Ask the audience…what is your definition of scholarship of teaching…write on flipchartDepending on size of group…break into groups to come up w/ definition
only 13% of teachers allow students to create w/ new technologies
ask audience…how do you decide what technology tools you are going to use in the classroom?
ask the audience…dou know what your learning style is?
ask the audience…do you know what your teaching style is?
Promoting the Scholarship of Teaching by Forming Connections
Promoting the Scholarship of Teaching by Forming Connections<br />Amy Thornton, M.S.<br />GallayaneeYaoyuneyong, Ph.D.<br />The University of Southern Mississippi<br />
Why Connect?<br />“A wonderful harmony arises from joining together the seemingly unconnected.”<br /> - Heraclitus c.500BC<br />
Making Connections<br />Reflection<br />Collaboration<br />Shared Experiences<br />Professional associations<br />Technology<br />Evaluation and assessment<br />Life-long learning and improvement<br />
What is Scholarship of Teaching?<br />Engagement with the existing knowledge on teaching and learning<br />Self-reflection on teaching and learning in ones discipline<br />Public sharing of ideas about teaching and learning within the discipline<br />Goal: Help students learn more effectively<br />Martin, Benjamin, Prosser, and Trigwell (1999)<br />
How can we help our student learn more effectively?<br />http://www.youtube.com/watch?v=_A-ZVCjfWf8<br />
Instructional Strategies<br /> The primary factor in any instructional initiative, regardless of format or venue, is the quality of the instructional design that is ultimately implemented.<br />An Instructional Strategy Framework for Online Learning EnvironmentsScott D. Johnson, Steven R. Aragon<br />
Where Do I Start?<br />Instructional Design Process<br />the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.<br />ADDIE<br />Analysis<br />Design<br />Development<br />Implementation<br />Evaluation<br />
What Tools Should I Use?<br />What are my course outcomes/objectives?<br />How do I deliver the content?<br />How does the student interact with the content?<br />How do I assess the learning?<br />
Designing Effective Instruction w/ Technology<br />Creating a learning community<br />Learner/Teachers responsibility<br />Clear expectations<br />Teachers<br />Student<br />Technology integration<br />Think outside the box<br />Instructional design process<br />Technology snafus – it doesn’t have to be perfect!<br />Be flexible!<br />
Do you find your teaching style:<br /> a. may lead to an inflexibility for managing the concerns of students. b. may cause students to feel inadequate when they can't emulate your example. c. works well for most students but is very time consuming. d. may leave students feeling anxious about their ability to meet your expectations.<br />
Which of the following do you like to use when evaluating student learning?<br /> a. teacher made tests b. student self-assessment tests c. performance based criteria d. problem solving and critical thinking<br />
References<br />Martin, E., Benjamin, J., Prosser, M., and Trigwell, K. (1999). Scholarship of Teaching: A Study of the Approaches of Academic Staff. PPS. 326-331 in Improving Student Learning: Improving Student Learning Outcomes. C. Rust (ed.). Oxford: Oxford Centre for Staff Learning and Development, Oxford Brookes University.<br />Work Works in Public Education - http://www.edutopia.org/<br />