This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Presented by Senior English Language Fellow Debra Burgess and English Teacher Lourdes Talavera. Please find the webinar recording of this presentation in this address http://youtu.be/6V5RkP7QiKU
Building an engagement toolkit: How you can understand your customers, evalua...Kate Davis
Slide deck for workshop at the Asia Pacific Library and Information Conference #aplic18, presented with Kathleen Smeaton and Lyndelle Gunton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
Getting out of the way: Using New Ideas and New Technology to Encourage Learningdrlautman
Students say the use of classroom time is moving in the right direction, but they want greater flexibility and variety in how they learn. See how to incorporate web based assignments and wikis in the classroom to give students more tools and flexibility to learn in the way that suits them best.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
Active, Social, and Engaging Online Learning StrategiesGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Presented by Senior English Language Fellow Debra Burgess and English Teacher Lourdes Talavera. Please find the webinar recording of this presentation in this address http://youtu.be/6V5RkP7QiKU
Building an engagement toolkit: How you can understand your customers, evalua...Kate Davis
Slide deck for workshop at the Asia Pacific Library and Information Conference #aplic18, presented with Kathleen Smeaton and Lyndelle Gunton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
Getting out of the way: Using New Ideas and New Technology to Encourage Learningdrlautman
Students say the use of classroom time is moving in the right direction, but they want greater flexibility and variety in how they learn. See how to incorporate web based assignments and wikis in the classroom to give students more tools and flexibility to learn in the way that suits them best.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
Active, Social, and Engaging Online Learning StrategiesGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.
Learning environment optimisation: Doing less with more for better outcomesStephen Dann
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. • Setting the stage
• You, your students, your team
• Goals for the course
• Promoting thinking and learning
• The interactive lecture
• Delivering the Lecture
• Engagement Triggers
• Engaging non-majors
• Presentations & Assessment
http://gallery.ilstu.edu/bonestudentcenter/main.php?g
2_itemId=1882
3. • You, your students, your team
• What is large? 50, 100, 200, 500?
• Do you have teaching assistants?
• Define their role and your expectations to the TAs
• Explain the TAs role to class
• Identify your teaching style – Informer, Questioner, Entertainer, etc.
• Play off your style (strength) but incorporate other deliveries.
http://finance.fortune.cnn.com
4. • Suggestions
• Identify your main points (2
to 3)
• Determine how each slide
advances these
• Prepare your visuals
• Practice your unfinished
talk; revise…
• Write out sentences that
need to be precise
• Focus on your slide
transitions
• Print out notes
• Keep track of time
• Don’t install new software
right beforehand
• Don’t be rigid in delivery,
adapt as needed
• Take notes on how you
would improve for next year
• Use a lecture preparation
checklist
5. • Detail your expectations in writing
• Explain TA duties: lecture attendance, office hours,
proctoring exams, maintaining grades, setting up projectors,
participation in in-class discussion, running review sessions,
punctuality.
• Team work: make clear division of labor, set up regular
meetings
• Records: TAs must keep records of all communications and
assignments, but not keep personal student data on their
computers (security).
• If co-teaching a class: make sure each professor has clear
responsibilities
6. • What is the purpose of the course
• Major vs Non-Major
• General Education
• Content vs Process
• Content – Breadth vsDepth
• Develop an informative syllabus (set the expectations)
• State the goals of the course
• Explicitly express policies and procedures for grading, attendance,
late homework, missed tests, office hours, etc. Making up rules as
you go along sets a bad precedent.
• Publish all important dates at the beginning of the class, with a clear
plan for students who miss exams
• Send a welcome email to the class before it starts
• Identify all resources that will be used and have them ready for the
class
• Describe your email policy in advance
7. • Identify a large class that you might teach (see
worksheet)
• What are your top 5 goals for what students will learn in
this class?
9. • EXPRESSIVENESS is the most basic and most direct
way to keep students’ interest
• Vocal variation, facial expressions, movement, gesture, style
variation
• Is more interesting and easier to understand
• Yields contagious enthusiasm
• Improves retention of material
• Is more about communication than about entertainment (is
compatible with the content coverage and high academic
standards)
Tomorrow's Professor Msg.#790 How to Create Memorable Lectures -
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=790
10. • Interpreting Graphs
• Making Calculations
• Demonstration/making
predictions
• Brainstorming
• Reading to solve a
problem
• Physical prop
• Evocative visual/picture
• Cartoons
• News Clips &Articles
• Clips from movies or
tvshows
• Think-Pair-Share
• Minute paper
• ConcepTests
• Question of the Day
• Small group discussion
• iClicker
• Google Earth (or other
tech)
http://serc.carleton.edu/NAGTWorkshops/e
arlycareer/teaching/LargeClasses.html
11. • In a 10-20 minute breakout:
• Break into groups of 5-10 (works even in auditorium
seating)
• Provide a single question, set of questions, or exercise
that students need to discuss.
• The question(s) can be used as an introduction or as an
assessment of presented material. Each group
independently discusses the question and negotiates a
group answer.
• You and the TAs monitor and guide groups. Collect each
12. • The core (center) of the Black Hills of South Dakota is
composed of granite. The Columbia River Plateau of
Washington and Oregon is composed of basalt. Using a
Venn Diagram, compare and contrast the two locations
highlighting the composition of the rocks, the texture of
the rock, and the location (depth) where the rocks
formed.
Black Hills
Columbia
River
13. Interactive Lectures
Individual work
Please spend the next few minutes on an
activity that you’d like to use in your class.
• What concept do you want students to
better understand?
• How will you engage the students?
• How will you know it is working?
15. Interactive Lectures
Group Brainstorm and Sharing
•What are some of the potential
problems or concernsyou do, or will,
face using these and other interactive
activities in the classroom?
•How can you overcomethem?
16. • Many large lecture classes serve as a breadth
requirement and have many non-majors who are not
necessarily engaged in the topic. This is your opportunity
to get them interested and excited in geoscience:
• Make it relevant to their lives
• Make pop culture work for you
• Recognize different learning styles
• Bring in your personal experiences
17. • How has geoscience been
involved in your daily
activities?
• Water
• Electronics
• Vehicles
• Buildings
• Weather & Climate
• Food
• Energy resources
• Hazards
18. • Ring of Fire, Johnny Cash
• Four Seasons, Vivaldi
• The Tide is High, Blondie
• Blowin’ in the Wind, Bob Dylan
• Dust in the Wind, Kansas
• Black water, Doobie Brothers
• Water, The Who
• Volcano, Jimmy Buffett
• After the gold rush, Natalie Merchant
• Eye of the Hurricane, The Alarm
19. • Day After Tomorrow
• Dante’s Peak
• Volcano
• The Core
• Jurassic Park
• Andromeda Strain
(don’t need to show whole movie – select a ~10-15 minute
clip that exhibits facts & fiction and ask students to
analyze)
20. • Visual: pictures, diagrams, spatial understanding
• Auditory: by sound, including music
• Verbal: speech, reading, writing
• Physical/kinesthetic: use of your body, including hands
& touch
• Also, “social” vs.
“solitary” learning styles
21. • Ekman transport:
A rotating column
of water that
forms when
surface water
moves at an
angle to the wind
direction due to
Coriolis Effect.
22. • Where have you done fieldwork?
• What inspires you?
• What environmental issues keep you up at night?
• Where have you traveled?
• What is the societal relevance of your work?
• What career path did you follow and what experiences
shaped that?
23. • Blackboard / whiteboard can be useful
• Check to see if students in the back can see what
you are writing!
• Mix of videos, slides, blackboard
• Powerpoint- students write down everything on your
slides!
• Post your powerpoints online
(before class)
• Post partial powerpoints online,
students fill in what is missing
• Post lecture outlines or main points online,
• or ….post nothing!
24. With any of these techniques, it is a good idea to….
assign textbook/ reading ahead of time
ask students to review vocabulary / conceptual ideas as
part of their reading (outside of class)
….then spend more time on activities, discussions,
interpretation, analyses during your lecture
Consider a "flipped" classroom, where in-class time is as
active and thoughtful as possible:
http://www.knewton.com/flipped-classroom/
25. • In "large" classes, you can use a variety of techniques,
depending upon the # of students and how much TA
support you have:
• Multiple choice/ scantron
• Online quizzes/tests
• Short answer / short essay
• Fill in the blank
• Matching (vocabulary)
• Diagrams that you've used in class - fill in blank or interpretation
• Familiarize yourself with Bloom's Taxonomy, and aim
for students to be working at the "top" of the pyramid in
class, and in your exams, as much as possible
• Consider collaborative exams!
26. • Be flexible and adaptable
• Not everything will work: failures can be learning
experience
• The literature is clear: students learn more when
they are actively engaged in their learning.
Again, visit
http://serc.carleton.edu/introgeo/interactive/index.html
(or http://serc.carleton.edu/ in general)
Materials were adapted and modified from Randy Richardson, Michael Wysession, Andrew Goodliffee, and Rober
