Université d’Ottawa / University of Ottawa Theory and Practice of Undergraduate Teaching ESG 5300...
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Transcript of Université d’Ottawa / University of Ottawa Theory and Practice of Undergraduate Teaching ESG 5300...
Université d’Ottawa / University of Ottawa
Theory and Practice of Undergraduate Theory and Practice of Undergraduate TeachingTeaching
Theory and Practice of Undergraduate Theory and Practice of Undergraduate TeachingTeaching
ESG 5300 September 14, 2004
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Today’s AgendaToday’s AgendaToday’s AgendaToday’s Agenda
Introduction of professor Introduction of students Overview of the course
Requirements Activities Style
Introduction to Teaching in Academe
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
The professorThe professorThe professorThe professor
Linda Manning, Ph.D. Professor of Economics
Research agenda in integration of technology into teaching
Instructional Technology Consultant (CUT) Advanced Placement Economics (US)
Contact information [email protected] http://www.courseweb.uottawa.ca/FACDEV101
Log in using your UOttawa student userid and password (as in Infoweb)
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
The studentsThe studentsThe studentsThe students
Now it’s your turn Your name, your discipline, your research focus, your
professional plans, and what do you want from this course?
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
The CourseThe CourseThe CourseThe Course Designed to help graduate students prepare for an
academic teaching career. Introduction
research and theory on undergraduate teaching development of practical teaching skills for university teaching
You will actively participate in professional development activities.
Framework is development of teaching portfolio in context of: research in undergraduate teaching and learning self-reflection and development of practical teaching
strategies the integration of instructional technologies into the university
classroom
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Course GoalsCourse GoalsCourse GoalsCourse Goals
Develop set of instructional objectives for an introductory course
Develop practices for understanding students and ourselves as teachers
Explore different teaching methods and how to use them Investigate new instructional technologies as pedagogical
tools Explore assessment strategies—for student learning, and
our teaching Reflect on professional and ethical issues Develop a teaching portfolio
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Instructional Methods and ScopeInstructional Methods and ScopeInstructional Methods and ScopeInstructional Methods and Scope
The focus of classroom activity will be active participation. Theoretical basis of discussions will be presented on web
pages, which will serve as textbook. Students will explore answers to questions raised with their
colleagues based on theory, experience, and self-reflection.
Each student will make three teaching presentations, 2 in front of a small group
By the second class period, I would like you to form groups of 4-5.
1 in front of the entire class. The final teaching presentation will be filmed to provide
individualized feedback, and the audience will constructively evaluate the presentations.
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
AssignmentsAssignmentsAssignmentsAssignments
Mini-teaching sessions Develop your own instructional objectives Description of session and students, how they should be prepared
before the beginning of the session, and what they should be able to do when the session is over Mini-teaching sessions and supporting theoretical justification.
Identify ways you can reach different students Prepare a brief theoretical justification for your framework of your
mini-teaching session. Use readings, current approaches to teaching,and class discussions, justify your choice of instructional objectives, and teaching strategies
Prepare framework for using technology in your own course A Teaching Portfolio.
Prepare a list of assessment tools you've used, and professional development activities
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Mini-Teaching SessionMini-Teaching SessionMini-Teaching SessionMini-Teaching Session
Your audience: first year students in a large class Time: 15 minutes Topic: your choice, but only one Theoretical justification? Built around who you
are, who your students are, and what you are teaching.
Objectives: your choice but they must be made clear in advance
Evaluation tools will be made available and shared.
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Your Teaching PortfolioYour Teaching PortfolioYour Teaching PortfolioYour Teaching Portfolio
Contents? You decide Requires self-reflection
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
TopicsTopicsTopicsTopics Teaching in the Context of an Academic Career
What is Teaching Teaching vs Research
Introduction to Teaching Portfolios Instructional Objectives—understanding yourself and your course Understanding your Audience and Yourself Connecting with some, reaching out to others Motivating students Teaching Methods
The Lecture Active and Self-Directed Learning
Integrating Instructional Technologies into Teaching Assessment of Student Learning and of Your Teaching Professional and Ethical Issues in Teaching
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Where will your insight come from?Where will your insight come from?Self ReflectionSelf Reflection
Where will your insight come from?Where will your insight come from?Self ReflectionSelf Reflection
Reflective evaluation—uses reflective thinking Special kind of intellectual activity Much like scientific inquiry Disciplined and orderly • Why teach differently?
Changing characteristics of students Demographics, attitudes and values Mental and physical health Academic and financial preparation
Changing characteristics of institutions Accountability Legal protection Performance-based funding
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Some things to consider: Need to Some things to consider: Need to Know?Know?
Some things to consider: Need to Some things to consider: Need to Know?Know?
Students as learners teaching discipline-specific teaching knowledge content and how it fits into larger curriculum
Oneself as teacher In general, need to know
Teaching Learning Course management
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Some things to Consider: the Some things to Consider: the importance of PLANNING in teachingimportance of PLANNING in teaching
Some things to Consider: the Some things to Consider: the importance of PLANNING in teachingimportance of PLANNING in teaching
Advanced planning important with assessment and flexible response
Flexible does not mean disorganized Students may need structure or appearance of it Students learn better if objectives are clear
Your goals for the course Relationship of goals to each other Relevance of information, evidence, examples to goals. Before you can be clear to your students. . . .
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Some things to consider—Some things to consider—communication with students and the communication with students and the
Concept MapConcept Map
Some things to consider—Some things to consider—communication with students and the communication with students and the
Concept MapConcept Map Remember that students do not have your mastery of the
subject Think back—did you always know what was important? The ‘big picture’ can give framework for organizing and
retaining new information Requires your planning Organized image
Think of the brain as a web of associations and relationships
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
It’s all about ‘FIT’It’s all about ‘FIT’It’s all about ‘FIT’It’s all about ‘FIT’ How teaching fits into our careers How course materials fit together (for students) Do questions enhance your understanding? Our ‘web’ is incomplete.
Student’s question prompts reasoning that fills gap. Student questions can be invaluable—be available for
them The Sequential Outline is most common
Fail to show interrelationships among concepts How are chapters and concepts connected?
Use a Concept Map In Econ. . . .
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
On Balancing Teaching with other On Balancing Teaching with other ResponsibilitiesResponsibilities
On Balancing Teaching with other On Balancing Teaching with other ResponsibilitiesResponsibilities
Results from recent studies: Being a good teacher essential to faculty Institutions do not reward good teaching Research given highest priority Conflict between personal and institutional values
Evaluation can be used to reconcile these Teaching Portfolio ESG5300 Framework
Professional uses Formative Summative
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Evaluation has changed tooEvaluation has changed tooEvaluation has changed tooEvaluation has changed too
1980s and 1990s—budget tightening Evaluations driven by administration More recently—new stakeholders
Accountability to public Legal protection
New professors Fairness and consistency
Brings us back to using evaluation to resolve conflict between teaching and research.
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
The Teaching PortfolioThe Teaching PortfolioThe Teaching PortfolioThe Teaching Portfolio
What is your main purpose in creating this portfolio?
What basic argument about your teaching will you make, and why?
Who are the primary readers? What do you know about their beliefs about good
teaching? Are their beliefs consistent with your own? What types of evidence of teaching effectiveness will be
most convincing to these readers? What evidence will they expect to find?
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
Documenting your Success and Documenting your Success and DevelopmentDevelopment
Documenting your Success and Documenting your Success and DevelopmentDevelopment
How are your beliefs about teaching and learning reflected in your actions as a teacher? What evidence will show readers that your teaching
reflects these beliefs? What evidence can your students provide? Your colleagues? What evidence can you provide? Others? Which of the above is regularly collected?
How can you begin to collect the rest of the data you need?
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
For instance. . . .For instance. . . .For instance. . . .For instance. . . .
Statement of Pedagogical Philosophy, Strategy and implementation
Summary of Teaching Responsibilities • Semester Hours Per Year Effective Teaching Load New Course Development
Evaluations Student Evaluations Average Evaluation Scores—graphical presentation Required and Supplementary questions
Université d’Ottawa / University of Ottawa
Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa
For instance. . .For instance. . .For instance. . .For instance. . . Peer Evaluation of Teaching and Teaching Materials
Classroom ObservationDepartment chair Instructional designer
Evaluation of Course MaterialsEducational PsychologistDirector of Academic program/Psychologist
Teaching Research in Economics Grants and Awards for Teaching Innovation Description of Efforts to Improve Teaching • Self-
Evaluation Goals for the next five years