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Tactics for Teaching: What Students Want

Tactics for Teaching: What Students Want. Glen R. Loppnow and Charles A. Lucy University of Alberta October 27, 2011. Students want clear expectations. Yours. Mine. I will be organized in my lectures and in office hours. You will try problems yourself first.

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Tactics for Teaching: What Students Want

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  1. Tactics for Teaching: What Students Want Glen R. Loppnow and Charles A. Lucy University of Alberta October 27, 2011

  2. Students want clear expectations Yours Mine I will be organized in my lectures and in office hours. You will try problems yourself first. I will treat you with respect: • No disparaging remarks • Listen thoughtfully to your questions You will treat me with respect: • No disparaging remarks • No class disruptions I will be fair and equitable in my assignments and marking You will not cheat or copy You will understand I have other commitments I will be available for help I will try to make the lectures relevant, clear, and interesting. You will laugh at my jokes G

  3. Students want clear expectations Modeling ways of thinking. Modeling ways of doing. Others? - need for marks - clear/reasonable deadlines - care about them and their schedule - consistency in teaching and testing - timely marking and feedback - constructive feedback G

  4. Learning Objectives Clear expectations Assessable Examples: 1. Students will learn Python. 2. Students will be able to list and define the parts of a cell. G

  5. Learning Objectives Some Verbs for Use in Stating Cognitive Outcomes http://www.tufts.edu/med/docs/about/offices/oce/Verb%20Worksheet%20for%20Preparing%20Learning%20Objectives.doc G

  6. Learning Objectives BAD words that should NOT be used for Cognitive Outcomes http://www.tufts.edu/med/docs/about/offices/oce/Verb%20Worksheet%20for%20Preparing%20Learning%20Objectives.doc G

  7. Logistics Syllabus In-class • lecture plan • arrive early • finish on time Speak clearly • Volume • acoustics • prep/story • accents Preparation • 3 h/h lecture • clear posted notes • practice tests G

  8. Students want to be treated with respect Respect  obedience Be positive-approachable, friendly, smiling, focus on correct parts of answer Be polite-don't treat question as interruption Be caring-acknowledge question, don't speak down Be fair-ask them how its going, take time for them, other resources, commiserate Be honest-to whole class, consistent marking, acknowledge if question misleading Be reliable-replying in timely fashion Be congruent. C

  9. Students want to be treated with respect Respect  obedience Be positive. Be polite. Be caring. Be fair. Be honest. Be reliable. Be congruent don’t embarrass, insult or ridicule please, thank you, punctual Students are people. Individuals. Listen before concluding. Marking. If made a mistake, admit it. Keep promises. Anticipate problems. Test what you teach. C

  10. What students want Teaching to the test Pandering or Being Congruent ? Easy to mark or Testing understanding. Example or Example exam question …showing marking scheme …time allowed on test Relevant MCAT questions C

  11. Relevant MCAT Questions 790. What is the pH of a 10-8 M solution of HBr? A) 6 B) 6.96 C) 7 D) 8 C

  12. What students say: ISSS A great TA walks around and asks questions. Ideal teacher-helpful in/out of class, accommodates student learning styles, available near exams/pre-exam reviews, takes questions, clear exam expectations, online notes, available, relevance of course, careful about assumed knowledge, prepared to talk about material beyond lecture, consistency with teaching team. Expectations-helpful to have group discussions, evaluate whole program not just course, maybe cut-down on unhelpful labs, integrate labs and lectures (topics and timing), flexibility in order of class/survive combination, enough time to focus on learning/material, labs take appropriate time, assignments valuable, lab very important, balance of work in lab and lecture needs to be thought about. G

  13. What students say: CSA Overheads vs. powerpoint – depends on discipline, style, incomplete pre-notes given or not, powerpoint organizes thoughts. Textbook + lecture too much Examples very important Mixed presentation style best More discussion and student engagement in small classes/iClickers good in big classes big vs. small classes-competing against friends, size of 100 is good Requirements (pre-reqs) must be appropriate, don't assume too much background Group size and dealing with non-participation Number of midterms-2 best, increasing in value, cumulative but emphasis on current topics. G

  14. How to learn what students think Fast feedback survey – short informal survey midway through term Formative - allows you to learn of problems or concerns while they can still be addressed Scheduling: early if restructuring course post midterm most common anytime if seeing problem teaching.berkeley.edu/bgd/feedback.html C

  15. How to learn what students think What to ask? General – best thing, worst thing, and what one thing can I do that will most improve class Specific – e.g., if trying new strategy teaching.berkeley.edu/bgd/feedback.html C?

  16. How to get formative feedback Paper (anonymous) Brief informal questionnaire (4-6 multiple choice) Arrange for students to be interviewed E-mail list response to questions (spamming) Respond quickly to student comments Consider carefully , and let students know result teaching.berkeley.edu/bgd/feedback.html C

  17. How to learn what students think - iClickers • Concept reinforcement • Have students learned what you just taught? • Pre-test of concept • Have students seen what you're about to teach? • Formative assessment • How do students view your teaching? • Student mood • How are students feeling? • Classroom management • Do students want another problem set? G

  18. How to learn what students think - colleagues Confidentiality Experience Too much in the discipline? Politics/Tenure/Promotion/Merit Other issues?- G

  19. Where to go to get help • Departmental colleagues • Departmental administration • Faculty administration • Books/Google/Wikipedia • Teaching sessions/workshops • Get involved! G

  20. Where to get help? Informal group discussions Formal or Informal Mentor Peer mentoring (triads) suzanne.kresta@ualberta.ca CTL Peer consultants www.ctl.ualberta.ca/Teaching_Services/peer-consulting.html C

  21. Acknowledgments Dean of Science Vargo Teaching Chair Program Nicolette Anderson Mackenzie McKinley G

  22. Exit Survey Don't forget to fill out exit survey! G

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