Teaching Excellence Workshop: Introduction & Part 1

Transcription

1 Teaching Excellence Workshop: Introduction & Part 1 Cynthia S. Deale, Ph.D. Professor School of Hospitality Leadership East Carolina University Greenville, North Carolina

2 Cynthia S. Deale ( Halloran) Brief Bio 2014 Professor in the School of Hospitality Leadership at East Carolina University (ECU) in Greenville, North Carolina. Ph.D. in Curriculum and Instruction from the University of Denver, an M.S. in hospitality & tourism from Michigan State University, and B.S. from the University of Puget Sound. Worked in a variety of positions related to the industry and education Served as President,etc. of the International Council on Hotel, Restaurant, and Institutional Education Presented seminars and workshops for organizations in many countries. Published over 50 refereed journal articles. n a personal note: I am married and I have 3 grown (or almost grown) children. I grew up in lovely Portland, regon Contact information: ohalloranc@ecu.edu Phone #:

3 Introduce yourselves to each other Talk to the person on your right and introduce yourself (if no one is there go to your left!) Talk about what you teach, what you like best about teaching, and why you chose to teach Tell each other how you got your first name as in what is the story behind why you were given your first name

4 Introduction What do we mean by excellent teaching or teaching excellence?

5 Workshop bjectives To be able to: Identify Explain Apply Principles of excellent teaching for students with varied backgrounds and abilities Effectively implement techniques into your own teaching to enhance and improve learning

6 Specific parts of the workshop Introduction Part 1: The Learner, the Teacher, and Learning Part 2: The Instructional Design Process Part 3: Teaching Strategies Part 4: Assessment Part 5: Teaching Activity & Wrap-up

7 Teaching Excellence Workshop: Part 1-The Learner, the Teacher, and Learning Cynthia S. Deale, Ph.D. School of Hospitality Leadership East Carolina University

8 ??? In a group draw a picture of a typical student

9 ??? In a group draw a picture of a typical instructor

10 Consider your students Reflect on the most-likely student population of the class. The success of your course (and of each lesson) has much to do with how well you manage to match your course content to the backgrounds of your students.

11 Consider different kinds of For example: Auditory Visual Tactile-Kinesthetic learning And do you know what your learning style is?? And consider different types of assignments to address different learning preferences/styles/strengths

12 Consider different kinds of learning for example Multiple intelligences* *Sometimes a 9 th one is added existentially smart (Gardner, 2010)

13 Consider differences and how these play into your own teaching and learning for example.. Are you more of a? r more of a? Serene lake Life of the party Single rose Excellent orator People oriented person Raging river Wall flower Bouquet of daisies Terrific team builder Task oriented person

14 Consider your teaching philosophy Who you are as a teacher and what you believe have an impact on what and how you teach Consider the statements presented about teaching from Ken Bain s book What the Best College Teachers Do Read them and Think: Find 3 that have meaning for you Pair: Share your ideas with the person next to you Share: Explain your thoughts to the larger group at your table

15 Thinking about who you are as an instructor Write down 5 things you are good at as an instructor Write down 5 things you would like to improve about your teaching Write down 3 things that bug you about teaching (as in what are your teaching hot buttons)? Think -Pair-Share

16 Think about who you are as the instructor/designer Craftsperson revise design-improve at each level? Artist playful, thoughtful experimentation? Architect-structural revisions with holistic conceptualization? Engineer scientific realization? Think-Pair-Share about who your are as a teacher

17 Learning utcomes What?-- What should the students be able to do? What should they learn? How?-- Under what conditions will the students do it? At what level?-- How will I judge if the students learn? How many repetitions?-- How many chances will the students have to achieve this outcome? Allan, 1996;Mager,

18 Bloom s Taxonomy-- levels of learning (Bloom, B., et al, 1956)

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20 Bloom s taxonomy revisions Hierarchical/ triangular view of Bloom s has come under question Think of the levels more of cogs working together Think of more complexity

21 Use Bloom s taxonomy Think about a learning topic for one of your classes. Then think about how the learning outcome for that topic can change according to the verb used. Write a learning outcome for your chosen topic at each level of Bloom s taxonomy. (Use the little list of verbs below to help if needed.) Then Pair & share Knowledge: identify, recall, recite, list Comprehension: explain, describe, paraphrase, summarize Application: apply, illustrate, demonstrate, produce Analysis: analyze, break down, calculate, examine Synthesis: design, compose, create, develop Evaluate: judge, critique, assess, argue

22 Example Topic =hotel check-in procedures Knowledge: Identify the hotel check-in procedure Comprehension: Explain the hotel check-in procedure Application: Demonstrate the hotel check-in procedure Analysis: Break down the hotel check-in procedure into sequential steps Synthesis: Design the hotel check-in procedure Evaluate: Critique the hotel check-in procedure

23 Education is not the filling of a bucket but the lighting of a fire. William Butler Yeats ( ) Irish poet, dramatist.

24 References ALLAN, J. (1996) Learning outcomes in higher education, Studies in Higher Education, 21(1), p. 93. Bloom, B., et al, (1956). Taxonomy of educational objectives: Handbook I, The cognitive domain. New York, David McKay & Co. (With D. Krathwohl et al.) Blooms taxonomy with verbs. Retrieved 10/1/13 from CAST (2014). About UDL. Retrieved 1/9/2104 from CAST (2014). Cogs image retrieved 1/9/2014 from Forehand, M. (2005). Bloom's taxonomy: riginal and revised.. In M. rey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/9/2014 from Gardner. H. (2010). Multiple intelligences. Retrieved 7/1/2-13 from MAGER, R.F. (1962) Preparing Instructional bjectives (Palo Alto, CA, Fearon).