Using evaluationtoenhancelearning pt copy

574 views

Published on

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
574
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • They say elephants have excellent memory\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Specific Context - physical layout of room, number of students, available tech\n
  • Specific Context - physical layout of room, number of students, available tech\n
  • Specific Context - physical layout of room, number of students, available tech\n
  • Specific Context - physical layout of room, number of students, available tech\n
  • Specific Context - physical layout of room, number of students, available tech\n
  • Specific Context - physical layout of room, number of students, available tech\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Scenario:\nImagine a course in which the teacher says s/he wants students to achieve the following learning goals:\n a) “learn all the important content” and\n b) “learn how to think critically about the subject.”\nBut when you examine what actually happens in class, it is a straight lecture course (this is the the\n“teaching/learning activity”). \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Using evaluationtoenhancelearning pt copy

    1. 1. FACULTY EVALUATIONS &CONTINUOUS GROWTH CENTRE FOR TEACHING AND LEARNING
    2. 2. As teachers, we put our egos and self-worth on the line every daybefore an audience. No profession,save stand-up comedy, is as prone to both spectator-driven elation and disheartenment.
    3. 3. OBJECTIVEUpon successful completion of this instructional session, participantswill be able to use evaluation feedback for continuousgrowth in teaching practice.
    4. 4. FACULTYEVALUATION
    5. 5. PEERSSTUDENTFEEDBACK FACULTY EVALUATION SELF DEAN ASSOC DEAN
    6. 6. Kolb Perceptionhow we think about things Processing how we do things
    7. 7. Kolb Perception how we think about thingsConcrete Abstract Processing how we do things
    8. 8. Kolb Perception how we think about thingsConcrete Abstract Processing how we do things Active Reflective
    9. 9. KolbConcrete Abstract Active Reflective
    10. 10. Concrete KolbActive Reflective Abstract
    11. 11. Concrete KolbActive Reflective Abstract
    12. 12. Concrete Experience Kolb Active ReflectiveExperimentation Observation Abstract Conceptualization
    13. 13. Concrete Experience Kolb Active ReflectiveExperimentation Observation Abstract Conceptualization
    14. 14. Concrete Experience Kolb classroom teaching planning to put into practice new techniques Active ReflectiveExperimentation Observation analysis of teaching and student learning looking at educational theory to understand/ improve practice Abstract Conceptualization
    15. 15. Four Lenses of Reflection on Practice Our own Our experiences students’ as experiences teachers and of us as learners teachers Our The colleagues’ theoretical experiences and research as teachers literature and learners Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
    16. 16. Four Lenses of Reflection on Practice Our own Our experiences students’ as experiences teachers and of us as learners teachers Our The colleagues’ theoretical experiences and research as teachers literature and learners Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
    17. 17. Four Lenses of Reflection on Practice Our own Our experiences students’ as experiences teachers and of us as learners teachers Our The colleagues’ theoretical experiences and research as teachers literature and learners Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
    18. 18. Four Lenses of Reflection on Practice Our own Our experiences students’ as experiences teachers and of us as learners teachers Our The colleagues’ theoretical experiences and research as teachers literature and learners Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
    19. 19. Four Lenses of Reflection on Practice Our own Our experiences students’ as experiences teachers and of us as learners teachers Our The colleagues’ theoretical experiences and research as teachers literature and learners Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
    20. 20. Thingswe don’t knowwe don’t know
    21. 21. Thingswe don’t knowwe don’t know
    22. 22. Things we knowwe don’t know Thingswe don’t knowwe don’t know
    23. 23. Things we knowwe don’t know Thingswe don’t knowwe don’t know
    24. 24. Things we knowwe don’t know Thingswe don’t knowwe don’t know
    25. 25. Things we know Things we know we know we don’t know Things we don’t know we don’t know
    26. 26. Things we know Things we know we know we don’t know Things we don’t know we don’t know
    27. 27. Things we know Things we know we know we don’t know Things we don’t know we don’t know
    28. 28. Things we know Things we know we know we don’t know Things Thingswe don’t know we don’t know we know we don’t know
    29. 29. Things we know Things we know we know we don’t know Things Thingswe don’t know we don’t know we know we don’t know
    30. 30. CONSCIOUSCOMPETENCE KNOW DON’T KNOW LEARNING MATRIX CONSCIOUS Things we know Things we know we know we don’t know Things ThingsUNCONSCIOUS we don’t know we don’t know we know we don’t know
    31. 31. CONSCIOUS JOHARI WINDOWCOMPETENCE KNOW DON’T KNOW LEARNING MATRIX CONSCIOUS Things we know Things we know we know we don’t know Things ThingsUNCONSCIOUS we don’t know we don’t know we know we don’t know
    32. 32. FEEDBACKPOLICIES AND FORMPROCEDURES STUDENT FEEDBACK SWOT ADVICE ANALYSIS
    33. 33. ADVICE Read them Scan for red flags Think ahead; evaluate yourself first Tease out useful data Show how you have responded to students’ concerns Don’t read too much into them Even if it’s personal, don’t take it personally
    34. 34. REVIEW OFREVIEW OF ASSESSMENTSYLLABUS STRATEGIES PEERS REVIEW OF CLASSROOM SAMPLES OF OBSERVATION STUDENT WORK
    35. 35. GETTING MEANINGFUL FEEDBACK ON LEARNINGClassroom Assessment Continuous Quality ImprovementTechniques Techniques Minute Paper Two Way Fast Feedback Muddiest Point Instantaneous Feedback One Sentence Summary Plus/Delta Feedback Tool Direct Paraphrasing Critical Incident Questionaire Word Journal Application Cards
    36. 36. KEY COMPONENTS OF INTEGRATED COURSE DESIGN
    37. 37. KEY COMPONENTS OF INTEGRATED COURSE DESIGNSpecific Context of the Characteristics of the Teaching/Learning Nature of the Subject Teacher(s) Situation Expectations That Characteristics of the Others Have for the Learners Course SITUATIONAL FACTORS
    38. 38. KEY COMPONENTS OF INTEGRATED COURSE DESIGN SITUATIONAL FACTORS
    39. 39. KEY COMPONENTS OF INTEGRATED COURSE DESIGN SITUATIONAL FACTORS
    40. 40. KEY COMPONENTS OF INTEGRATED COURSE DESIGN LEARNING GOALS SITUATIONAL FACTORS
    41. 41. KEY COMPONENTS OF INTEGRATED COURSE DESIGN LEARNING GOALS TEACHING ANDLEARNING ACTIVITIES SITUATIONAL FACTORS
    42. 42. KEY COMPONENTS OF INTEGRATED COURSE DESIGN LEARNING GOALS TEACHING AND FEEDBACK &LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    43. 43. KEY COMPONENTS OF INTEGRATED COURSE DESIGN LEARNING GOALS TEACHING AND FEEDBACK &LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    44. 44. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrateknowledge of content LEARNING GOALS TEACHING AND FEEDBACK &LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    45. 45. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically...knowledge of content LEARNING GOALS TEACHING AND FEEDBACK &LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    46. 46. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALSlecture TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    47. 47. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALSlecture TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    48. 48. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALS Multiple Choice, TF,lecture Critical Thinking TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    49. 49. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALS Multiple Choice, TF,lecture Critical Thinking TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    50. 50. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALS Multiple Choice,lecture TF TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    51. 51. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALS Multiple lecture, Choice, TF,critical thinking Critical Thinking activities TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    52. 52. KEY COMPONENTS OF INTEGRATED COURSE DESIGN demonstrate think critically... knowledge of content LEARNING GOALS Multiple lecture, Choice, TF,critical thinking Critical Thinking activities TEACHING AND FEEDBACK & LEARNING ACTIVITIES ASSESSMENT SITUATIONAL FACTORS
    53. 53. EVALUATION from students from dean from peers from ourselves

    ×