TEA Panel Interview Tom Vinaimont

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TEA Panel InterviewTom Vinaimont
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TEA Panel Interview

• About 10-15 Panel Members
• 30 minutes of contact time.
• You can choose to introduce yourself or make a
  presentation for a maximum of 10 minutes (You
  choose how long you talk from 0-10 minutes).
  This is not compulsory.
• Some members have seen you in the classroom
  environment, some have not seen you before!

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How I organized my Presentation

• Explained my teaching philosophy
• Used concrete evidence
• Made the presentation style true to the teaching
  philosophy
• Kept the presentation style consistent with my
  classroom practice
• Referred to the framework to answer the questions
  from the panel
• Rehearsed once in front of previous winners in my
  department

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How I answered the Questions

• Tried to use evidence and concrete examples
• Tried to answer using the framework from the
  presentation
• Most questions were rather general in nature
• Some questions were technical

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Start of my Presentation to the Panel Members
(2008)
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The classroom a window to the world
A presentation by Tom Vinaimont
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Outcomes Based Teaching and Learning
Learning Activities
LEARNING
Student Learning
Outcomes
Assessment
?
Three Layers
How to initiate the learning process? How to
accelerate the learning process? How to keep the
learning process relevant?
Initiation
Interaction
Experience
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Companies
Learning Environment
People
Co-Curriculum
Curriculum
Career Choice
International Exchange
Whole Person Development
Internships
Colleagues
Peers
Professionals
Institutions
Nature
Alumni
Friends
Simulation
Case Study
Discovery
Role Play
Data Analysis
Synthesis
Students Teacher
Classroom
Nations
Technology
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Interdependence
Initiation Interaction Experience
of layers of
with

• Intended Learning Outcomes
• Learning Activities
• Assessment

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Micro ILO The students should be able to set up
dynamic hedges on options positions
Example

• What would I like students to experience?
• Feel and use options data
• Experience dynamic hedging hands-on
• Discover link to other courses and to real world
  practice

• Learning Activities
• Collect data on stocks and options
• calculate price of options,
• eliminate sensitivities through dynamic hedging
• evaluate the hedge through simulations

• Who can the students and I interact with?
• Alumnus guest who uses delta hedging as an
  arbitrage trader
• Researcher
• Peers

• Assessment
• preparatory homework
• peer evaluation
• in-class progress report
• self-evaluation through voluntary exercises

• How can I initiate their learning?
• Motivational questions and Discovery
• Data analysis and Simulation
• Interpretation

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Feedback from students

• Initiation
• I havent forgotten those vivid examples in
  the case studies while applying in daily life
• Interaction
• I was able to exchange views with other
  participants
• Experience
• Thank you for arranging this exchange programme.
  Its really a valuable chance for us to study in
  the worlds famous university with a history of
  nearly 600 years.

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All in all

• OBTL focuses on Learning Outcomes and Alignment
  of Learning Activities and Assessment
• My Classroom Framework focuses on Learning
  Process and Motivation
• The second and third layer of the enlarged
  classroom go beyond the classic classroom
  activities
• Interaction with Alumni and the Industry
• Exchange Opportunities, Internships, Career
  Guidance

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Companies
Learning Environment
People
Co-Curriculum
Curriculum
Career Choice
International Exchange
Whole Person Development
Internships
Colleagues
Peers
Professionals
Institutions
Nature
Alumni
Friends
Simulation
Case Study
Discovery
Role Play
Data Analysis
Synthesis
Students Teacher
Classroom
Nations
Technology
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End of my Presentation to the Panel Members (2008)
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Finally

• You are free to do what you want
• As the presentation and interview round up the
  entire process, I believe a small extra show
  element is OK.
• Stay true to what you have written down in your
  teaching portfolio.