Effective College Teaching: A Professor's Suggestions for Instructional Planning and Classroom Pract

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Effective College TeachingA Professor's
Suggestions for Instructional Planningand
Classroom Practices
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Effective College TeachingA Professor's
Suggestions for Instructional Planningand
Classroom Practices
Robert Reiser Instructional Systems Florida
State University
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Teaching Effectiveness
How do we judge it?
How do we enhance it?
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Congratulations from the
You are now a member of
The University of New HampshireTeaching and
Advising Awards Committee
Task Select this years winner of the
University of New Hampshire Effective Teaching
Award
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• One of our candidates for the
• UNH Effective Teaching Award".
• (a video demonstration)

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Is he worthy of our Effective Teaching Award?
A decree from our Distinguished Leader
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Is he worthy of our Effective Teaching Award?
A decree from our Distinguished Leader
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Is he worthy of our Effective Teaching Award?
A decree from our Distinguished Leader
Before we select an award winner, we need to
identify the types of evidence we should
examine!
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Evidence of Teaching Effectiveness
Instructional practices
Student attitudes
Student learning
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Evidence of Teaching Effectiveness
Processes (Means) Outcomes (Ends)

• Instructional Practices
• Student Attitudes
• Student Learning

What are some specific means (specific
instructional practices) we can use to help
achieve our desired ends?
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Teaching Effectiveness
How do we judge it?
How do we enhance it?
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Three Areas Instructors can Focus Upon to Enhance
Teaching Effectiveness

• Instructional planning practices

Instructional practices in the classroom

• Instructional support outside the classroom

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Instructional Planning Practices(4 Phases)

• Before the semester begins
• Before each class
• After each class
• After the semester ends

Planning Practices IN Class Support OUTSIDE Class
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Instructional Planning Practices I
Employ Planning Before the Semester Begins

• Select instructional materials
• Plan general nature of instructional activities
• Identify major student assignments

• Identify goals and objectives first

Before Semester Before Class After Class After
Semester
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Excerpts from the Syllabus of Trends and Issues
in Instructional Design and Technology

• Goal of the Course
• Professionals in any field should be able to...
• know about . current trends affecting the
  field.
• Course Objectives
• 2. Describe how practices associated with a
  trend could be
• applied in a given situation
• Instructional Materials
• Book chapters, other readings
• In-Class Activities
• Small/large-group discussions of readings...
• Major Assignments
• Take-home exam covering unit II objectives...

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Instructional Planning Practices I
Employ Planning Before Each Class Session

• Ask myself Whats the objective?
• Review and revise previous instructional
  activities
• Plan new activities

Design and/or select media - PowerPoint
presentations - Video and audio conferences -
Internet - DVD, videotape, laser disk
Before Semester Before Class After Class After
Semester
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Instructional Planning Practices I
Employ Planning After Each Class Session

• Think upon what worked and what didnt
• Did they like it? Did they learn?
• Reflect

• and
• Record
• When something doesnt work
• - Make a brief note to myself for future planning
• or

- Make changes at that point
Before Semester Before Class After Class After
Semester
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NOTE This is a revised version of the sheet
used in Fall 2001. Use this form in Fall
2002. Context Analysis
Questions to be Answered 1. .. . . . . .
This is
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Instructional Planning Practices I
Employ Planning After the Semester Ends

• Identify what worked and what didnt
• - Note student performance on tests
  projects
• - Collect student attitude data
• University teaching evaluation form
• My own survey instrument

Before Semester Before Class After Class After
Semester
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Directions Use the following scale to indicate
whether you think I should continue to use the
instructional strategies described below. a
I am strongly in favor of the continued use of
this approach b favor c neutral d
disfavor e strongly disfavor 1. Topic
performance technology Main instructional
strategy small groups work on mini-case study
2. .
This is
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Instructional Planning Practices I
Employ Planning After the Semester Ends

• Identify what worked and what didnt
• - Note student performance on tests
  projects
• - Collect student attitude data
• University teaching evaluation form
• My own survey instrument

• Make changes when data is received or when new
  semester begins

Before Semester Before Class After Class After
Semester
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Summary of how I go about Planning my Instruction
COMPULSIVELY!
Before Semester Before Class After Class After
Semester
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Instructional Practices IN the Classroom(3
Categories)

• Motivate Students

• Promote Active Learning
• Provide Structure

Planning Practices IN Class Support OUTSIDE Class
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Classroom Practices I Employ Motivating Students

• Remember students names
• Employ humor

Motivate Active Learning Structure
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Important Events in the History of
Instructional Media
1910 Birth of instructional films
1920 Birth of instructional radio
1950 Birth of Bob Reiser
Motivate Active Learning Structure
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Classroom Practices I Employ Motivating Students

• Remember students names
• Employ humor

• Include enjoyable activities
• Stand and Deliver

move over

• Employ media
• Remain enthusiastic

Video Segment
Motivate Active Learning Structure
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Classroom Practices I Employ Promoting Active
Learning

• Students sit in semi-circle
• Rarely lecture
• Ask lots of questions

Motivate Active Learning Structure
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Classroom Practices I Employ Promoting Active
Learning

• Students sit in semi-circle
• Rarely lecture
• Ask lots of questions

Progressively disclose slides

• Provide positive feedback
• Ask students to respond to classmates comments
  
• Refer to earlier student comments
• Use lots of directed small group activities

Motivate Active Learning Structure
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Classroom Practices I Employ Providing
Structure (a traveling analogy)

• Inform students of objectives (destination)
• Provide study questions for assignments (guide
  book - "look for this!")
• Use technology (road markers - emphasize rules,
  facts, views, etc.)

• Follow detailed lesson plans (road map for me)

• When encountering an unexpected item ...

explore it while you can!!!
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Classroom Practices I Employ Summary

• Motivate Students

• Promote Active Learning
• Provide Structure

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Instructional Support Outside the Classroom

• Class listserves and e-mail

• Class websites

• Feedback on assignments and exams

Planning Practices IN Class Support OUTSIDE Class
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Instructional Support I Provide Outside of the
Classroom Class Websites

• Use class website to

• - post materials (handouts, assignments,
  syllabus, slides etc.)
• - serve as discussion forum (student-to-student,
  student-to-instructor)
• provide students with access to related
  resources
• serve as means of communication (e-mail) for
  students instructor

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Instructional Support I Provide Outside of the
Classroom Class Listserves and E-Mail

• Use class listserv and e-mail to

- Allow for instructor-student communication
outside of class - Distribute materials
(handouts, PowerPoint slides, etc.) -
Clarify/elaborate points
Email Website Feedback Mentor
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Example of Clarifying E-mail Message
I hope the concepts we discussed yesterday
were clear to you by the end of the class.
After a rough start, I think I clarified the
difference between . Nonetheless, a
guideline that you might use to help you in
deciding the primary category into which.
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Instructional Support I Provide Outside of the
Classroom Feedback on Assignments and Exams
Motto
A grade is not enough!

• General principle
• Provide detailed feedback on assignments and
  exams

Email Website Feedback Mentor
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1. The new proposed definition opens the doors to
new opportunities in the 21st century. As
compared to the 1994 definition, this definition
brings the workplace into the picture with the
introduction of performance technology. It also
brings back two concepts that were deleted from
the 1994 definition, the fact that IDT uses a
systematic instructional design and the use of
media. The proposed definition also includes the
importance of research and separates it from
theory. old definition did this too! In
my opinion, the most important difference between
the 1994 AECT definition and the new proposed
definition is the re-emergence of the systematic
design process. The authors of the 1994
definition state they purposely excluded the word
systematic in their definition so as to reflect
current interests in alternative design
methodologies such as constructivist approaches
(Richey and Seels, 1994) (Reading 1, p 8). It
is important to note that the new definition does
not exclude anyone with an alternative view it
states that systematic procedures are often
employed. The re-emergence of a systematic
process is not a new trend, but it is and always
will be a major issue in shaping our field and
our future. good! A major trend that has
really surfaced in that past decade is
performance technology. Performance technology
is improving performance in the workplace via
non-instructional as well as instructional
interventions (Reading 1, p 10). For years
instructional design has been applied to
education as well as to the workplace, although
this has never been directly stated. This trend
is completely changing the face of instructional
design, in that more and more people are aware of
what IDT is and how it works. I don't think this
is how ID is changing. .
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The Effect of Student Ratings of Systematic
Instruction on Teaching and Motivation. Gradua
te student teaching assistants (TAs) are teaching
many undergraduate courses in universities, but
they receive little training forthis awesome
responsibility
The Effect of Student Ratings of Systematic
Instruction on Teaching and Motivation.Scott,
see 4.08 of APA re indentations tab key
settings are acceptable and I think they are
better than the 5 to 7 spaces they also
recommend)
Graduate
student teaching assistants (TAs) are teaching
many undergraduate courses in universities, but
they receive little training forthis awesome
responsibility (a reference here would be very
useful, or you might split the two ideas here
into two paragraphs see next suggestion)
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Instructional Support I Provide Outside of the
Classroom Feedback on Assignments and Exams

• Motto
• A grade is not enough!

• General principle
• Provide detailed feedback on assignments and
  exams

• R.A.R. Robert A. Reiser

Revise As Required
Email Website Feedback Mentor
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Summary Three Means of Enhancing Teaching
Effectiveness
Improve

• Instructional planning practices

Instructional practices in the classroom

• Instructional support outside the classroom

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Effective TeachingThe Final Test

• What did the students learn?

• Did the students enjoy the learning experience?

Video Clip
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Conclusion
As a result of this presentation, I hope that
you

• acquired some new knowledge about effective
  teaching

• enjoyed the learning experience

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Thank You!
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