Transcript TacticsforTeaching3

Tactics for Teaching:
What Students Want
Glen R. Loppnow and Charles A. Lucy
University of Alberta
October 27, 2011
Faculty of Science
Students want clear expectations
Yours
Mine
I will be organized in my lectures and in
office hours.
You will try problems yourself
first.
I will treat you with respect:
• No disparaging remarks
• Listen thoughtfully to your questions
You will treat me with respect:
• No disparaging remarks
• No class disruptions
I will be fair and equitable in my
assignments and marking
You will not cheat or copy
I will be available for help
You will understand I have other
commitments
I will try to make the lectures relevant, clear,
and interesting.
You will laugh at my jokes
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Faculty of Science
Students want clear expectations
Modeling ways of thinking.
Modeling ways of doing.
Others?
- need for marks
- clear/reasonable deadlines
- care about them and their schedule
- consistency in teaching and testing
- timely marking and feedback
- constructive feedback
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Faculty of Science
Learning Objectives
Clear expectations
Assessable
Examples:
1. Students will learn Python.
2. Students will be able to list and define the
parts of a cell.
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Faculty of Science
Learning Objectives
Some Verbs for Use in Stating Cognitive Outcomes
Knowledge
•Comprehension
•Application
•Analysis
•Synthesis
•Evaluation
•define
•explain
•compute
•distinguish
•diagnose
•evaluate
•list
•identify
•demonstrate
•analyze
•propose
•compare
•recall
•translate
•illustrate
•differentiate
•design
•assess
•name
•restate
•operate
•compare
•manage
•justify
•state
•express
•perform
•contrast
•hypothesize
•judge
•repeat
•convert
•interpret
•categorize
•summarize
•appraise
•record
•estimate
•apply
•appraise
•plan
•rate
•use
•classify
•formulate
•choose
•practice
•outline
•arrange
•decide
•label
•predict
•organize
http://www.tufts.edu/med/docs/about/offices/oce/Verb%20Worksheet%20for%20Preparing%20Learning%20Objectives.doc
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Faculty of Science
Learning Objectives
BAD words that should NOT be used for Cognitive Outcomes
know
•really know •understand
•appreciate
•become
•discuss
•describe
•learn
•thinks
critically
•approach
•improve
•grow
•increase
•expand
horizons
•grasp the significance of
•recognize
http://www.tufts.edu/med/docs/about/offices/oce/Verb%20Worksheet%20for%20Preparing%20Learning%20Objectives.doc
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Faculty of Science
Logistics
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Syllabus
In-class
- lecture plan
- arrive early
- finish on time
Speak clearly
- Volume
Preparation
- acoustics
- 3 h/h lecture
- prep/story
- clear posted notes
- accents
- practice tests
Faculty of Science
Students want to be treated with respect
Respect  obedience
Be positive-approachable, friendly, smiling, focus on correct parts of
answer
Be polite-don't treat question as interruption
Be caring-acknowledge question, don't speak down
Be fair-ask them how its going, take time for them, other resources,
commiserate
Be honest-to whole class, consistent marking, acknowledge if
question misleading
Be reliable-replying in timely fashion
Be congruent.
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Faculty of Science
Students want to be treated with respect
Respect  obedience
Be positive.
Be polite.
Be caring.
Be fair.
Be honest.
Be reliable.
Be congruent
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don’t embarrass, insult or ridicule
please, thank you, punctual
Students are people. Individuals.
Listen before concluding. Marking.
If made a mistake, admit it.
Keep promises. Anticipate problems.
Test what you teach.
Faculty of Science
What students want
Teaching to the test
Pandering or Being Congruent ?
Easy to mark or Testing understanding.
Example or Example exam question
…showing marking scheme
…time allowed on test
Relevant MCAT questions
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Faculty of Science
Relevant MCAT Questions
790. What is the pH of a 10-8 M
solution of HBr?
A) 6
B) 6.96
C) 7
D) 8
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Faculty of Science
What students say: ISSS
A great TA walks around and asks questions.
Ideal teacher-helpful in/out of class, accommodates student learning styles, available near
exams/pre-exam reviews, takes questions, clear exam expectations, online notes, available,
relevance of course, careful about assumed knowledge, prepared to talk about material beyond
lecture, consistency with teaching team.
Expectations-helpful to have group discussions, evaluate whole program not just course, maybe
cut-down on unhelpful labs, integrate labs and lectures (topics and timing), flexibility in order
of class/survive combination, enough time to focus on learning/material, labs take appropriate
time, assignments valuable, lab very important, balance of work in lab and lecture needs to be
thought about.
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Faculty of Science
What students say: CSA
Overheads vs. powerpoint – depends on discipline, style, incomplete pre-notes given or not,
powerpoint organizes thoughts.
Textbook + lecture too much
Examples very important
Mixed presentation style best
More discussion and student engagement in small classes/iClickers good in big classes
big vs. small classes-competing against friends, size of 100 is good
Requirements (pre-reqs) must be appropriate, don't assume too much background
Group size and dealing with non-participation
Number of midterms-2 best, increasing in value, cumulative but emphasis on current topics.
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Faculty of Science
How to learn what students think
Fast feedback survey – short informal survey
midway through term
Formative - allows you to learn of problems or
concerns while they can still be addressed
Scheduling:
early if restructuring course
post midterm most common
anytime if seeing problem
teaching.berkeley.edu/bgd/feedback.html
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Faculty of Science
How to learn what students think
What to ask?
General – best thing, worst thing, and what one
thing can I do that will most improve class
Specific – e.g., if trying new strategy
teaching.berkeley.edu/bgd/feedback.html
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Faculty of Science
How to get formative feedback
Paper (anonymous)
Brief informal questionnaire (4-6 multiple choice)
Arrange for students to be interviewed
E-mail list response to questions (spamming)
Respond quickly to student comments
Consider carefully , and let students know result
teaching.berkeley.edu/bgd/feedback.html
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Faculty of Science
How to learn what students think - iClickers
• Concept reinforcement
• Have students learned what you just taught?
• Pre-test of concept
• Have students seen what you're about to teach?
• Formative assessment
• How do students view your teaching?
• Student mood
• How are students feeling?
• Classroom management
• Do students want another problem set?
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Faculty of Science
How to learn what students think - colleagues
Confidentiality
Experience
Too much in the discipline?
Politics/Tenure/Promotion/Merit
Other issues?-
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Faculty of Science
Where to go to get help
• Departmental colleagues
• Departmental administration
• Faculty administration
• Books/Google/Wikipedia
• Teaching sessions/workshops
• Get involved!
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Faculty of Science
Where to get help?
Informal group discussions
Formal or Informal Mentor
Peer mentoring (triads)
[email protected]
CTL Peer consultants
www.ctl.ualberta.ca/Teaching_Services/peer-consulting.html
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Faculty of Science
Acknowledgments
Dean of Science
Vargo Teaching Chair Program
Nicolette Anderson
Mackenzie McKinley
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Faculty of Science
Exit Survey
Don't forget to fill out exit survey!
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Faculty of Science