Seminar II Principles of Effective Teaching

1. Seminar II Principles of Effective Teaching Carol Considine

2. Seminar II Learning Objectives • Explain what constitutes Effective Teaching. • Relate the ExCEEd Teaching Model to Exemplary Teaching. • Differentiate between the elements of Exemplary Teaching.

3. Think/Pair/Share • Think about your favorite college professor. Come up with 5 one word descriptors of what you liked best about that instructor. • Pair with your neighbor and share your responses, noting those you have in common. • You have 2 minutes

4. 2-D Model of Exemplary Teaching Enthusiastic Knowledgeble Inspiring Organized Concerned Caring Helpful Encouraging

5. What Are the Elements of Exemplary Teaching? • Intellectual Excitement • Clarity • Technical expertise • Organization • Understandable • Stimulating • Engaging presentation • Enthusiasm • Elicits intrinsic motivation “…the capacity to explain a complex subject simply.” “…teaching is undeniably a performing art.”

6. “... is a complex interpersonal arena ... emotional reactions influence how much is learned.” What Are the Elements of Exemplary Teaching? • Interpersonal Rapport • Interest in students as individuals • Interest in student learning • Receptive to students’ preferences about assignments and policies

7. INTERPERSONAL RAPPORT Low Moderate High High Moderate INTELLECTUAL EXCITEMENT Low Lowman’s Two-Dimensional Model of Teaching 6. Intellectual Authority 8. Exemplary Lecturer 9. Complete Exemplar 3. Adequate 5. Competent 7. Exemplary Facilitator 1. Inadequate 2. Marginal 4. Socratic

8. Material is: Vague, confusing, & presented without energy Students: Are frustrated, confused, uncertain Find it difficult to pay attention Teacher is: Cold, distant, highly controlling, possibly unpredictable Students: Are afraid and uneasy Motivated by fear Believes teacher actively dislikes them The Effects of Low IE and Low IR

9. INTERPERSONAL RAPPORT Low Moderate High High Moderate INTELLECTUAL EXCITEMENT Low Lowman’s Two-Dimensional Model of Teaching 6. Intellectual Authority 8. Exemplary Lecturer 9. Complete Exemplar 3. Adequate 5. Competent 7. Exemplary Facilitator 1. Inadequate 2. Marginal 4. Socratic

10. Content: Is well-organized Is presented in clear language Is presented in an engaging way Relationships between topics stressed Teacher loves the content! Students: Know where teacher is going See connections Have little confusion Experience a sense of excitement Class: Passes quickly Is great! High Intellectual Excitement Enthusiasm and Care for the Learning of Content

11. Teacher: Strong interest in the individual Acknowledges feelings of students Encourages questions Communicates that their understanding of content is important Student: Believes that teacher cares about them and their learning Believes that teacher has confidence in their abilities Are motivated to do their best High Interpersonal Rapport Enthusiasm and Care for the Learner

12. Intellectual Excitement (IE) Interpersonal Rapport (IR) The Content to be Learned TheLearner Differentiate IE from IR Enthusiasm & Care for

13. The “ExCEEd Model” • Structured organization • Engaging & clear presentation • Enthusiasm • Positive rapport with students • Frequent assessment of student learning • Appropriate use of technology A Complete Exemplar: High Intellectual Excitement and High Interpersonal Rapport Teacher is a Positive Role Model

14. The “ExCEEd Model” • Structured organization • Engaging & clear presentation • Enthusiasm • Positive rapport with students • Frequent assessment of student learning • Appropriate use of technology e.g. color chalk = engaging & clear presentation Identify at least one technique per bulleted item that Bob used in Demo Class I. Share your answers in your group!

15. The ExCEEd Model & Bob’s Class • Structured organization • Learning objectives • Today’s topic related to previous and future topics • Engaging & clear presentation • Board work, voice, and pace • Physical models & pictures • Enthusiasm • Smile, said so, body movement • Positive rapport with students • Names and questioning technique • Frequent assessment of student learning • Small group activity • Appropriate use of technology • Truss pictures

16. INTERPERSONAL RAPPORT Low Moderate High High Moderate INTELLECTUAL EXCITEMENT Low Lowman’s Two-Dimensional Model of Teaching 6. Intellectual Authority 8. Exemplary Lecturer 9. Complete Exemplar 3. Adequate 5. Competent 7. Exemplary Facilitator 1. Inadequate 2. Marginal 4. Socratic

17. IE & IR Independent Skills Focus on intellectual excitement first! Small changes in the teaching format can lead to significant gains for students (Light, 1990). “Unless traditional teaching skills are mastered first, structural innovations are unlikely to lead to exemplary instruction or optimal student learning.” -Joseph Lowman

18. Classroom Assessment Technique Muddiest Point Paper

19. References • Lowman, J., 1995, Mastering the Techniques of Teaching, 2nd ed., Jossey-Bass Publishers, San Francisco. • Light, R.J., 1990, The Harvard Assessment Seminars, First Report, Harvard University, Cambridge, MA 02138. • Light, R.J., 2001, Making the Most of College: Students Speak Their Minds, Harvard University Press, Cambridge, MA. • McKeachie, W.J., 1999, Teaching Tips, 10th Ed.,Houghton Mifflin Co.