Post it notes on blackboards design 1 powerpoint presentation slides.
MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use...
Transcript of MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use...
![Page 1: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/1.jpg)
MATH-GA.2840-004:
Written and Oral PresentationLecture 2: Tips for Teaching
Aleks Donev & Tia Sondjaja
![Page 2: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/2.jpg)
Exercise: Elevator Talks
Prepare a 3-minute elevator talk for one of the scenarios below.
Topic:1. Your current research project
2. What is [your favorite mathematical field/topic] ?(For example: What is “Linear Algebra” ?)
Audience:(a) An expert in your field
(b) A researcher whose expertise is not in your field
(c) A first-year graduate student in your dept.
(d) An undergraduate student in a Calculus 1 class
(e) Your neighbor
![Page 3: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/3.jpg)
Today: Tips for Teaching
1. Practical Tips
(“How to deliver an effective lecture”)
2. Pedagogical Considerations
3. Managing a Course, etc.
Recommended reference:Peter Filene, The Joy of Teaching, 2005
![Page 4: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/4.jpg)
Today: Tips for Teaching
1. Practical Tips (“How to deliver an effective lecture”)
2. Pedagogical Considerations
3. Managing a Course, etc.
Recommended reference:Peter Filene, The Joy of Teaching, 2005
![Page 5: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/5.jpg)
Today: Tips for Teaching
1. Practical Tips (“How to deliver an effective lecture”)
2. Pedagogical Considerations
3. Managing a Course, etc.
Recommended reference:Peter Filene, The Joy of Teaching, 2005
![Page 6: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/6.jpg)
Today: Tips for Teaching
1. Practical Tips (“How to deliver an effective lecture”)
2. Pedagogical Considerations
3. Managing a Course, etc.
Recommended reference:Peter Filene, The Joy of Teaching, 2005
![Page 7: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/7.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 8: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/8.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 9: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/9.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 10: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/10.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroom
Speak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 11: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/11.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidently
Make eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 12: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/12.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 13: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/13.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 14: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/14.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjust
If students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 15: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/15.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questions
Periodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 16: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/16.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questions
Do not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 17: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/17.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 18: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/18.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:
When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 19: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/19.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hear
Do your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 20: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/20.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postpone
Be honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 21: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/21.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answer
Verify if you have answered the question
8. Incorporate elements of active learning
![Page 22: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/22.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 23: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/23.jpg)
1. Practical Tips
1. Know your audience
2. Be prepared
3. Convey enthusiasm
4. “Own” the classroomSpeak clearly and confidentlyMake eye contact with students
5. Use blackboards/slides effectively
6. “Listen” and adjustIf students seem confused, slow down and solicit questionsPeriodically stop and ask questionsDo not assume that something is “obvious” or “easy”
7. Answering questions:When audience is large, repeat the question for others to hearDo your best to answer, but don’t be afraid to postponeBe honest if you don’t know the answerVerify if you have answered the question
8. Incorporate elements of active learning
![Page 24: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/24.jpg)
Using blackboards effectively
![Page 25: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/25.jpg)
Using slides effectively
![Page 26: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/26.jpg)
Blackboard vs. Slides?
![Page 27: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/27.jpg)
![Page 28: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/28.jpg)
Today: Tips for Teaching
1. Practical Tips (“How to deliver an effective lecture”)
2. Pedagogical Considerations
3. Managing a Course, etc.
![Page 29: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/29.jpg)
2. Pedagogical Considerations
1. What are the goals and learning objectives of the course?
I Bloom’s Taxonomy
2. How do we get there?
I LecturesI Active learning methods
3. How do we evaluate students’ learning?
![Page 30: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/30.jpg)
Bloom’s TaxonomyA framework for classifying “educational learning objectives into levels ofcomplexity and specificity”.
1. Remembering
2. Comprehending
3. Applying
4. Analyzing
5. Synthesizing
6. Evaluating
7. Creating
![Page 31: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/31.jpg)
Bloom’s TaxonomyOther examples in university-level math:https://www.math.toronto.edu/writing/BloomsTaxonomy.pdf
![Page 32: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/32.jpg)
Active Learning MethodsBenjamin Braun, Priscilla Bremser, Art M. Duval, Elise Lockwood, andDiana White, What Does Active Learning Mean For Mathematicians?,Notices of the AMS, Vol 64, No 2http://www.ams.org/publications/journals/notices/201702/
rnoti-p124.pdf
![Page 33: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/33.jpg)
Active Learning Methods
“Active learning [refers] to classroom practices that engagestudents in activities, such as reading, writing, discussion, orproblem solving, that promote higher-order thinking.” [CBMS]
Examples:
1. In-class examples and questions
2. Think-pair-share
3. Clickers
4. Flipped classrooms
5. Inquiry-based-learning methods
Video: Eric Mazur Shows Interactive Learninghttps://www.youtube.com/watch?v=wont2v_LZ1E
![Page 34: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/34.jpg)
Active Learning Methods
“Active learning [refers] to classroom practices that engagestudents in activities, such as reading, writing, discussion, orproblem solving, that promote higher-order thinking.” [CBMS]
Examples:
1. In-class examples and questions
2. Think-pair-share
3. Clickers
4. Flipped classrooms
5. Inquiry-based-learning methods
Video: Eric Mazur Shows Interactive Learninghttps://www.youtube.com/watch?v=wont2v_LZ1E
![Page 35: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/35.jpg)
Active Learning Methods
“Active learning [refers] to classroom practices that engagestudents in activities, such as reading, writing, discussion, orproblem solving, that promote higher-order thinking.” [CBMS]
Examples:
1. In-class examples and questions
2. Think-pair-share
3. Clickers
4. Flipped classrooms
5. Inquiry-based-learning methods
Video: Eric Mazur Shows Interactive Learninghttps://www.youtube.com/watch?v=wont2v_LZ1E
![Page 36: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/36.jpg)
Lectures vs. Active Learning
![Page 37: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/37.jpg)
More Resources: Workshops at NYUFriday, February 9 — Active Learning WorkshopFeaturing Anton Borst, Robert DiYanni, and Trace Jordan, Center for theAdvancement of TeachingGlobal Center for Academic and Spiritual Life, 238 Thompson Street,Room 461, 9:30-11:30 a.m.(Breakfast will be offered beginning at 9:00 a.m.)
Friday, March 9 — Collaborative Learning WorkshopFeaturing Anton Borst and Robert DiYanni, Center for the Advancementof TeachingGlobal Center for Academic and Spiritual Life, 238 Thompson Street,Room 461, 9:30-11:30 a.m.(Breakfast will be offered beginning at 9:00 a.m.)
![Page 38: MATH-GA.2840-004: Written and Oral Presentationdonev/Teaching/WrittenOral/Lecture-MS-2.pdf5.Use blackboards/slides e ectively 6.\Listen" and adjust If students seem confused, slow](https://reader036.fdocuments.net/reader036/viewer/2022071214/6042ac3bb509db10d65f544a/html5/thumbnails/38.jpg)
More Resources: MAA Instructional Practices
Guidehttps://www.maa.org/programs-and-communities/curriculum%
20resources/instructional-practices-guide