Teaching Scholars Credentialing Program for UBC Okanagan Teaching
Teaching Scholars Credentialing Program for UBC Okanagan Teaching Assistants and Grad Students This Power. Point can be downloaded at: http: //ctl. ok. ubc. ca/tagrad/resources. html 1
CREDENTIALING SKILLS SEMINAR asiasociety. org John Parry Centre for Teaching and Learning UBC Okanagan September 30, 2020 2
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. Helping Students Learn Giving Students Feedback Teaching with technology Marking Midterms Active Learning Diversity Course design 3
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. 4
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. 5
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. 6
OVERVIEW Day 2 Instructional Design Basics Each group presents mini lesson. Each participant conducts ten minute “mini” lesson and receives feedback 7
Pcrest. com Participants will be able to integrate the four elements of lesson design into a 10 minute microteaching lesson. 8
EFFECTIVE TEACHING PRACTICES Think of a time when you were “learning well”. What were the conditions? 9
EFFECTIVE TEACHING PRACTICES Does everyone learn in the same way? 10
Howard Gardner 11
Brainstorm skills of a good teacher. Not traits cyber-kap. blogspot. com 12
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Knowledge of content 15
Brain Tap What do you know about ? ? ? What have you learned about ? ? ? 16
Knowledge of content Evidence 17
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Knowledge of content Evidence Management 19
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 22
Knowledge of content Evidence Management Diversity 23
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Knowledge of content Evidence Management Diversity Technology 25
Centre for Teaching and Learning SCI 200 Tuesday afternoons 26 http: //www. digitalcitizenship. net/Nine_Elements. html
Knowledge of content Evidence Management Resources Diversity Technology 27
Knowledge of content Evidence Assessment Management Resources Diversity Technology 29
Knowledge of content Planning Evidence Assessment Management Resources Diversity Technology 31
2. General context of the learning situation: a. What learning expectations are placed on this course or curriculum by: the university? Department? Profession? Society?
3. Nature of the subject: a. Is the subject primarily theoretical, practical or a combination of both? b. Is the subject primarily convergent or divergent? c. Are there important changes or controversies occurring within the field? d. Does your course relate to other courses in the dept? at UBC O?
4. Characteristics of the Learners: a. What is the life situation of the learners (working, family, professional goals)? b. What prior knowledge, experiences and initial feelings do students usually have about this subject? c. What are their learning goals, expectations and preferred learning styles?
Professionalis m Knowledge of content Planning Evidence Assessment Management Resources Diversity Technology 36
The behaviours of professionalism 37
The behaviours of professionalism 38
The behaviours of professionalism 39
The behaviours of professionalism 40
The behaviours of professionalism 41
• respectful behaviour towards instructor, department administrators, students • don't joke about failing students • punctuality • no missed meetings without prior consent • responding to work emails 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") 42
Communication Professionalis m Knowledge of content Planning Evidence Assessment Management Resources Diversity Technology 43
Communication Professionalis m Knowledge of content Planning Evidence Connecting Assessment Management Resources Diversity Technology 45
Communication Professionalis m Knowledge of content Planning Evidence Connecting Effective Strategies Assessment Management Resources Diversity Technology 47
LESSON BASICS: What makes up a lesson? 48
B. O. P. P. P. S. 49 promotiontours. ca
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 50
Bridge – In… 51 undiscoveredscotland. co. uk
Refer to past learning or experience 52
Refer to past learning or experience Active Participation 53
Brain Tap What do you know about ? ? ? What have you learned about ? ? ? 54
Refer to past learning or learning Active Participation Where are we headed today? 55
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. 56
Deirdre Bonnycastle College of Medicine
GOALS AND OUTCOMES Listing your course goals and outcomes is the clearest way to communicate expectations to students.
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!
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.
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. Participants will be able to integrate four elements of lesson design into a 10 minute microteaching lesson. 62
PARTICIPANTS WILL LEARN TENNIS … 63 Carine 06
PARTICIPANTS WILL LEARN TO PLAY TENNIS … 64 Carine 06
PARTICIPANTS WILL LEARN TO PLAY THE TENNIS FOREHAND STROKE … 65 Carine 06
PARTICIPANTS WILL LEARN TO PLAY THE TENNIS FOREHAND STROKE, BY RETURNING 7 OUT OF 10 ACCURATELY WITHIN COURT … 66 Carine 06
PARTICIPANTS WILL LEARN THE RULES OF TENNIS … 67 Carine 06
PARTICIPANTS WILL LEARN THE RULES OF TENNIS AND BE ABLE TO PASS A TEST … 68 Carine 06
PARTICIPANTS WILL LEARN THE RULES OF TENNIS AND BE ABLE TO PASS A TEST AND SCORE 75% … 69 Carine 06
PARTICIPANTS WILL LEARN THE RULES OF TENNIS AND BE ABLE TO APPLY THE RULES IN A GAME … 70 Carine 06
Students will be able to describe the universal characteristics of living things. 71
Students will be able to describe the 5 universal characteristics of living things. 72
Students will be able to describe the 5 universal characteristics of living things to a peer. 73
So what about: SWBAT … 74
Your turn Take the topic assigned and write an outcome.
Learning Outcome for today Participants will be able to integrate four elements of lesson design into a 10 minute microteaching lesson.
5 minutes 78
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 79
PRE-ASSESSMENT Where are your learners at? Previous knowledge and experiences May assist in grouping students or peer teaching 80
PARTICIPATORY OR ACTIVE LEARNING I hear and I forget. I see and I remember. I do and I understand. 81
I hear and I forget I see and I remember I do and I understand 82
Research shows that such passive involvement generally leads to a limited retention of knowledge by students. 83 Adapted from R. M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997
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PARTICIPATORY OR ACTIVE LEARNING What are active learning strategies and how can we use them in a course? 85
EXAMPLES (HANDOUT) • • Think – pair – share Buzz' groups Round Case studies Group discussion Maypole Tell your partner • • Peer evaluation Role play Presentations Syndicates Brainstorming 1 – 2 – 4 – more Jigsaw Fishbowl 86
RESEARCH SHOWS THERE WILL BE IMPROVEMENT IN: 109
Students – faculty interaction
Student – student interaction
Attitud e
WHY DOES IT WORK? We get stuck Less fearful Students learn best Problem solving 117
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 119
POST - ASSESSMENT Did we accomplish our goals, achieve our outcomes? Feedback for students and your teaching 120
SUMMARY Re-enforces learning and prepares students for what is coming next. 121
CLOSING TECHNIQUES • Informal Quiz 122
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions 123
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea” 124
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea” • Summarize the procedure 125
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea” • Summarize the procedure 126
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea“ • Summarize the procedure • What is in conflict with what I knew 127
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea“ • Summarize the procedure • What is in conflict with what I knew? • What do I need to actively do now? 128
CLOSING TECHNIQUES • Informal Quiz • Predict Test Questions • Identify the "Big idea“ • Summarize the procedure • What is in conflict with what I knew? • What do I need to actively do now? • How does today’s session relate to 129
Plan a 10 minute lesson in your groups that you will facilitate. 130
YOUR POWERPOINT Minimu m font size = 28 Citation s Page number s First page 131
SAFETY PRECAUTIONS FOR HIKING Credentialing Presentation By Susan M. Peterson Rating. Karo 1400 × 7 50 132 30, 2020
SAFETY PRECAUTIONS FOR HIKING Credentialing Presentation By Susan M. Peterson Rating. Karo 1400 × 7 50 30, 2020 133
SAFETY PRECAUTIONS FOR HIKING Credentialing Presentation By Susan M. Peterson Rating. Karo 1400 × 7 50 30, 2020 134
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Your personal well being 136
Teaching Scholars Credentialing Program for UBC Okanagan Teaching Assistants and Grad Students This Power. Point can be downloaded at: www. ctl-ok. sites. olt. ubc. ca/files/2018/05/TA_ISS-2018. pptx 137
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