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INSTRUCTIONAL
SKILLS SEMINAR
asiasociety.org
Credentialing
Foundations
Practice
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.
Learning Outcome
for today
Participants will be able to integrate
the six elements of lesson design into
a 10 minute microteaching lesson.
Effective Teaching Practices
• Think of 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
Knowledge
of
Content
Pedagogy
Classroom
Management
Knowledge
of
Content
Pedagogy
Classroom
Management
Diversity
Knowledge
of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Knowledge
of
Content
Pedagogy
Classroom
Management
Diversity
Technology
Resources
Knowledge
of
Content
Pedagogy
Classroom
Management
Diversity
Assessment
Technology
Resources
Knowledge
of
Content
Pedagogy
Classroom
Management
Professionalism
Diversity
Assessment
Technology
Resources
Knowledge
of
Content
Pedagogy
Classroom
Planning
Management
Professionalism
Diversity
Assessment
Technology
Resources
Knowledge
of
Content
Communication
Pedagogy
Classroom
Planning
Management
Professionalism
Diversity
Assessment
Technology
Resources
Knowledge
of
Content
Communication
Pedagogy
Classroom
Planning
Management
Teaching
Strategies
Professionalism
Diversity
Assessment
Technology
Resources
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
• 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.
Learning
Outcomes
Content
Context
Learner
Analysis
Content
Context
Learner
Analysis
Learning
Outcomes
Content
Context
Learner
Analysis
Instructional
Strategies
Learning
outcomes
Content
Context
Learner
Analysis
Instructional
Strategies
Learning
Outcomes
Assessment
• Listing your learning outcomes is the
clearest way to communicate expectations
to students.
• The syllabus is a good place for them!
• Well-written learning outcomes inform all
on what is to be learned, and how
assessment will occur.
We know that students learn more
effectively and successfully when
they know what the end result of
their learning will be.
Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand, Then
to be Understood
Habit 6: Synergize
Habit 7: Sharpen the Saw
Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand, Then
to be Understood
Habit 6: Synergize
Habit 7: Sharpen the Saw
Intended Learning Outcomes
• University Level
What are the attributes of an ideal
graduate of the university?
Intended Learning Outcomes
• University Level
What are the attributes of an ideal
graduate of the university?
• Programme Level
What are the intended learning outcomes
for students enrolled in your programme?
Intended Learning Outcomes
• University Level
What are the attributes of an ideal graduate
of the university?
• Programme Level
What are the intended learning outcomes
for students enrolled in your programme?
• Subject level
What are the intended learning outcomes for
students taking a particular course within the
programme?
Writing an effective Learning Outcome
Learning Outcome should be learner (student) centred, not instructor centred.
Instructor Centred Outcome
Learner Centred Outcome
During this session the
instructor will introduce the
criteria used in determining
the strength of a support
system.
By the end of the session the
students will be able to apply
the criteria necessary to
determine the strength of the
support system presented.
Participants will learn tennis …
Carine06
Participants will learn to play tennis …
Carine06
Participants will learn to play the tennis
forehand stroke …
Carine06
Participants will learn to play the tennis
forehand stroke, by returning 7 out of 10
accurately within court …
Carine06
Participants will learn the rules of tennis …
Carine06
Participants will learn the rules of tennis
and be able to pass a test …
Carine06
Participants will learn the rules of tennis
and be able to pass a test and score 75% …
Carine06
Participants will learn the rules of tennis
and be able to apply the rules in a game …
Carine06
Examples: Recite a policy. Quote prices
from memory to a customer. Knows the
safety rules.
Knowledge:
Recall data or information.
Key Words: defines, describes, identifies,
knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
These descriptors are from Don (Donald Clark) Edmonds,
Washington
Comprehension:
Understand the meaning, translation,
interpolation, and interpretation of
instructions and problems. State a
problem in one's own words.
Examples: Rewrites the principles of test
writing. Explain in one's own words the
steps for performing a complex task.
Translates an equation into a computer
spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates,
explains, extends, generalizes, gives an
example, infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates.
Application:
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of
statistics to evaluate the reliability of a
written test.
Use a concept in a new situation or
unprompted use of an abstraction.
Applies what was learned in the
classroom into novel situations in the
work place.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates,
predicts, prepares, produces, relates,
shows, solves, uses.
Analysis:
Separates material or concepts into
component parts so that its
organizational structure may be
understood. Distinguishes between facts
and inferences.
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates.
Examples: Write a company operations
or process manual. Design a machine to
perform a specific task. Integrates
Synthesis:
training from several sources to solve a
problem. Revises and process to improve
Builds a structure or pattern from diverse the outcome.
elements. Put parts together to form a
whole, with emphasis on creating a new Key Words: categorizes, combines,
meaning or structure.
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes.
Evaluation:
Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Make judgments about the value of ideas Key Words: appraises, compares,
or materials.
concludes, contrasts, criticizes, critiques,
defends, describes, discriminates,
evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Think of the mini lesson you will teach next time
and write a learning outcome.
Assess the learning outcome …
What will the learner do?
Which level of Bloom?
Is the activity observable?
Is the activity measurable?
Is the learning outcome derived from the concept map?
Write another leaning outcome:
One that applies to a particular day in a
course you might be TA’ing.
Assess your partner’s learning outcome …
What will the learner do?
Which level of Bloom?
Is the activity observable?
Is the activity measurable?
Is the learning outcome derived from the concept map?
Tips for Writing Objectives
Objectives should specify four main
things:
– Audience - Who? Who is this aimed at?
– Behavior - What? What do you expect them to
be able to do? Use action verbs to describe an
overt, observable behavior.
– Condition - How? Under what circumstances
will the learning occur?
– Degree - How much?
This is often called the ABCD's of
objectives.
Given the discussion on learning
outcomes, participants will be able to
write an objective applicable to their
course that includes the stated
criteria.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
Given the discussion on learning
outcomes, participants will be able to
write an objective applicable to their
course that includes the stated
criteria.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
Given the discussion on learning
outcomes, participants will be able to
write an objective applicable to their
course that includes the stated
criteria.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
Given the discussion on learning
objectives, participants will be able to
write an objective applicable to their
course that includes the stated
criteria.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
Given the discussion on learning
outcomes, participants will be able to
write an objective applicable to their
course that includes the stated
criteria.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
Review
Learning Outcomes
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.
Content
Context
Learner
Analysis
Objectives
or
Learning
Outcomes
Instructional
Strategies
Assessment
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
Time for
a short break
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
Content
Context
Learner
Analysis
Objectives
or
Learning
Outcomes
Instructional
Strategies
Assessment
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 • Fishbowl
• Buzz' groups
• Peer evaluation
• Round
• Role play
• Case studies
• Presentations
• Group discussion • Syndicates
• Maypole
• Brainstorming
• Tell your partner • 1 – 2 – 4 – more
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
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
Content
Context
Learner
Analysis
Objectives
or
Learning
Outcomes
Instructional
Strategies
Assessment
Plan a
10 minute lesson that
you will facilitate
during our next
session.
http://parryed.wordpress.com/
Dacola.com

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