INSTRUCTIONAL SKILLS seminar John Parry Centre for Teaching and Learning UBC Okanagan asiasociety.org

Teaching Scholars Credentialing Program for UBC Okanagan Teaching Assistants and Grad Students

The Foundations Credential contains the following components:   Pedagogical Discussion and Training Participants will attend three CTL-approved workshops and prepare a critical reflection of their relevance. Active Learning Helping Students Learn Giving Students Feedback Course design Learning theories and differences Teaching with technology

Overview & Introductions Effective Teaching Practices Lesson Structure 10 Minute Lesson Cycle Sellbetter.ca

Who are you? Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

John Parry Centre for Teaching and Learning Who are you? Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

What is your topic? Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

I.S.S. What is your topic? Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

Why is it important? Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished? The entire opening should only take a minute or two.

To prepare you to teach at UBC-O Why is it important? Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished? The entire opening should only take a minute or two.

Overview Day 1 Instructional Design Basics Day 2 and/or 2 Each participant conducts ten minute “mini-lessons”, receives oral, written and recorded feedback

Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.

Effective Teaching Practices Describe a time when you were “learning well”. What were the conditions?

Effective Teaching Practices Describe a time when you were “learning well”. What were the conditions? Does everyone learn in the same way?

Brainstorm characteristics of a good teacher. cyber-kap.blogspot.com

Knowledge of Content

Knowledge of Content Pedagogy

Pedagogy Classroom Management Knowledge of Content Pedagogy Classroom Management

Pedagogy Classroom Management Diversity Knowledge of Content Pedagogy Classroom Management Diversity

Pedagogy Classroom Management Diversity Technology Knowledge of Content Pedagogy Classroom Management Diversity Technology

Pedagogy Classroom Management Diversity Technology Resources Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources

Pedagogy Classroom Management Diversity Technology Resources Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources Assessment

Pedagogy Classroom Management Diversity Technology Resources Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources Assessment Professionalism

Pedagogy Classroom Management Diversity Technology Resources Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources Assessment Professionalism Planning

Pedagogy Classroom Management Diversity Technology Resources Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources Assessment Professionalism Planning Communication

Teaching Strategies Pedagogy Classroom Management Diversity Technology Knowledge of Content Pedagogy Classroom Management Diversity Technology Resources Assessment Professionalism Planning Communication

Lesson Basics: What makes up a lesson?

B.O.P.P.P.S. promotiontours.ca

BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective States what you hope to achieve and what you intend the participants to learn. Pre-assessment Assess what the learner already knows Participatory learning Learning activities to help learners meet objectives Post-Assessment Demonstrates learners learning Summary Learner reflection

Bridge – In… undiscoveredscotland.co.uk

Refer to past learning undiscoveredscotland.co.uk

Refer to past learning Active Participation undiscoveredscotland.co.uk

Where are we headed to day? Refer to past learning Active Participation Where are we headed to day? Goal or Objective undiscoveredscotland.co.uk

Your turn … Think of a topic that you will be teaching this term and come up with a couple of Bridge-In possibilities.

Objectives A statement that specifies in some observable and/or measurable way what a learner will know or be able to do by the end of a lesson or series of lessons.

Why Objectives? 1. Provide a basis for selection or design of instructional media, materials, activities 2. Establish a foundation for the evaluation of learning 3. Focus learner and instructor on the purpose of the lesson 4. Ensures everyone understands what is expected

Refer to Page 9 Objectives Think of a topic related to your everyday teaching and write sample objectives. Include: 1. Who (the learner) 2. Will do what 3. Under what conditions 4. How well (standard or criteria) Refer to Page 9

Objectives: Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson. effective-time-management-strategies.com

BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective States what you hope to achieve and what you intend the participants to learn. Pre-assessment Assess what the learner already knows Participatory learning Learning activities to help learners meet objectives Post-Assessment Demonstrates learners learning Summary Learner reflection

Pre-Assessment Where are your learners at? Previous knowledge and experiences May assist in grouping students or peer teaching

Participatory or Active Learning I hear and I forget. I see and I remember. I do and I understand.

I hear and I forget I see and I remember I do and I understand

Most of the time students are involved only passively in learning: in listening to the instructor, looking at the occasional overhead or slide, reading the text book.

Research shows that such passive involvement generally leads to a limited retention of knowledge by students. Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

Participatory or Active Learning What are active learning strategies and how can we use them in a course?

Examples (Handout) Think – pair – share Peer evaluation Buzz' groups Role play Round Presentations Case studies Syndicates Group discussion Brainstorming Maypole 1 – 2  –  4  –  more Tell your partner Jigsaw Fishbowl

Break

Think/Pair/Share Each person considers the topic/question and writes down some ideas/answers. S/he joins with one other for discussion. This provides a good basis for wider discussion.

Think/Pair/Share - Example What are the skills that a teacher should possess?

Jigsaw The jigsaw instructional strategy is an effective way to cover a large amount of material in a short amount of time. Students are members of two different groups, an expert group that examines the content/skill to be learned, discusses the best way to relay that information and a home group that shares the new knowledge in a round robin format.  

Jigsaw - Example Distribute three examples of an advertisement. Have participants analyze the content and identify which of our basic needs it is targeting

Buzz Groups Working in small groups, people discuss an issue. Topics can include: How much they already know about a topic What they are not sure about What they want the lecturer to cover next

Can be used for a quick feed back instrument on your course. Buzz Group - Example Can be used for a quick feed back instrument on your course.

Round Every person takes a turn to make a statement. Useful topics: One thing I need to know about … Something that I learned today One  important point (about the topic) …

Round - Example Excellent for summarizing the seminar. As with the previous feedback, collect group notes.

Case studies A ‘story’ or scenario is presented to the group (often, but not always, as a handout). Groups discuss the story or work together on questions.

Group discussion Groups (up to 6 people) talk about a topic. A set of questions from the lecturer helps to structure the discussion and focus the group. The larger the group, the more difficult it is for everyone to participate actively.

Maypole When the leader is the central figure and communication occurs from the leader to the member and from the member to the leader

Tell your partner Pairs. Each person explains a topic/concept/ answer to someone else. The partner has to listen, then ask questions.

Fishbowl One group discusses a topic. The second group observes the discussion and each person records: A partner’s contributions (and gives individual feedback afterwards), or The important parts of the discussion (may be identification of issues, applications, generalizations, etc., depending on the task instructions)

Peer evaluation The class is divided into pairs. Partners exchange written work or observe each other’s oral presentation. They give each other feedback and work together to identify : What was good What needed improvement How it could be improved They can focus on delivery and/or content. This activity works best if students already have knowledge on the topic. Giving them a checklist is also a good idea.

Peer Evaluation - Example We will do this during our micro-teaching during the next session.

Role play Groups/ pairs/ individuals ‘act out’ information on a specific topic, often in front of the class or group. If they lack confidence, they can work in pairs without ‘performing’ in front of the whole class. Set a time limit for each group. This activity can be used for formative or summative assessment. It is important to allow time for participants to de-role/debrief.

Presentations Individuals or small groups find information on a topic, then prepare and deliver a short informative session to the wider group.

Syndicates Groups of students work together on a project(s) which entails researching and presenting (written and/or oral) information. Useful for focusing on group and cooperative skills while covering discipline content.

Brainstorming Everyone thinks of as many different ideas as possible. All ideas are accepted and recorded without comment. The ideas are evaluated after a set time period or when inspiration ends.

1 – 2  –  4  –  more Each person writes brief notes about the topic and then compares them with a partner. Each pair discusses its combined list with another couple. This provides a good basis for discussion in the wider group. It is a good idea to limit the ‘1 – 2 – 4’ stages, e.g. 2 minutes or so for individual and for paired work, 5 minutes for the ‘4’ stage.

Research shows there will be improvement in:

Research shows there will be improvement in: Students – faculty interaction

Research shows there will be improvement in: Students – faculty interaction Student – student interaction

Research shows there will be improvement in: Students – faculty interaction Student – student interaction Grades

Research shows there will be improvement in: Students – faculty interaction Student – student interaction Grades Communication skills

Research shows there will be improvement in: Students – faculty interaction Student – student interaction Grades Communication skills Higher level thinking skills

Research shows there will be improvement in: Students – faculty interaction Student – student interaction Grades Communication skills Higher level thinking skills Teamwork

Research shows there will be improvement in: Students – faculty interaction Student – student interaction Grades Communication skills Higher level thinking skills Teamwork Attitude

Why does it work?

Why does it work? Individuals get stuck

Why does it work? Individuals get stuck Exposure to alternative problem solving

Why does it work? Individuals get stuck Exposure to alternative problem solving Less fearful

Why does it work? Individuals get stuck Exposure to alternative problem solving Less fearful Students learn best this way

See additional ideas on your handout: aldwyn-digitalglossary

Your Turn Chose one of the group activities we have discussed. Design a task for us – any topic

BOPPPS Bridge-in Your introduction, hook or anticipatory set Objective States what you hope to achieve and what you intend the participants to learn. Pre-assessment Assess what the learner already knows Participatory learning Learning activities to help learners meet objectives Post-Assessment Demonstrates learners learning Summary Learner reflection

Post - Assessment Formal or informal Did we accomplish our goals, achieve our objectives? Feedback for students and your teaching

Summary Re-enforces learning and prepares students for what is coming next. Blogto.com

10 minute lesson that you will facilitate during our next session. Plan a 10 minute lesson that you will facilitate during our next session.

The 10 Minute Lesson Cycle Set up 5min Mini lesson 10min Written Feedback 5min Self reflection 2min Oral feedback 5min

Lesson Plan Planning document

Dacola.com