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Teaching Tips May 13 th , 2004

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Page 1: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Teaching TipsMay 13th, 2004

Page 2: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

•Many books are available that discuss ALL aspects of teaching and lecturing.

—Many are written by experts with years of experience.

—There is NO reason for you to “Learn from your mistakes” or “REINVENT the wheel”

References

Page 3: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

How to Run Seminars and Workshops: Presentation Skills for Consultants, Trainers, and Teachers by Robert L. Jolles

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses by Lee D. Fink

Classroom Assessment Techniques: A Handbook for College Teachers by Thomas A. Angelo, K. Patricia Cross

The Chicago Handbook for Teachers: A Practical Guide to the College Classroom by Brinkley, A., Dessants, B., Flamm, M., Fleming, C., Forcey, C. & Rothschild, E.

Teaching Tips For College and University Instructors: A practical Guide by David Royse

Page 4: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

THE FOUR COMPONENTS OF TEACHING

KNOWLEDGE OF SUBJECT MATTER

TEACHER-STUDENT INTERACTIONS

COURSE MANAGEMENT

(Structure/Syllabus, Grading

& Exams)

PRESENTATION

Page 5: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

What We Are Going to Talk About Today

– Course Management• Course Content• Writing a Syllabus• Writing Exam Questions

– The role of a Graduate Teaching Assistant

– Planning & Presenting Lectures

– Teacher-Student Interactions- (Classroom Strategies)

GENERAL GUIDELINES FOR:

•Please feel free to ask questions or make comments

Page 6: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Depends upon audience knowledge

General Guidelines:– Undergraduate:

• Facts and principles that are a foundation for future learning

• Relevance

– Graduate• Experimental design and interpretation• Relevance• How to gain knowledge independently

Use Textbooks as Guides

Course Management―Course Content

What do you want your students to learn?

Page 7: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Course Management―Course Organization

• Calendar

Course material should be taught in a logical progression.

Example: Teach protein synthesis AFTER you have presented ribosomes, tRNA and mRNA

Use Textbooks as Guides

Page 8: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Course Management―Course Organization

• Calendar

Course material should be BALANCED

Example: If teaching a general course—

Don’t spend 2 weeks on DNA synthesis and leave out protein synthesis

Do NOT cheat your students.

Use Textbooks as Guides

Page 9: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Course Management―Syllabus Preparation

Components of a Syllabus:

Course Schedule

Course Objectives

Instructors’ names

Page 10: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Components of a Syllabus: 1. Course Title and Number2. Location of the classroom and the days and times that the

course meets. 3. Instructors’ names, office number, office hours, phone

number, and e-mail addresses.4. Course Description (This is usually the same as the

course catalogue. Any prerequisites should be listed.5. Course Objectives –In broad terms, what the students

are expected to learn or gain from the course. 6. Schedule of lecture topics, reading assignments &

exam dates. This is often a good place to list unit or section objectives.

Course Management―Syllabus Preparation

Page 11: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Components of a Syllabus continued:

7.Texts or equipment needed and materials on reserve.

8.Explanation and guidelines of assignments and due dates.

9.Policy on attendance, tardiness, and class participation.

10.Explanation of how the overall grade will be computed and the grading scale.

11.Miscellaneous information including policy on make-up exams, class rules, course drop dates, etc.

Course Management―Syllabus Preparation

Page 12: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Bold Headers and spacing to divide the

various sections.

• Tables to list schedules, lecture topics and dates

• A Table of Contents if the syllabus is lengthy

Course Management―The Syllabus

Style of a Syllabus:

Page 13: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Always give a copy of the syllabus to students on the first day of class.

• Go over the syllabus with the students the first day of class. Clarify ambiguities.

• Post the syllabus on the course website.

Course Management―The Syllabus

Presenting the Syllabus

Page 14: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• The best time to prepare test questions is soon after giving a lecture.

• Exam questions must match the class size and the type of student

Course Management―Examinations

Writing questions

Page 15: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• DNA polymerase catalyzes the synthesis of

A. DNA.

B. RNA.

C. protein.

D. polysaccharides.

E. lipids.

Course Management―Examinations

Multiple choice questions

What is the best type of multiple choice question?

The best type of multiple choice question is one that thestudent must complete.

Page 16: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Course Management―Examinations

Multiple choice questions

Alphabetizing the answersensures there is no bias towardusing certain letters.

• DNA polymerase catalyzes the synthesis of

A. DNA.

B. lipids.

C. polysaccharides.

D. protein.

E. RNA.

Page 17: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Each of the following enzymes regulates a metabolic pathway except:

A. acetyl-CoA carboxylase.

B. -ketoglutarate dehydrogenase.

C. glucokinase.

D. hexokinase.

E. phosphofructokinase.

Avoid using negatives and confusing syntax in the question.

Multiple choice questionsWhat is wrong with this question?

Page 18: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

A better way to phrase the same question

• _____________ is the major regulatory enzyme in the glycolytic pathway.

A. acetyl-CoA carboxylase

B. -ketoglutarate dehydrogenase

C. glucokinase

D. hexokinase

E. phosphofructokinase

Multiple choice questions

Page 19: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Which enzyme regulates fatty acid synthesis?

A. acetyl-CoA carboxylase

B. -ketoglutarate dehydrogenase

C. glucokinase

D. hexokinase

E. phosphofructokinase

OR

Multiple choice questions

Page 20: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Multiple choice questions

OR• Which answer is FALSE?

A metabolic pathway is regulated byA. acetyl-CoA carboxylase.

B. -ketoglutarate dehydrogenase.

C. glucokinase.

D. hexokinase.

E. phosphofructokinase.

Page 21: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Design essay questions to test more than just facts.

• Essay questions generally test understanding,

analytical ability &/or application.

• Essay questions with no one correct answer are fine:– Which student presentation had the most original

format? Describe the design and delivery. Contrast the talk’s strengths with weaknesses with those of other presentations.

Course Management―Examinations

Essay questions

Page 22: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Examinations

Multiple Choice Questions ????

COMMENTS???

Course Content?

Course Organization- Calendar?

Syllabus Preparation?

Relevance?

Page 23: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

What We Are Going to Talk About Today

– Course Management:• Course Content• Writing a Syllabus• Writing Exam Questions

– The role of a Graduate Teaching Assistant

– Planning & Presenting Lectures

– Classroom Strategies (Teacher-Student Interactions)

GENERAL GUIDELINES FOR:

Page 24: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Create an outline of what you want your students to know.

Write learning objectives for each lecture:• Good: “Be able to recognize and draw the

structure of each of the nucleotides.”• Poor: “Know the nucleotides.”

LEARNING OBJECTIVES HELP STUDENTS KNOW WHAT IS IMPORTANT AND GIVE FOCUS TO THE LECTURE.

–Planning & Presenting Lectures– Organize your thoughts before you

work on your lecture.

Page 25: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

–Planning & Presenting Lectures– The same principles for giving a

good seminar apply to giving a good lecture.What are 5 rules?

• Pace your delivery to the class

• Whenever possible, involve the class

Page 26: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Talk to the audience, not the screen

• Project your voice

• Do not read to the class except in rare instances where appropriate

Page 27: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– What you are going to teach them (outline)– What they are expected to know

• Only lecture topics OR• Lecture topics & the textbook

– That you encourage questions and interruptions

–Planning & Presenting Lectures•From the outset of the lecture, let the students know:

Page 28: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

–Planning & Presenting Lectures

• Try to change topics or change the pace every 15 minutes

• Changing the pace- tools– show an animation– ask the students a question– make a joke– tell a brief story– show the students something they

do NOT have to learn

Page 29: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• When leaving a topic and moving to the next topic:– Briefly review the take home message– Tell the students what materials they

should learn– Ask if there are questions– Place the new topic in context with the

previous topic (this may include, “What we will discuss next has nothing to do with what we just discussed.”)

–Planning & Presenting Lectures

Page 30: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• Prepare to teach Two types of learners– Visual

• Need to see slides, black board, overhead transparencies

• Learn from reading the text and handouts– Aural

• Need to hear you speak the lecture• Will ask more questions than the visual

learner• May not even own the textbook

–Planning & Presenting Lectures

Page 31: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– Examples of useful handouts:• Lecture outline• Learning objectives• Sample test questions• A review of your lectures• For graduate students: copies of journal

articles– Do not replicate information in the textbook.

Instead write: • Refer to figure 5.4 page 293

–Planning & Presenting Lectures•Generate supplemental handouts when appropriate

Page 32: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

–Planning & Presenting LecturesPlanning & Presenting Lectures

Organization?

Pace?

Take Home

Message?

Handouts?

COMMENTS???

Page 33: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

What We Are Going to Talk About Today

– The role of a Graduate Teaching Assistant

– Course Management:• Course Content• Writing a Syllabus• Writing Exam Questions

– Planning & Presenting Lectures

– Classroom Strategies (Teacher-Student Interactions)

GENERAL GUIDELINES FOR:

Page 34: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– Classroom Strategies: Teacher-Student Interactions

QUESTION: In your deepest, fondest dreams, what kind of impact would you most like to have on your students? When the course is over and it is now one or two or even 10 years later, what would you like to distinguish the students who have had your course?

What is the distinctive educational impact you would like for your teaching and your courses to have on your students?

REMEMBER THAT TEACHING IS ABOUT STUDENT LEARNING….. NOT ABOUT YOU

Page 35: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

The first day of class is the most important day of the entire semester

• Set the tone for the entire semester

Page 36: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• What you say and how you act on that day is sometimes irretrievable

• Give a short autobiography

• Often students may get a very distorted picture of a teacher. Letting them get to know you opens the possibility for future conversations.

• Let the students know what you DO like (questions, comments, discussion) & what you do NOT like (sleeping in class, coming in late, talking, etc.)

Page 37: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

• ENCOURAGE Questions from the students– If one student has a question,

others in the class probably have the same question.

– One can judge the class’ comprehension of the material from the questions received.

– Questions sometimes point out weaknesses in one’s delivery.

– Use questions to extend the lecture’s content.

– Questions and answers take time… plan accordingly

– Classroom Strategies: Teacher-Student Interactions

Page 38: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

TAKE TIME TO GET TO KNOW YOUR STUDENTS

• TALK TO THE STUDENTS

• ASK STUDENTS ABOUT THEIR INTERESTS

• PHOTOGRAPH STUDENTS AND LEARN THEIR NAMES

• TRY TO MAKE THE LECTURE MORE OF AN ACTIVE

EXPERIENCE FOR THE STUDENTS

• MAKE EFFORTS TO BE APPROACHABLE

Page 39: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– Classroom Strategies: Teacher-Student Interactions

• Keeping order in a large or a small class

– Be clear about the rules of the class and why you have made them

– Remember that it is easiest to start with rigid rules and become more flexible

– Start every class in the same, professional way. This signals students to stop talking and tune in.

– Ask disruptive students to leave.

– Avoid confrontations… ask aggressive students to speak with you after class.

Page 40: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Course Evaluation• Always evaluate your course!

– Ensure anonymity by using standardized, non-identifying questionnaires.

– Encourage comments.– Do not collect questionnaires yourself. Have

them mailed to a collection center (preferred) or have them placed in an envelope at the end of the final examination.

– Use the data to constructively modify your course!

– Do not take negative comments personally.

Page 41: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

QUESTIONS???

COMMENTS???

REMBEMBER THAT TEACHING IS ABOUT STUDENT LEARNING…..

The 1st day of class?

Class Rules? Student Questions?

Getting to know the students?

Page 42: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

What We Are Going to Talk About Today

– The role of a Graduate Teaching Assistant

– Course Management:• Course Content• Writing a Syllabus• Writing Exam Questions

– Planning & Presenting Lectures

– Classroom Strategies (Teacher-Student Interactions)

GENERAL GUIDELINES FOR:

Page 43: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

Learn as much as you can from your TA

experience

Do as well as you can for your students RESEARCH

Maintain a professional relationship with the course coordinator &

co-workers

PRIORITIES

Page 44: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

The role of a Graduate Teaching Assistant

– Graduate student teacher’s roles may be difficult because they are both students AND teachers.

– As a TA, your role is set by the course coordinator.

☺The course coordinator may or may not give you the kind of guidance you expect &/or need.

– Be organized and perform tasks efficiently.

– Be PROACTIVE- IF YOU NEED SOMETHING, ASK FOR IT.

Page 45: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– There is usually a very large imbalance of power in your relationship with the instructor(s) in charge of the course.• It is important, therefore, to manage your relationship

professionally and carefully.• Ask for help when you need it.• Behave professionally.• If you need to speak with the supervising professor,

visit during course office hours. This time has been set aside for the course.

The role of a Graduate Teaching Assistant

Page 46: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– Clarify your duties and responsibilities with the supervising professor.• What is expected of the course TAs?• Are you expected to attend every lecture, even

if you have listened to the lectures in the same course many times before?

• Are you expected to grade the papers?• Hold extra review sessions?• Proctor all exams?• Prepare your own lectures? If so, when and

how many?

The role of a Graduate Teaching Assistant

– Clarify your duties and responsibilities with the course coordinator.

Page 47: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

? ?

? ?

?Duties and responsibilities?

Be proactive?

•Behave professionally ?

Organized?

Page 48: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

What We Have Talked About Today

• Course Organization, Content, Exams & Lectures – Basic Course Components

– Constructing a Syllabus– Constructing Exam Questions

– Planning Lectures– Learning Goals– Lecture Outline– Presentation

Page 49: Teaching Tips May 13 th, 2004. Many books are available that discuss ALL aspects of teaching and lecturing. —Many are written by experts with years of

– Classroom Strategies– What kind of teacher do you want to be?– Introduction: The first day of class is important– Get to Know Your Students? Tools – Keeping Order

• Teaching as a Graduate Student

– The role of a Graduate Teaching Assistant

– Organization, Organization, Organization– Your time & Your lecture(s)

– Relationships with course coordinators are important

– Professionalism