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INSTRUCTIONAL SKILLS SEMINAR

asiasociety.org

Credentialing

Foundations

Practice

Who are you?

Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

Who are you?

Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

John Parry

Centre for Teaching and Learning

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.

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.

I.S.S.

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.

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.

To prepare you to teach at UBC-O

Overview & Introductions

Effective Teaching Practices

Lesson Structure

10 Minute Lesson Cycle

Learning Outcome for

today

Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.

Effective Teaching Practices

• Think of a time when you were “learning well”. What were the conditions?

• Does everyone learn in the same way?

Brainstorm characteristics of a good teacher.

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Lesson Basics:

What makes up a lesson?

B.O.P.P.P.S.

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BOPPPSBridge-in Your introduction, hook or anticipatory

set

Objective 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 objectives

Post-Assessment Demonstrates learners learning

Summary Learner reflection

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Bridge – In…

• Refer to past learningundiscoveredscotland.co.uk

• Refer to past learning• Active Participation


• Refer to past learning• Active Participation• Where are we headed to day?

– Goal or– Objective


Your turn …

Think of a topic that you will be teaching this term and come up with a couple of Bridge-In possibilities.

Writing

Learning Outcomes

Goals

Objectives

Learning Outcomes

ContentContextLearner

• Listing your learning outcomes is the clearest way to communicate expectations to students.

• The syllabus is a good place for them!• Well-written learning outcomes inform all

on what is to be learned, and how assessment will occur.

We know that students learn more effectively and successfully when they know what the end result of

their learning will be.

Habit 1: Be ProactiveHabit 2: Begin with the End in MindHabit 3: Put First Things FirstHabit 4: Think Win-WinHabit 5: Seek First to Understand, Then to be UnderstoodHabit 6: SynergizeHabit 7: Sharpen the Saw

Intended Learning Outcomes

• University LevelWhat are the attributes of an ideal

graduate of the university?


• University LevelWhat are the attributes of an ideal

graduate of the university?

• Programme LevelWhat are the intended learning outcomes for students enrolled in your programme?


• University LevelWhat are the attributes of an ideal graduate

of the university?

• Programme LevelWhat are the intended learning outcomes for

students enrolled in your programme?

• Subject levelWhat are the intended learning outcomes for

students taking a particular course within the programme?

Writing an effective Learning Outcome

Learning Outcome should be learner (student) centred, not instructor centred.

Instructor Centred Outcome Learner Centred Outcome

During this session the instructor will introduce the criteria used in determining the strength of a support system.

By the end of the session the students will be able to apply the criteria necessary to determine the strength of the support system presented.

Participants will learn tennis …

Carine06

Participants will learn to play tennis …

Carine06

Participants will learn to play the tennis forehand stroke …

Carine06

Participants will learn to play the tennis forehand stroke, by returning 7 out of 10

accurately within court …

Carine06

Participants will learn the rules of tennis …

Carine06

Participants will learn the rules of tennis and be able to pass a test …

Carine06

Participants will learn the rules of tennis and be able to pass a test and score 75% …

Carine06

Participants will learn the rules of tennis and be able to apply the rules in a game …

Carine06

Knowledge:

Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

These descriptors are from Don (Donald Clark) Edmonds, Washington

Comprehension:

Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application:

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.

Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Analysis:

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.

Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis:

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.

Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation:

Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Yourturn

Think of the mini lesson you will teach next time and write a learning outcome.

Assess the learning outcome …

What will the learner do?Which level of Bloom?Is the activity observable?Is the activity measurable?Is the learning outcome derived from the concept map?

Write another leaning outcome:

One that applies to a particular day in a course you might be TA’ing.

Assess your partner’s learning outcome …

What will the learner do?Which level of Bloom?Is the activity observable?Is the activity measurable?Is the learning outcome derived from the concept map?

Tips for Writing Objectives

Objectives should specify four main things:– Audience - Who? Who is this aimed at?– Behavior - What? What do you expect them to

be able to do? Use action verbs to describe an overt, observable behavior.

– Condition - How? Under what circumstances will the learning occur?

– Degree - How much?This is often called the ABCD's of

objectives.

Given the discussion on learning outcomes, participants will be able to write an objective applicable to their

course that includes the stated criteria.

Audience - GreenBehavior - RedCondition - YellowDegree - Blue

Given the discussion on learning objectives, participants will be able to write an objective applicable to their



Given the discussion on learning outcomes, participants will be able to write an objective applicable to their



Review 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.


set






Time fora short

break


set






Pre-Assessment

• Where are your learners at?– Previous knowledge and experiences– May assist in grouping students or peer

teaching

Participatory or Active Learning

I hear and I forget.

I see and I remember.

I do and I understand.

http://www.quotationspage.com/quote/25848.html




I hear and I forget

I see and I remember

I do and I understand

Most of the time students are involved only passively in learning:

• in listening to the instructor, • looking at the occasional overhead or slide,• reading the text book.

Research shows that such passive involvement generally leads to a limited retention of knowledge by students.

Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we say

90% of what we say and do

Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

Participatory or Active Learning

What are active learning strategies and how can we

use them in a course?

Examples (Handout)

• Think – pair – share

• Buzz' groups• Round• Case studies• Group discussion• Maypole

• Tell your partner• Fishbowl• Peer evaluation• Role play• Presentations• Syndicates• Brainstorming• 1 – 2 – 4 – mor

e

Research shows there will be improvement in:

Research shows there will be improvement in:• Students – faculty interaction

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills• Teamwork

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills• Teamwork• Attitude

Why does it work?

Why does it work?

• Individuals get stuck

Why does it work?

• Individuals get stuck• Exposure to alternative problem

solving

Why does it work?


solving• Less fearful

Why does it work?


solving• Less fearful• Students learn best this way


set






Post - Assessment

Formal or informal

Did we accomplish our goals, achieve our objectives?Feedback for students and your teaching

Summary

Re-enforces learning and prepares students for what is coming next.

Blogto.com

Plan a 10 minute lesson

that you will facilitate during our next session.

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Blog

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There are brochures in the rack that may be useful to you.

Documents

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