke about failing students
punctuality
no missed meetings without prior consent
responding to work s in a timely manner (e.g. within 24 hours)
become aware of instructor's learning outcomes and teaching style
follow rules and guidelines outlined by the instructor, don't change them without permission
be consistent with the instructor's "voice" and style (e.g. don't say "the instructor's method is wrong")

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

35. 4classplus

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

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

39. Lesson Basics:
What makes up a lesson?

40. B.O.P.P.P.S.
promotiontours.ca

41. BOPPPS Bridge-in Your introduction, hook or anticipatory set Outcomes
(Learning Outcomes)
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 outcomes
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

42. Bridge – In…
undiscoveredscotland.co.uk

43. Refer to past learning
undiscoveredscotland.co.uk

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

45. Brain Tap
What do you know about ??? What have you learned about ???

46. What are we going to learn today
Refer to past learning
Active Participation
What are we going to learn today
undiscoveredscotland.co.uk

47. Where are we headed to day?
Refer to past learning
Active Participation
Where are we headed to day?
Outcome
undiscoveredscotland.co.uk

48. Your turn …
Think of the topic that you as a group of four will be teaching tomorrow and come up with a couple of Bridge-In possibilities.

49. Writing Learning Outcomes
Deirdre Bonnycastle College of Medicine

51. Goals and Outcomes
Listing your course goals and outcomes is the clearest way to communicate expectations to students.
The syllabus is a good place for them!
Well-written goals and outcomes inform all on what is to be learned, and how assessment will occur.
A well-written syllabus will include the course goal and objectives.

52. Learning Outcomes:
Participants will be able to integrate four elements of lesson design into a 10 minute microteaching lesson.
effective-time-management-strategies.com

53. Learning Outcomes
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.

54. Learning Outcomes
Participants will be able to integrate four elements of lesson design into a 10 minute microteaching lesson.
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.

55. Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand, Then to be Understood
Habit 6: Synergize
Habit 7: Sharpen the Saw

56. Participants will learn tennis …
Carine06

57. Participants will learn to play tennis …
Carine06

58. Participants will learn to play the tennis forehand stroke …
Carine06

59. Participants will learn to play the tennis forehand stroke, by returning 7 out of 10 accurately within court …
Carine06

60. Participants will learn the rules of tennis …
Carine06

61. Participants will learn the rules of tennis and be able to pass a test …
Carine06

62. Participants will learn the rules of tennis and be able to pass a test and score 75% …
Carine06

63. Participants will learn the rules of tennis and be able to apply the rules in a game …
Carine06

64. Students will be able to describe the universal characteristics of living things.

65. Students will be able to describe the 5 universal characteristics of living things.

66. Students will be able to describe the 5 universal characteristics of living things to a peer.

67. Examples of Well-written outcomes
Cognitive (comprehension) - “Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less.”
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue

68. Examples of Well-written outcomes
Cognitive (application) - “Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.).”
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue

69. Examples of Well-written outcomes
Affective - “Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members.”
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue

70. Choose a topic you think you would like to teach and write an outcome.
Your
turn
Choose a topic you think you would like to teach and write an outcome.

71. So what about:
SWBAT …

73. Learning Outcome for today
Participants will be able to integrate four elements of lesson design into a 10 minute microteaching lesson.
Custom animation effects: shrink transparent shapes
(Intermediate)
Tip: You will need to use drawing guides to reproduce the effects on this slide.
To display and set the drawing guides, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
Right-click the slide background area, and then click Grid and Guides. In the Grid and Guides dialog box, do the following:
Under Snap to, select Snap objects to grid.
Under Grid settings, in the Spacing box, enter 0.25.
Under Guide settings, select Display drawing guides on screen.
On the slide, press and hold CTRL, select the vertical guide, and then drag it left to the 2.00 position. (Note: One horizontal and one vertical guide will display on the slide at 0.00, the default position. As you drag the guides, the cursor will display the new position.)
Press and hold CTRL, select the vertical guide, and then drag it left to the 2.00 position.
Press and hold CTRL, select the horizontal guide, and then drag it up to the 2.00 position.
Press and hold CTRL, select the horizontal guide, and then drag it down to the 1.25 position.
Right-click the slide background area, and then click Grid and Guides. In the Grid and Guides dialog box, under Snap to, clear Snap objects to grid.
To reproduce the animated shape effects on this slide, do the following:
On the Home tab, in the Drawing group, click Shapes, and then under Rectangle click Rounded Diagonal Corner Rectangle (ninth option from the left). On the slide, drag to draw a rectangle.
Select the rectangle. Under Drawing Tools, on the Format tab, in the Size group, do the following:
In the Shape Height box, enter 8.1”.
In the Shape Width box, enter 10.5”.
Under the Drawing Tools, on the Format tab, in the Shapes Styles group, click the arrow next to Shape Outline, and then click No Outline.
On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Click Align to Slide.
Click Align Center.
Click Align Middle.
On the Animations tab, in the Animations group, click Custom Animation.
On the slide, select the rectangle. In the Custom Animation task pane, do the following:
Click Add Effect, point to Emphasis, and then click More Effects. In the Add Emphasis Effect dialog box, under Basic, click Grow/Shrink.
Select the animation effect (grow/shrink effect for the rectangle). Click the arrow next to the selected effect, and then click Effect Options. In the Grow/Shrink dialog box, do the following:
On the Effect tab, in the Size list, in the Custom box, enter 37%, and then press ENTER.
On the Timing tab, do the following:
In the Start list, select With Previous.
In the Speed box, enter 1.5 seconds.
Click Add Effect, point to Motion Paths, and then click Left.
Select the second animation effect (left motion path for the rectangle). Click the arrow next to the selected effect, and then click Timing. In the Left dialog box, on the Timing tab, do the following:
In the Delay box, enter 0.7.
In the Speed box, enter 0.8 seconds.
On the slide, select the motion path. Point to the endpoint (red arrow) until the cursor becomes a two-headed arrow, and then drag the endpoint to the intersection of the 2.00 top horizontal and the 2.00 left vertical drawing guides.
Select the rectangle. On the Home tab, in the Clipboard group, click the arrow under Paste, and then click Duplicate.
Select the duplicate rectangle. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
With the second rectangle still selected, under Drawing Tools, on the Format tab, in the bottom right corner of the Shape Styles group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, select Solid fill in the Fill pane, and then do the following:
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 50%.
In the Custom Animation task pane, select the fourth animation effect (motion path for the second rectangle). On the slide, point to the endpoint (red arrow) until the cursor becomes a two-headed arrow, and then drag the endpoint to the intersection of the 1.25 bottom horizontal and the 2.00 left vertical drawing guides.
To reproduce the animated text effects on this slide, do the following:
On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.
Enter text in the text box, and then select the text. On the Home tab, in the Font group, do the following:
In the Font list, select Gill Sans MT.
In the Font Size box, enter 26.
On the Home tab, in the Paragraph group, click Center to center the text in the text box.
On the slide, drag the text box until it is centered at the intersection of the 2.00 top horizontal and the 2.00 left vertical drawing guides.
With the text box still selected, in the Custom Animation task pane, do the following:
Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Subtle, click Fade.
Select the fifth animation effect (fade effect for the first text box). Under Modify: Fade, do the following:
In the Start list, select After Previous.
In the Speed list, select Medium.
On the slide, select the text box. On the Home tab, in the Clipboard group, click the arrow under Paste, and then click Duplicate.
Click in the second, duplicate text box, and then edit the text.
Select the text in the second text box. On the Home tab, in the Font group, click the arrow next to Font Color, and then click Black, Text 1 (first row, second option from the left).
On the slide, drag the second text box until it is centered at the intersection of the 1.25 bottom horizontal and the 2.00 left vertical drawing guides.
With the second text box still selected, in the Custom Animation task pane, select the sixth animation effect (fade effect for the second text box). Click the arrow next to the selected effect, and then click Timing. In the Fade dialog box, on the Timing tab, in the Delay box, enter 1.
Right-click off the slide, and then click Grid and Guides. In the Grid and Guides dialog box, under Guide settings, clear Display drawing guides on screen.
To modify the color of the objects on the slide, do the following:
In the Selection and Visibility pane, select the first rectangle you created on the slide. Under the Drawing Tools, on the Format tab, in the bottom right corner in the Shapes Styles group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, select Solid fill in the Fill pane, and then do the following:
Click the button next to Colors, and then under Theme Colors click Black, Text 1 (first row, second option from the left).
On the slide, select the text in the first text box. On the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
On the slide, select the text in the second text box. On the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click Black, Text 1, Lighter 15% (fifth row, second option from the left).
To reproduce the background effects on this slide, do the following:
On the Design tab, in the bottom right corner of the Background group, click the Format Background dialog box launcher.
In the Format Background dialog box, click Fill in the left pane, select Picture or texture fill in the Fill pane, and then under Insert from, click File.
In the Insert Picture dialog box, select a picture, and then click Insert.

74. Bloom (1956) and Anderson & Krathwohl (2001)

76. BOPPPS Bridge-in Your introduction, hook or anticipatory set Outcomes
(Learning Outcomes)
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 outcomes
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

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

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

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

80. 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

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

83. 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

84. Guided Practice

85. 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.

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

87. 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.

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

90. 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

91. 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.

92. 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) …

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

94. 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.

95. 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.

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

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

98. 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)

99. 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.

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

101. 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.

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

103. 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.

104. 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.

105. 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.

106. Research shows there will be improvement in:

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

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

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

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

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

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

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

114. Why does it work?

115. Why does it work?
Individuals get stuck

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

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

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

119. See additional ideas on this website:
aldwyn-digitalglossary

120. Your Turn Chose one of the group activities we have discussed.
Design a task for us – any topic

121. BOPPPS Bridge-in Your introduction, hook or anticipatory set Outcomes
(Learning Outcomes)
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 outcomes
Post-Assessment
Demonstrates learners learning
Summary
Learner reflection

122. Post - Assessment
Did we accomplish our goals, achieve our outcomes? Feedback for students and your teaching

123. Summary
Re-enforces learning and prepares students for what is coming next.

124. Closing Techniques
Informal Quiz

125. Closing Techniques
Informal Quiz
Predict Test Questions

126. Closing Techniques Informal Quiz Predict Test Questions
Identify the "Big idea“

127. Closing Techniques Informal Quiz Predict Test Questions
Identify the "Big idea”

128. Closing Techniques Informal Quiz Predict Test Questions
Identify the "Big idea“
Summarize the procedure

129. Closing Techniques Informal Quiz Predict Test Questions
Identify the "Big idea“
Summarize the procedure

130. TOASTMASTERS @ UBC, Okanagan campus
Practice class presentations
Get feedback and critique
No cost necessary to participate
Paid memberships to Toastmasters Int. are eligible for Toastmasters certification or the regional/international speech contest.
Meetings:
Mondays - 1:30 to 2:30 UNC 105
Tuesdays -1:00 to 2:00 UNC 105
If students show interest, an evening meeting may be planned
Wed, 2pm * UBCO, UNC Alumni Way, Kelowna
CONTACT - Facebook: UBCO Toastmasters,

131. 10 minute lesson that you will facilitate during our next session.
Plan a
10 minute lesson that you will facilitate during our next session.

133. This PowerPoint is located at:

134. Blog

135. Dacola.com