Teaching in Higher Education

Transcription

1 CTLE 6000, as taught by Dr. Rai Farrelly, is a unique learning experience. This course is coconstructed by Rai and the students. All decisions about the exploration of course content, assignments, class policies and grading are determined through conversations, surveys and activities that take place on the first and second sessions of the course. The reason behind this is that there are many situational factors that play into course design most importantly: Who are my students? What are their expectations of this course? What are their respective teaching contexts? What experience do they bring to the class from teaching in other domains? How do we wish to interact as a learning community? What do we agree are effective measures of the learning objectives that we set for this course? In the process of addressing the above questions, the course design and build wheels are set in motion. Last semester, the following syllabus was the product of our collaborative efforts during Spring I post it here as a model of what this course might look like, but please be aware that it will change as determined by the members of our learning community from semester to semester. *Note: I do set certain elements to meet the purpose of this course preparing and supporting instructors to teach in higher education. For example, all students will write a teaching philosophy, build a syllabus, observe teaching on campus, be observed teaching in the authentic context and write a lesson plan. Please contact me with additional questions about this course! rai.farrelly@utah.edu Cheers, Rai Farrelly, PhD Pre-requisite Graduate Student or Faculty Time Wednesdays 5:30p 8:30p Location OSH 113 Instructor Raichle (Rai) Farrelly rai.farrelly@utah.edu Phone (w); (c) Office Hours By appointment Course Overview TENTATIVE SYLLABUS (Please Read above note) CTLE 6000/CTLE 600 Spring Credits/C-NC This course centers on the discussion and practice of fundamental teaching methods. The aim is to equip individuals with the foundational pedagogical knowledge and skills to effectively fulfill their teaching mission in an institution of higher education. This course focuses on approaches to instruction that privilege student experience and background knowledge. It also highlights active learning strategies, addresses the balance of power in the classroom and explores the function of content.

2 Pre-Existing Course Objectives (We will modify these if need be) In this course, students will be prepared to: 1. design and deliver cohesive, coherent course instruction. 2. investigate and employ fundamental course design and teaching strategies. 3. increase learner engagement and comprehension through a variety of teaching techniques, technologies and strategies. 4. assess instruction and the learning environments. 5. reflect on and analyze personal philosophies. Required Texts Weimer, M. (2002) Learner Centered Teaching: Five Key Changes to Practice. San Francisco; Jossey-Bass. Gross-Davis, B. (2009). Tools for Teaching 2 nd Education. San Francisco: Jossey-Bass. Policies Attendance & Punctuality: We decided - given the schedule of this class (once a week for 3 hours) - that 1-2 absences are reasonable (if necessary). Additional absences will reflect poorly on a course participant s investment in this learning community. Please try to attend all classes and communicate with other members of the learning community when you will be absent. Find out about missed classes and discussions from a peer. Please try to arrive on time and plan to remain for the duration of the class in order to best contribute as a community member. Food & Drink: We decided, given the time of this class, to allow food and drink. We also agreed to choose food that is not overwhelming (in smell or sound) out of respect for others. Cyber Vices: It is the aim of this class to be engaging and meaningful to all learning community members, so there should be little opportunity to distract on Facebook or the Internet. We agreed, if you must take a call, send a text or send an , please wait for the break or step outside the class. CANVAS: We decided to use CANVAS as an online learning management system for providing reading materials, having additional discussions, submitting assignments, etc. Our communication plan for this learning community is to engage with one another through CANVAS primarily, then personal and phones secondarily. Please be sure to check CANVAS at least once per week to stay on top of discussions, announcement and readings. Americans with Disabilities Act (ADA) Statement The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification to the Center for Disability Services. ( Wellness Statement Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness Assignments

3 (See CANVAS for additional information on all assignments) Teaching Philosophy Directions: Develop a philosophy of teaching (1-2 pages single-spaced). It will be both submitted on line as well as reviewed by peers during our Teaching Philosophy Workshop. Course Design Grid Directions: You will complete a Course Design Grid to show your plan of action for a course you are going to teach in the future. The grid components include situational factors, a section on desired results (big ideas and course objectives), a section on your assessment (evidence of meeting objectives) and a section devoted to your learning plan. We will have an opportunity to workshop our Course Design Grids in this class within this learning community. Syllabus Directions: You will complete a syllabus for a course you are going to teach in the future. We will review existing syllabi from other courses and read about the various views about syllabus design. We will also have an opportunity to workshop our syllabi in this class within this learning community. Lesson Plan Directions: You will develop one complete lesson plan for the course you are designing. The lesson plan should include objectives, a timeline, selected materials, and procedures for the lesson. I will provide you with a template for lesson design and we will discuss the various components. We will also workshop our lesson plans in class. Observed Teaching Experience Directions: Each of you will be observed delivering one lesson in the authentic classroom setting. You are responsible for securing a teaching opportunity within your department if you are not currently teaching a course. Please make plans to coordinate with an instructor early in the semester so you can know your teaching topic, think about a lesson design and choose appropriate activities. Let me know if you are unable to find a teaching opportunity and we will make arrangements (either find another class for you to teach or arrange for micro-teaching). During your teaching opportunity you will be observed by me and possibly another member of our learning community. Peer Teaching Observation Directions: Identify a peer in this class who is currently teaching or plans to teach as a guest instructor. Arrange a date and time to observe his/her teaching practice in action. Your assignment will contain 3 components: (1) a completed observation rubric (shared in class) (2) a summary of the teaching experience (shared in CANVAS group devoted to Peer Observation), (3) a reflection component including: a comparison to your teaching philosophy, your perceptions of the master teacher s teaching practice as well as lessons learned from the experience (shared in CANVAS group devoted to Peer Observation). Master Teaching Observation

4 Directions: Now that you have selected a professor and received permission to visit his/her class, you will observe teaching practice in action. Your assignment will contain 3 components: (1) a completed observation rubric (shared in class) (2) a summary of the teaching experience (shared in CANVAS group devoted to Master Teacher Observation), (3) a reflection component including: a comparison to your teaching philosophy, your perceptions of the master teacher s teaching practice as well as lessons learned from the experience (shared in CANVAS group devoted to Master Teacher Observation). Grading We will use rubrics for product-oriented assignments (observed teaching experience, course design grid, syllabus, lesson plan and teaching philosophy). Credit for peer and master teacher observations will be given with evidence of reflection on the observed class (completed observation feedback form, reflection on observed teaching in relation to one s own teaching philosophy and participation in class discussions). Rubrics are not numerical, but have qualitative likert scales (i.e., completely, mostly, partially, not at all). Assignments will be graded as high pass, pass or fail. Assignments that receive a pass or fail mark can be resubmitted to reach a higher standard (high pass or pass). At the time of final grades, high pass is an A, pass is an A- and fail will be negotiated in relation to the extent of the fail (i.e., reason for fail, number of failed assignments, level of effort made to resubmit assignment, level of effort made to consult peers or instructor, and standard/quality of work in relation to peers). Tentative Schedule Week/Date Content 1/ Jan 11 Introduction; Creating our Community of Practice 2/ Jan 18 Mapping the Course Connecting Learning Objectives,, Activities, Assignments and Assessment Establishing Student Learning Communities Reading Assignment (read for this date) W= Weimer G = Gross Davis Introduction to Course Design *follow-up reading* G Chapter 4 W Chapter 1 G Chapters 1, 3 & 21 Key Principle #1 Balance of Power 3/ Jan 25 Devising our Schedule Class W Chapter 2 Meetings, Observations, Due Dates 4/ Feb 1 Diversity in the Classroom Classroom Management G Chapters 5, 38 Syllabus Construction, Lesson Planning, Course Design 5/ Feb 8 Course Design G Chapter 2 Syllabus Construction Lesson Planning CANVAS Articles: Fink Assignment Due (due on this date) Identify teaching opportunity for observation Wiggins & McTighe Key Principle #2 The Function of Content 6/ Feb 15 Beyond Content > learner-centered W Chapter 3 Identify Master Teacher and Peer

5 teaching & active learning Workshop: Course Design Grid 7/ Feb 22 Considering a new approach W Chapter 9 Set expectations Develop self-knowledge Key Principle #3 The Role of the Teacher 8/ Feb 29 Principles to guide instructors W Chapter 4 Workshop: Teaching Philosophy 9/ Mar 7 Discussion Strategies G Chapters 9-13 to Observe Draft of Course Design Grid Draft of Teaching Philosophy 10/ Mar 14 SPRING BREAK Spring Skiing -Desert Trip - Surfing! 11/ Mar 21 Large-Enrollment Classes G Chapters Draft of Syllabus Workshop: Syllabus 12/ Mar 28 Workshop: Lesson Plan Draft of Lesson plan Key Principle #4 Responsibility for Learning 13/ April 4 Learning Styles W Chapter 5 Self-Directed Learning G Chapters 22, 23 & 14/ Apr 11 Learner-Centered Approaches Addressing Resistance to Learner- Centered Approaches 30 G Chapter 24, 25 & 26 W Chapter 7 Key Principle # 5 Evaluation and Assessment of Student Learning 15/ Apr 18 Assessment & Evaluation W Chapter 6 Discuss Teaching observations peers and master teachers 16/ Apr 25 Bring Course Portfolio