Seating Assignments

1
Seating Assignments
Front of Room
Casey Newhouse Sternhagen Zywicki
Dessert First
Teach CMMD XXIV/VII
Boyajian Sun Wadsuk McKune
2
1
Diamessis Fleischmann Hewes Murray-Tuite
Cannon Fodder
UCSDUT
Fang Kirby Phillips Xu
4
3
Global Dimensions
Eye Can ExCEEd
Dixon Tonon McDonald Zhao
Guo Prevatt Sengupta Shokouhi
6
5
2
Knexercise Results
3
Welcome back to the ExCEEd Teaching Workshop
Al Estes Steve Ressler Ron Welch
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COURSE SCHEDULE
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Admin Gift
Admin Gift
Admin Gift
Admin Gift
Admin Gift
800
Lab V Practice Class 3
Demo Class I
Lab III Practice Class 1
Lab IV Practice Class 2
Making it work
ASCE Initiatives
Principles of Teaching Learning
1000
ETW Assessment
Learning Objectives
Graduation
1200
Lunch
Lunch
Lunch
Lunch
Teaching Assessment
Rapport
Lab IV (continued)
Planning A Class
200
Demo Class II
Non-Verbal
Chalkboard
Demo Class III
Communi- cation Skills
Intro To ETW
Lab II Objectives
400
Design of Instruction
Learning To Teach
Working Dinner Class Prep
Classroom Assessment
600
Hudson River Cruise
Lab I Team- Building
5
Demonstration Class I

• The Class
• Instructors Ron Welch
• Course CE300 Statics
• Topic Truss Analysis 1
• Location Room MH 205
• Admin
• CE300 Study Notes are in your notebook.
• Bring your notebook, and take notes.
• Bring a calculator.

Lets go to class!
6
6
Group Activity
(1) What were the strengths of this class? (2)
What specific aspects could be improved?
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Seminar II
Principles of Effective Teaching and Learning
Feedback on CAT 1
Al Estes
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Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

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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

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Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

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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

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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

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Your Responses on the Prior Knowledge Probe

• Intellectual Excitement (31)
• 1. Knowledgeable (10) 4. Clear (8)
• 2. Dynamic/ Energetic (3) 5. Organized (5)
• 3. Entertaining/Fun (4) 6. Clear (1)
• Interpersonal Rapport (15)
• 1. Caring / Passionate (8) 4. Tough / Fair (2)
• 2. Approachable / Friendly (3) 5. Adaptable
• 3. Accessible (1)
• Who Knows?
• 1. Punctual 2. Fearless

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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
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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?
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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
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Some Suggestions
Ray Walston Fast Times at Ridgemont High Ben
Stein Ferris Buellers Day Off Sam Kinneson
Back to School
John Houseman Paper Chase Lou Gossett Officer
and a Gentleman
Danny DeVito Renaissance Man Karen Valentine
Room 222
Glenn Ford Blackboard Jungle
David Clennon From the Earth to the Moon Robin
Williams Dead Poets Society Kevin Kline The
Emperors Club
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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
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Define Effective Teaching
Two Approaches

• Focus on teacher performance
• Focus on student learning

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A Model for 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.

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Wankat and Oreovicz
Compendium of Learning Principles

• Guide the learner through lesson objectives.
• Provide structure and organization.
• Use images and visual learning.
• Ensure that the student is active.
• Require practice and repetition.
• Provide prompt and constructive feedback.
• Have positive expectations of students.
• Use a variety of teaching styles.

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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 and learning styles

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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
• 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

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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

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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
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Teaching Assessment
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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
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Why?

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

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Classroom Assessment Technique 2
Muddiest Point Paper
30
Seminar II
Principles of Effective Teaching and Learning
4