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INSTRUCTIONAL SKILLS SEMINAR
asiasociety.org
John ParryCentre for Teaching and
LearningUBC Okanagan
Teaching Scholars Credentialing Program
for UBC Okanagan Teaching
Assistantsand
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 LearningHelping Students LearnGiving Students Feedback Course design Learning theories and differencesTeaching with technology
Overview & Introductions
Effective Teaching Practices
Lesson Structure
10 Minute Lesson Cycle
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Who are you?
Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.
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
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.
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.
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.
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
Overview
Day 1 Instructional Design Basics
Day 2 and/or 2Each 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.
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Knowledge of
Content
Knowledge of
Content
Pedagogy
Knowledge of
Content
Pedagogy
ClassroomManagement
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Assessment
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Assessment
Professionalism
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Assessment
Professionalism
Planning
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Assessment
Professionalism
Planning
Communication
Teaching Strategi
es
Knowledge of
Content
Pedagogy
ClassroomManagement
Diversity
Technology
Resources
Assessment
Professionalism
Planning
Communication
Lesson Basics:
What makes up a lesson?
B.O.P.P.P.S.
promotiontours.ca
BOPPPSBridge-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
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Bridge – In…
• Refer to past learningundiscoveredscotland.co.uk
• Refer to past learning• Active Participation
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• Refer to past learning• Active Participation• Where are we headed to day?
– Goal or– Objective
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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
Objectives
Think of a topic related to your everyday teaching and write sample objectives.
Include:1. Who (the learner)2. Will do what3. Under what conditions4. How well (standard or criteria)
Refer toPage 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
BOPPPSBridge-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• Buzz' groups• Round• Case studies• Group discussion• Maypole• Tell your partner• Fishbowl
• Peer evaluation• Role play• Presentations• Syndicates• Brainstorming• 1 – 2 – 4 – more• Jigsaw
Break
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:
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Your Turn
• Chose one of the group activities we have discussed.
• Design a task for us – any topic
BOPPPSBridge-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
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
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