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Introduction Seminar for New Faculty at DIS

Introduction Seminar for New Faculty at DIS. Today – the background and foundations of DIS; focus on aims , practices and structure Tomorrow – assignments , assessment and grading. The Plan. you will understand the context of DIS

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Introduction Seminar for New Faculty at DIS

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  1. Introduction Seminar for New Faculty at DIS

  2. Today – the background and foundations of DIS; focus on aims, practices and structure Tomorrow – assignments, assessment and grading The Plan

  3. youwill understand the context of DIS youwillknow more about the students you’llbeteaching and wheretheycome from youwillknowwhatlearningobjectivesare and whytheyareimportant youwillknowwhy a strongsyllabus is crucial At the end of today’s session:

  4. Malene Torp, ExecutiveDirector of DIS

  5. Teaching and Learning at DIS Teaching and Learning at DIS Sean Green – Academic Counselor Kalle Weis-Fogh- Librarian Peter Hyldekjær – Librarian Keith Gumery – Director, TLC

  6. The Teaching and Learning website: Resources for teaching Videos Newsletterarchive Practical resources and links http://tlc.dis.dk

  7. Whyyoushouldread the Teaching and Learning Newsletter: • Important DIS news and policy details • Dates • Academic discussion • Articles from the US and otherplacesthatare relevant to whatwe do • Sent out on the firstday of eachmonth

  8. Teaching at DIS is designed to help students integrate what they study at DIS with their own experiences and to increase their awareness of the intersection between theory and practice. A Real-World Curriculum and ExperientialLearning

  9. Bloom’staxonomy

  10. Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. Bloom’staxonomy

  11. DIS student voices

  12. Working in groups Modelingdiscussion Negotiating feedback Breakout!

  13. Keythings to remember • The learningobjectiveswillbeconsistent with the mission of DIS, the aims of your program, and the purpose of yourcourse • Tell the students what the learningobjectivesare, and usethem as a guideline to monitor the progress of the course and of the students – refer to themoften! • Be clear aboutwhatyouexpect and willreward, and howtheseexpectations and rewardsarelinked to the learningobjectivesyou set out in the syllabus

  14. Grading in brief

  15. Grades fall 2013

  16. Words of advice from DIS faculty and staff • Clarity in communication is vital. Youcanrestatethings; it doesno harm and canhelp the message to beheard. • Don’tmakeassumptionsabout the students and whattheyknow. It is alwaysgood to ask and to check. • Go and seeyourclassroombeforeyou go to teach for the first time!

  17. Advice • American students areused to a more personalrelationship with teachers in smaller classes. Don’tbesurprisedifyouareapproached as a mentor or for a one-on-one talk. • Have confidence in yourability and knowledge. Don’tbeintimidated by American students. Youcan set the tone in yourclass from dayone. It is YOUR classroom, and we support you! • The Program Directors and I arehere to helpyou.

  18. Thank you for your attention! • Tomorrow: • Assignments • Assessment • Grading Keith Gumery kgu@dis.dk

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