I attended a faculty development workshop called ITP 2015 at CEIBS Shanghai this January. These are my consolidated (but non-comprehensive) learnings from Module 1.

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