Seating Assignments

1
Seating Assignments
Front of Room
Castro Ergas Garagash Thompson
Townies
Striper Dogs
Amos-Venti Houston Li Mills
2
1
Hokey Pokey Gators Crusaders
Hagenberger Marr Minchin Niezgoda
Adams Bogus Edberg Fiegel
The Fantastic 4
4
3
Bikers
Land of OZ
Gunes Ogle Puleo Stroup-Gardiner
Riddell Tanner Tocco Wittig
6
5
2
Welcome back to the ExCEEd Teaching Workshop
Al Estes Steve Ressler Ron Welch Fred Meyer
3
COURSE SCHEDULE
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Admin Gift
Admin Gift
Admin Gift
Admin Gift
Admin Gift
800
Demo Class I
Lab III Practice Class 1
Lab IV Practice Class 2
Making it work
Classroom Assessment
Design of Instruction
ASCE Initiatives
Principles of Teaching Learning
1000
ETW Assessment
Non-Verbal
Learning Objectives
Graduation
Rapport
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Lab IV (continued)
Lab V Practice Class 3
Planning A Class
200
Demo Class II
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Learning To Teach
Working Dinner Class Prep
600
Hudson River Cruise
Lab I Team- Building
4
Demonstration Class I

• The Class
• Instructors Steve Ressler
• Course CE300 Statics
• Topic Truss Analysis 1
• Location Room MH B-5
• Admin
• CE300 Study Notes are in your notebook.
• Bring your notebook, and take notes.
• Bring a calculator.

Lets go to class!
6
5
Group Activity
(1) What were the strengths of this class? (2)
What specific aspects could be improved?
6
Knexercise Results
7
Seminar II
Principles of Effective Teaching and Learning
Feedback on CAT 1
Ron Welch
8
A Model Instructional Strategy

• Provide an orientation
• Why is this important?
• How does it relate to prior knowledge?
• Provide learning objectives.
• Provide information.
• Stimulate critical thinking about the subject.
• Provide models.
• Provide opportunities to apply the knowledge
• In a familiar context.
• In new and unfamiliar contexts.
• Assess the learners performance and provide
  feedback.
• Provide opportunities for self-assessment.

9
Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

10
Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

11
Seymour and Hewitt (1997)
What constitutes BAD teaching?

• Lack of course structure
• Inadequate preparation
• Boring lectures
• Preoccupation with research
• Inability to communicate
• Grading on a curve
• Sarcastic and degrading attitude toward students
• No awareness of how people learn
• No concern for the intellectual needs of the
  students
• Indifference to academic difficulty
• No correlation between HW and exams
• Lack of practical application
• Presentation of material at too high a level

12
What Constitutes Exemplary Teaching?

• Intellectual Excitement
• Technical Expertise
• Organization
• Clarity of Communication
• Engaging Presentation
• Enthusiasm
• Interpersonal Rapport
• Interest in students as individuals
• Interest in students learning
• Receptive to students preferences about
  assignments and policies

13
Descriptors Associated with Lowmans Two
Dimensions

• Intellectual Excitement
• 1. Enthusiastic 4. Humorous
• 2. Knowledgeable 5. Interesting
• 3. Inspiring 6. Clear
• Interpersonal Rapport
• 1. Concerned 4. Encouraging
• 2. Helpful 5. Challenging
• 3. Caring 6. Available

14
From the Background Knowledge Probe

• Intellectual Excitement (48)
• 1. Knowledgeable (10) 4. Clear (8)
• 2. Organized (7) 5. Dedicated (2)
• 3. Enthusiastic (6) 6. Dynamic (2)
• Interpersonal Rapport (18)
• 1. Personal (4) 4. Demanding (2)
• 2. Caring (2) 5. Patient (1)
• 3. Sincere (2) 6. Helpful (1)

15
Lowmans Two-Dimensional Model of Teaching
INTERPERSONAL RAPPORT
9. Complete Exemplar
8. Exemplary Lecturer
6. Intellectual Authority
INTELLECTUAL EXCITEMENT
7. Exemplary Facilitator
3. Adequate
5. Competent
1.Inadequate
2. Marginal
4.Socratic
16
Learning Activity
(1) Think of a teacher from a movie or television
show(2) Of the nine cells on Lowmans model,
choose the one that best describes that teacher
and explain why?
17
Lowmans Two-Dimensional Model of Teaching
INTERPERSONAL RAPPORT
9. Complete Exemplar
8. Exemplary Lecturer
6. Intellectual Authority
INTELLECTUAL EXCITEMENT
7. Exemplary Facilitator
3. Adequate
5. Competent
1.Inadequate
2. Marginal
4.Socratic
18
Some Suggestions
Schwarzenegger Kindergarten Cop Ray Walston
Fast Times at Ridgemont High Del Close Ferris
Buellers Day Off
John Houseman Paper Chase Lou Gossett Officer
and a Gentleman
Danny DeVito Renaissance Man Karen Valentine
Room 222
David Clennon From the Earth to the Moon Robin
Williams Dead Poets Society Kevin Kline The
Emperors Club
Glenn Ford Blackboard Jungle
19
Lowmans Model Implications for Faculty
Development

• Both intellectual excitement and interpersonal
  rapport are required for excellence in teaching.
• Focus on intellectual excitement first.

Unless traditional teaching skills are mastered
first, structural innovations are unlikely to
lead to exemplary instruction or optimal student
learning. -Joseph Lowman
20
Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

21
Wankat and Oreovicz
Compendium of Learning Principles

• Guide of the learner.
• Develop a structured hierarchy of content.
• Use images and visual learning.
• Ensure that the student is active.
• Require practice.
• Provide feedback.
• Have positive expectations of students.
• Provide means for students to be challenged yet
  successful

22
Wankat and Oreovicz
Compendium of Learning Principles

• Individualize the teaching style.
• Make the class more cooperative.
• Ask thought-provoking questions.
• Be enthusiastic and demonstrate the joy of
  learning.
• Encourage students to teach other students.
• Care about what you are doing.
• If possible, separate teaching from evaluation.

23
Cickering and Gamson (1991)
Seven Principles of good practice

• Encourage contact between students and faculty
• Have students work together
• Encourage active learning
• Provide prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents
• Respect diverse learning styles

24
Angelo (1993)
Teachers Dozen (14 Principles)

• Active learning
• Focused attention from the students
• Student awareness as to what is important
• Positive/reasonable goals for the learner
• Instructor feedback provided early and often
• High expectations
• Frequent interaction between teacher and learner
• Student understanding of the value of learning
• Learning requires
• Time
• Practice
• Context
• Connections to prior knowledge
• Student organize information in a personally
  meaningful ways

25
Davis (2001)
Learning Principles

• Higher levels of cognitive development
• Sensitivity to students struggles
• Real world experiences and applications of the
  material
• Meaningful structure to course material
• Connections to prior knowledge
• Active learning
• Cooperative learning among students
• Frequent and specific feedback
• Success comes when
• Students know what they are suppose to learn
• Material presented in meaningful ways to the
  student
• Students can organize material to support their
  individual framework
• Teachers account for different learning styles

26
Two Consistent Themes

• 1) Students and teachers should
• Understand the desired learning results of the
  learning process
• There should be a structured approach to getting
  there.
• 2) Students learn in different ways.

27
The ExCEEd Model

• Structured organization
• Based on learning objectives
• Appropriate to the subject matter
• Varied, to appeal to different learning styles
• Engaging presentation
• Clear written and verbal communication
• High degree of contact with students
• Physical models demonstrations
• Enthusiasm
• Positive rapport with students
• Frequent assessment of student learning
• Classroom assessment techniques
• Out-of-class homework and projects
• Appropriate use of technology

Teacher As Role Model
28
Teaching Assessment
29
The ExCEEd Model

• Structured organization
• Based on learning objectives
• Appropriate to the subject matter
• Varied, to appeal to different learning styles
• Engaging presentation
• Clear written and verbal communication
• High degree of contact with students
• Physical models demonstrations
• Enthusiasm
• Positive rapport with students
• Frequent assessment of student learning
• Classroom assessment techniques
• Out-of-class homework and projects
• Appropriate use of technology

Teacher As Role Model
30
Why?

• It works!
• It is consistent with well-established principles
  of teaching and learning
• Lowmans Model
• Wankats Compendium of Learning Principles
• It provides a solid foundation for
• Development of your own individual teaching style
• Continued growth

31
Classroom Assessment Technique 2
Muddiest Point Paper
32
Seminar II
Principles of Effective Teaching and Learning
4