The Tao of Teaching

Jorge Antonio GonzalezUniversity of Texas - Pan American

Carla D. JonesUniversity of Houston

Brief Reflection• Take 2-5 minutes to reflect back over

those teachers that you studied under (all levels of your education).

• Which instructors stand out? – Write down 3 reasons why they stand out.

Strengths and Weaknesses

Identifying your own teaching challenges

(based on your experiences and path to academia)

A) Jorge

B) Carla

An issue

Students in law schools are not practicing lawyers, and those who enroll in medical schools have not been working as physicians. But experienced MBA students, especially those in executive and part-time MBA programs, have been doing what is we purport to teach them.

Joan Pearce

We are who we teach, JMI 2007.

Practice and Theory• Immediate problem solving vs. academic rigor. • There is nothing as practical as a good theory ~ Kurt Lewin

• Thinking is very hard work. And management fashions are a wonderful substitute for thinking ~ Peter Drucker

• Theory takes us from particulars to universals. It keeps us from having to start all over again in our understanding of the world when facing something new.

Teaching Competencies

A) Background

B) Credibility (Stories)

What about you? (let’s discuss)

What is the most important challenge YOU (will) face as an instructor? What is the major problem you need to overcome?

What is the main personal competency that you possess that you can use to stand out?

Team Exercise

Teaching evaluations• A tool for continuous development. But, there is

useful and useless feedback. • This class is no good, you actually had to read the

book. – Evaluation given by a real student (New York

Times)• “All I am learning is vocabulary”.

– Solution: Bloom’s taxonomy

Some issues in case there is time

• Grade inflation– What is fair?

• The Socratic method– Cases and questions

• Modeling• Use of Technology• Online teaching• Undergraduates and Masters students• Plagiarism/copying• Exams• Becoming a mentor to other minority students

Develop yourteaching philosophy?

• Consider how you learn, how others learn and incorporate this into your syllabus– Do you need variation? Do you get bored easily?– Do you appreciate when the instructor simply reviews material

assigned for reading?– What activities keep you engaged?

• CJ’s teaching philosophy– Students want to be engaged

• Student participation• Variety – cases, videos, exercises, guest lecturers,

simulations• Read, Write, Discuss, Defend, Do

Bloom’s TaxonomyTaxonomy for categorizing level of abstraction of questions that occur in educational

settings. Provides a structure to categorize test questions. Benjamin Bloom (1984). Taxonomy of educational objectives

Competence Skills DemonstratedKnowledge •Observation and recall of information

Comprehension •Interpret facts, compare, contrast, grasp meaning

Application •Use methods, concepts; solve problems with them.

Analysis •Seeing patterns, organization; identify components

Application •Use methods, concepts; solve problems with them.

Analysis •Seeing patterns, organization; identify components

Use a rubric to establish clarity of expectations and to set goals. Grading Rubric for Journal Entries

Elements in order of

importance

C-F

B

A

Content Response attempts to answers the major questions, but has some digression. At the end, the questions are not answered in their entirety. There are some arguments supported by the text, but they are too limited.

Response answers the assignment question with only minor digressions. There is appropriate and sufficient use of the text, paired with some support from experience. Paper shows that the student read and understood, but may not be able to use the readings.

Successfully analyzes the case and answers 3-4 of the questions. It integrates insights from the texts and individual experience. Conceptual and experiential support is offered and makes sense.

Analysis & Critical Thinking

Response exhibits limited higher-order critical thinking and analysis. The entry shows limited understanding of the material.

Response generally exhibits higher-order critical thinking and analysis. The entry shows some original thought, but may repeat the arguments in the text without sound personal arguments (a very good summary of the case)

Response exhibits strong higher-order critical thinking and analysis/synthesis. Entry shows original thought that uses and goes beyond the text and the case.

Structure Generally unclear, often wanders or jumps around. There are few or weak transitions, and each paragraph may not support a major point. Lacks an introduction or ends abruptly.

Generally clear and appropriate, though may wander occasionally. There is an introduction and a conclusion that summarizes the major points of the case/entry. May have a few unclear transitions, or a few paragraphs without excellent flow.

Evident, understandable, structure. A solid introduction that presents the issue and picks the reader interest, and a strong conclusion that integrates the entry and also leaves the reader wanting to know more. Excellent transitions from point to point.

Mechanics Some mechanics and format errors. Problems with grammar. The entry is affected in readability.

Minor errors. Demonstrates strong understanding of accepted rules of grammar, punctuation, manuscript formatting. It is readable.

Virtually free of errors in grammar, spelling, and punctuation.

Some quotes on teachingIt is important that students bring a certain ragamuffin barefoot irreverence to

their studies; they are not here to worship what is known, but to question it. - Jacob Bronowski, The ascent of man

The secret of education lies in respecting the pupil - Ralph Waldo Emerson

The teacher gives not of his wisdom; but rather of his faith and lovingnessKahlil Gibran, The prophet

One learns by doing a thing; for though you think you know it, you have no certainty until you try. -Sophocles

Good teaching is one-fourth preparation and three-fourths theatre - Gail Godwin

Education is what you get after you forget everything you learned in college - Whoever gave my commencement address

People must seek greatness and education. However, greatness is not the same thing as success, and education is not the same thing as schooling.

Cornel West (my own take on his words)

Written advice from “master teachers”

• Present and ask exciting questions

• Use appropriate technology

• Evaluate teaching effectiveness

• Implement dynamic presentations

• Learn names• Encourage one-on-one

office visits

• Have genuine interest in the material

• Remove ambiguity from grading process

• Be fair (and flexible) on grading process

• Provide fast and constructive feedback, often.

• Construct and assess clear learning objectives

• Employ variety in techniques and methods