The document outlines the learnings from the International Teachers Program (ITP) at CEIBS, Shanghai in January and February 2015, highlighting the cohort profile, teaching methods, and feedback received. Key sessions were conducted by various educators on topics such as case-based teaching, technology-enhanced learning, and collaborative coaching. The author emphasizes intended changes in their teaching approach, including narrative-led course design, improved time and energy management, and fostering better student engagement.

1. Learnings from the International Teachers Program
at
CEIBS, Shanghai
11-16 Jan 2015
12 Feb 2015
Sudhir Voleti

2. Presentation Outline
• ITP Background and Objectives
• Cohort Profile
• Learnings from the Sessions
• Learnings from the In Situ Micro Teaching Module
• Conclusion

3. Program Background and Objectives

4. About the ITP
• The format of the ITP has changed over the years.
• Module 1 happened in CEIBS Shanghai. Module 2 is in July.
• How and Why might the ITP actually help?
• Rumor is that ISB will be hosting ITP in 2019?

5. About the ITP 2015: Cohort Profile
• 29 participants from different countries, 3 from India
• Varied in both experience and institutional background
• Different area specializations
• Only a handful of research schools

6. About the ITP 2015: Who teaches the teachers?
• Aswath Damodaran, NYU
• Weiru Chen, CEIBS
• George Yip, CEIBS
• Jeff Sampler, CEIBS
• Paddy Miller, IESE Barcelona
• Kristine de Valck, HEC Paris

7. Teaching Gyan from Aswath Damodaran’s session:
“Teaching: Art or Science? Teaching for Large
Groups”

8. The Narrative Imperative
• “Your course speaks from a single, simple, stark narrative. Or
doesn’t speak at all.”
• What is it?
• How to assess whether my course speaks from a ‘narrative’?
• How to insert a narrative into an existing course?
• How to design new courses around a narrative?

9. My (brand new) narrative for my MKTR course now…
Data
Nature
Collection
Validation
Tools
What-Ifs
Prediction
Problem formulation
Solution fit
Decision
Problem

10. More Damodaran gyan: Designing Course Components
• On making Exams and quizzes
• On writing/responding to students
• On real-life running cases
• On identifying the sinks early on – supply hope.
• On Office Hours

11. Why Damodaran gyan isn’t very generalizable
• Lecture –based (hence scale-free)
• “Control-freak” (self-professed)
• No research pressure
• Different starting points

12. Learnings from the Weiru Chen session:
Case Based Teaching Method

13. Weiru Chen’s Session Gyan
• How the session started
• Case facts were tabulated and summarized (just as well)
• Case teaching components were all deployed – slowly.
• Preparation. Board-plan. Knowledge of Class background.
• Classroom interaction. Q&A.

14. Weiru Chen’s Session Gyan
• Maybe under-emphatic starts are helpful?
• “First impressions are over-rated” ?
• Mastery over a case shows.
• Multiple well-timed Aha! Moments were there.

15. Learnings from the George Yip & Jeff Sampler
sessions

16. George Yip Session Gyan
• Session was titled “Case based teaching method”
• Comparison with the “classic HBS” case method.
• Only question is/should be “What should the central actor in the
case do?”
• Talked about how things have evolved since then. Varying cases,
lengths, objectives etc. How to incorporate research into teaching.
• “Lead by questions or lead by answers?”

17. Jeff Sampler Session Gyan
• Session title was “Technology-Enhanced Teaching and Learning”.
• “Education industry is primed for disruption”.
• Why MOOC 2.0 will devastate our profession
• Live demo from some disruptors in the field
• “What will the future classroom look like in an era of always-on
information?”

18. Jeff Sampler Session Gyan
• Future course material will be:
– Distributed/ fractionalized
– Google-ized (“Search” perspective to answer-finding and problem solving)
– Perforce rich in User-generated content. Co-creation in learning?
– Full of data mining possibilities, assurance of learning assessment
possibilities
• Other trends in the classroom(?) of the future:
– Gamification, peer comparisons, incentives, taped lectures, shared solutions
• “What is our value-addition as teachers inside the classroom?”

19. Learnings from the Paddy Miller session:
Teaching in a Dynamic Cultural Environment

20. Paddy Miller Session Gyan
• Why it was so useful…
• Cold calling?
• Energy-level management
• Body language and what it says
• Sources of inspiration

21. Learnings from the Kristine de Valck session:
Collaborative Coaching: Giving and Receiving Feedback

22. Kristine de Valck Session Gyan
• What she did
– Used an old 10 minute video of her teaching
– Asked the class to dissect it. Specifically, what it is that could be improved
• Found it Underwhelming. Until I did the same with my own vid…
• Insights flooded in. Rare perspective emerges when you see
yourself .
• So maybe Aha! moments in-class aren’t the end-all really?

23. In-situ Micro Teaching

24. In-Situ Teaching Feedback
• What it was all about
• Feedback I figured out for myself:
• No narrative
• Poor Time management
• Poor energy management
• Didn’t start well and couldn’t end well
• Lack of interactivity/ engagement

25. In-Situ Teaching Feedback
• Feedback I got:
• Overload of information. Lecture felt too long.
• Expectation from class unclear. Objectives unclear
• “Pause post-question is NOT an awkward moment.”
• Attitude and body-language are defensive  becomes self-
fulfilling
• “Not authentic. Not yourself.”
• “Intimidating.” Not Likeable.

26. Conclusion

27. Intended Changes in my Teaching Going Forward
• Narrative led course design
– Revamped content. Even more application focused.
• Better Time management
– Rehearsals. Uncluttered slides.
– Flipped classroom with smart pre-reads
• Better Energy Management
– Part Lecture, Q&A, in-class readings, writing-based group activity (Quick-
checks)

28. Intended Changes in my Teaching Going Forward
• Questions-led classes
– Friendly cold-calling
– Inductive learning drive  Basic board-plan for discussion
• Responsiveness
– Will actually try to write to students who made good points in class
– And to likely sinks offering hope.
• Practiced Slowness
– Will try to make haste slowly.

29. Thank You
Q & A