BUSH GRANT – BEST TEACHING

Effective Teaching

- engaging learning

- context for discussion – personal

- enthusiastic delivery

- affective connection to student

- organized, conveyed to student

- short lectures and hands-on

- service-learning, integrated

- small groups

- frequent quiz

- non-threat environment – class climate

- early discussion of terms and concepts, probing for misunderstanding

- mixed teaching methods

- clarify goals

- student – teacher feedback

- get student feedback and act on it

- journaling

Ineffective Teaching

- too much written handout

- long lectures

- ridicule

- pop quiz

- information overload

- rigid structure

- not holding students accountable

Discussion on Attendance

- take attendance and use to decide borderline grades

- take attendance to decide grade on it

- something due almost every class

- take attendance and explain why

- don’t take attendance but allow x number of absences

- extra work expected for non-attendance

Steve Laumakis’ Presentation

- broadening thinking – opening perspective

1) one’s own view -> 2) possible answers -> 3) represent certain arguments -> 4) synthesis

- engaging

- need to represent other positions; process

- not just content but thinking process

- tools not content

- identification of key terms/concepts

- hook – real situations

- small groups

How do you get your students to do readings?

- quiz

- quiz created by students (quizmaster)

· signed up 1^st week, daily; 5-6 minutes

- hand in summary of text or outline

- present a mental map

- hand in a group summary/discussion

- written response to reading (one paragraph)

· random and daily

- turn in reading notes and returned for final exam

- 3 questions – bring to class

· star = clarification question (class starts with star)

- post question on blackboard -> students respond before class, graded

How do you get effective reading comprehension?

- provide a model

- exercise in class (instructor works through exercise with students to gain understanding)

- professor models readings (provide rules/descriptions)

- web-based discussion

- T.A. -> student learning based

Videos/Role play in class

- assigned questions after video

- popular movie science?

- Role playing on societal issues (e.g. global warming)

- Videos

+ can take you other places

+ addresses affective and perceptive domains

- does not give information well; not a good reference source

- an alternative to class/reading media

- writing assignment directly after video

- short clip 10 minutes

Technology

- Power point

· sometimes with handout – they put notes on; show graphics/animation/photos

- Power point is a visual aid: less is more in almost every situation

What worked? – Carol Bruess

- acknowledge students; connect

- address the question of why this is important

- good reading; tied to class

- video & handout hook

- climate: respectful, validating, accepting

What worked? – Tony Borgerding

- start with why care?

- 20 second meditation opener

- demonstration hook

- modeled scientific thinking

- stimulated thinking

What didn’t work?

- talk with back to blackboard

- not giving sufficient time to process