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Evaluating Learner-Centered
Teaching: Guiding Questions andSupportive Evidence
5 areas of teaching that warrantconsideration
4 sources of evidence
The application to 4 dominant modes ofteaching: lecture course, laboratory class,clinical setting, and discussion-based class.
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Evidence for evaluating a facultymembers teaching
Classroom observations
Discussions with the faculty member
Information from a teaching or course portfolio orother documents including a self evaluation
Information from students
Evidence of Students Learning
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Areas of inquiry
An expert: content knowledge, skills,and behaviors as they relate toeffective teaching
The course, lab, or clinical Day-to-day planning
Teaching
Aspects of community Assessment of students and teaching
Grading and feedback
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Evaluating Learner-CenteredTeaching
Definition
Given the context that surrounds myteaching practice will this teachingaction (the method, activity,assignment or assessment) optimizestudents opportunity to learn.
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Part One:The Planning Process
Learning outcomes for the course that areclear, meaningful, and measurable.
4 parts to a Learning Outcome
Who
When
What will they have learned
How will you measure their learning
Sources: Syllabus or portfolio, discussions
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Syllabus
An outline of the entire course that identifies all majorassignments, projects, tests, papers, field trips, guestspeakers etc. that students need to plan for.
A grading system
A set of guidelines, rules, or policies for the operationof the class
A list of resources students will need for the course
Statements of teaching methods or approaches to beused
Statement of expectations for students roles in thelearning process
How to get in touch with the instructor
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Day-to-Day Planning
Rationale for the method selected forinstruction for the class
Why am I lecturing?/ Why am I using teams
Reasonable knowledge of how to use themethod in use.
What makes an effective lecture
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Day to Day Planning
Role (s) the students will play in theclass that day
Work in teams, make presentations Rationale for the students roles
Why is this the best way for them tolearn this material/develop this skill?
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Day to Day Planning
Resources needed to optimize studentslearning of the days material in class
Media/Video/Digital
Images
Hands on Material
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Plan for Outside of Class Learning
How will the class material bereinforced?
Reading Writing/ Journals/ Summary/ Papers
Concept mapping
Presentation Preparation
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Day to Day Planning
Assessment of days understandingand learningif applicable in class oroutside of class
How do I know they understood Formative Feedback A. asking questions
B. writing a brief summary or otherexplanation of learning
C. Muddiest Point
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Day-to-Day Planning
Summative assessment
A judgment or measure of what wasunderstood or learned
No set time frame for this Quiz
Paper
Problems
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Part Two:Creating Community
Signs of Classroom Community
1. Knows students names
2. Signs that students know each other or arecomfortable working with each other.
3. Teacher is available before and after classfor interaction with students
4. Office hours are at times good for students
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Creating Community
5. Students have had some input to therules and regulations of the course
6. Students respond when called on in class
7. Discussions among students arereasonably free flowing and active
8 Electronic communication is encouragedand response is timely
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Control and Choices andCommunity Building
Evidence that students are givensome say in what and how they learn
Possible areas
Choices in topics to investigate orreadings to undertake.
Choices in assessments/assignments etc
Choices in due dates or tests dates.
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Rationales for the content, skillsand behaviors being taught
Evidence that the students understandWHY they are being asked to learn the
Evidence that the students understandhow this learning (knowledge or skills)
will be helpful to them in their collegeclass, career or as life long learners
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Part Three:Teaching Methods
Evidence of ability to lectureeffectively
1. Organized 2. Clear outcomes for the lecture
3. Includes images and other visual aids
4. Takes actions to prevent habituationby students
5. Checks to see if students areunderstanding
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Other Teaching Methods
Demonstrations Small or large group discussion/work
sessions Student presentations Guest speaker Film/video Field Trips Students Teachingeach Other In class practice/work One to One
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Part Four:Use of Assessment Tools
A clear rationale for assessmentchoices
The Assessment matches the learningobjectives and outcomes
Example If application of knowledge was taught
application is assessednot synthesis orevaluation
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Part FourUse of Assessment Tools
Assessments allows (as is possible) forindividual student learning differencestesting/writing /presenting/ problem
solving/collaboration/working alone/inclass/take home
Are the number of assessments enough
to paint a clear picture of what has beenlearned.
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Rubrics
Rubrics are used (when appropriate)to give clear, meaningful feedbackof work
Possible uses 1. Students help to develop rubrics
2. Students use rubric to self evaluate before
turning in work 3. Students use rubrics to evaluate each others
work
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Feedback
Students work is graded/evaluated ina timely manner
Students do something with thefeedback to improve their futurework
Early feedback is possible before work
is due to aid learning
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Part FiveGrading System
System is clear and easily understoodby the students.
Grades are available to the studentsonline
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Part Five:Grading System
System accurately reflects the kindof learning being taught
Example of inappropriate system Flying an Airplane
A in Takeoffs
F in Landings
Final Grade C in Flying
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Evaluating Learner-CenteredTeaching
What questions do we ask?
What evidence do we gather toanswer these questions?
Where do we look for this evidence?
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Areas of inquiry
An expert: knowledge, skills,behaviors
The course, lab, or clinical Teaching Student learning
Affective elements
Feedback to and evaluation of students Feedback from students (peers?)
Use of data to inform practice
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Sources of evidence
Multiple observations of teaching
Department Head
FCTL
Colleagues
Tenure Committee
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Sources of evidence
Conversations with the teacher
Discussions prior to observations/What will be happening in
the classroom?
Discussions about methods, assignments andassessments/Why are these the best way to teach thissubject?
Discussion about learning outcomes/What will students belearning in this class?
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Sources of evidence
Portfolio both teaching and course May contain some of the following:
Statement of teaching philosophy
Description of teaching methods used Description of assessments used
Descriptions of assignments/student learning activities used
Course Syllabus
Description of any innovations being tried
Peer evaluations
Students evaluations
Evidence of students learning
Self evaluation
Creating Community in the Classroom
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Source of Evidence
Use of feedbackFormative,ongoing, SAI, SGID andSummative
Evidence of use of formative feedback tools-- CATs,SGID, informal assessments
Evidence of the kinds of feedback students received ontheir learningwritten, conferences, electronic