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TEAK/TA Teaching Workshop

This workshop introduces participants to the TEAK Project and provides them with basic teaching skills and techniques for effective classroom management. Participants will learn how to set the stage in their classrooms and create a positive learning environment.

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TEAK/TA Teaching Workshop

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  1. TEAK/TA Teaching Workshop • Session 1: Introduction and Classroom Management • Dr. Elizabeth DeBartolo, Mechanical Engineering • Dr. Margaret Bailey, Mechanical Engineering • Sarah Cass, RIT Teaching and Learning Center

  2. Introductions… • Take 1 minute to write down: • Write down your name • A topic you’d like to practice teaching • A list of things you know about teaching and a list of things you’d like to learn about teaching • Meet the class…in groups • Name, year, why are you here, etc. • Teaching topic

  3. Instructors (syllabus) Dr. Elizabeth DeBartolo Dr. Risa Robinson Other guest lectures as appropriate

  4. Session Activities… • Introduction to TEAK and this teaching workshop, basic classroom management • Objectives: • Be aware of the objectives of TEAK and this workshop • Know your audience • Learn some techniques for setting the stage in your classroom

  5. What is The TEAK Project? Provide opportunities for KGCOE students to enhance their understanding of engineering by teaching others Provide opportunities for KGCOE students to improve their communication skills and confidence Create a series of portable kits and web-based activities to introduce middle school students to engineering.

  6. Why this workshop? • Provide participants basic teaching skills • Apply in middle school classrooms (TEAK) • Apply in RIT classes/labs (TA) • Apply in outreach events • Apply in your career • Practice teaching exercise(s) and get feedback from an audience of your peers • Record and watch video of yourself teaching

  7. Expectations Everyone participates – small groups and full class Ask questions Be respectful Be constructive

  8. Workshop Outline (syllabus)

  9. Setting the Stage Planning the event Room setup Warm-up Activity Introduce Yourself

  10. Setting the Stage • Setting the classroom environment • Attitude • Presence • Voice • Tone • Setting expectations/classroom behavior • Parking Lot • Traffic Light

  11. Warm-ups • How did we start this morning? • What did it achieve? (hopefully…) • Why bother? • Some ideas… For more ideas: http://www.residentassisstant.com/games/icebreakers

  12. Activity: Applying Techniques to Your Lessons Directions: • List some expectations you have for your class and ideas for conveying them? • How can you get your class warmed up and ready to learn?

  13. Know Your Audience

  14. Who is your audience? Take 30 seconds to write down your potential audience(s). Based on the title of your chosen topic/field, are there any words in there that your audience won’t recognize? How about… …a middle-school student? …a high school student? …a 1st or 2nd year RIT student? Have we used any terms in this session that you don’t understand?

  15. How much time do you have? Not time in class…time when you’ve got your group’s attention! Varies by age and interest in the subject. Not too long for any group! Discuss more in a later session…

  16. Activity: Applying Techniques to Your Lessons Directions: • Come up with a list of words you shouldn’t assume your audience already knows. (2 min) • Get input from a neighbor once you’ve done your own assessment. • Share with group.

  17. Support for this work was provided by the National Science Foundation's Course, Curriculum, and Laboratory Improvement (CCLI) program under Award No. DUE-0737462. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  18. TEAK/TA Teaching Workshop • Session 2: Keeping Students Engaged • Dr. Elizabeth DeBartolo, Mechanical Engineering • Dr. Margaret Bailey, Mechanical Engineering • Sarah Cass, RIT Teaching and Learning Center

  19. Session Activities… • Lecture and questioning techniques • Objectives: • Plan a lecture that keeps your students focused on the class or lab • Pose good questions to your class or lab • Apply a new technique to a lesson you are developing

  20. Outline Lecture and Discussion Starters Applying Questioning Techniques and Stories Attention span Planning activity

  21. Lecture and Discussion Starters Tell a story Start with a common experience. Startwith a problem Advantage of these approaches: Helps focus the discussion. Keeps discussion on track.

  22. Starting with Questions Questions are the most common lecture or discussion opener. What are/could be some problems with opening with a question?

  23. What do you think is the biggest error in starting with a question? • Not giving students time to think! • Could have students jot notes before asking for answers. This brings out quiet student. (You can call on kids who write a lot in response to your question). • Take a drink of water or count to 30 before answering your own question.

  24. Types of Questions • Question should be meaningful to students and one they can most likely answer. • Factual Questions • Don’t make it sound like, “If you don’t know the answer, you’re stupid!” • Application and Interpretation Questions • Found to produce gains in student comprehension. • How does x relate to y?

  25. Other Types of Questions • Connective and casual effect questions: • Comparative questions • Evaluative • Critical Questions: Help students become critical readers • So and so, an expert in his field, thinks such and such. Under what circumstances could this be true?

  26. Good Questions Gone Bad • Listen and build on what is said. • If no one answers, • Rephrase the question • Break problem down into its parts • Clarify problem • Identify knowns and unknowns. What’s relevant? • What are the possible solutions • Ask lead-in questions

  27. Learning Theory:Bloom’s Taxonomy There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities: • Cognitive: mental skills (Knowledge) • Affective: growth in feelings or emotional areas (Attitude) • Psychomotor: manual or physical skills (Skills)

  28. Notes for next time! Cut back on the learning theory business Add slides on different learning styles, and corresponding ideas for classroom activities that support each.

  29. Cognitive Domain • The cognitive domain involves knowledge and the development of intellectual skills • There are six major categories, from the simplest behavior to the most complex • The categories can be thought of as degrees of difficulties.

  30. Bloom’s Cognitive Domain Taxonomy

  31. Guided Questioning Techniques Use a variety of question types. Teach toward the type of questions you want students to ask.

  32. Pay Attention! • One model for attention span: 3-5 minutes per year of age. • Doesn’t apply to 20-year-olds! • Young children: 3-5 minutes/yr of age • Maxes out at about 20 minutes • Stray thoughts can enter your mind every 7-8 seconds. • Be more interesting than them so your audience comes back to you!

  33. Helping Class to Focus What are some techniques for not losing your class’s attention?

  34. Activity: Applying Techniques to Your Lessons Directions: • Develop 3 lesson starters to use with your topic. • Could be questions, stories, case studies, etc… • Don’t have to use all – just generate some ideas! • Develop 3 questions that you could ask during your lesson. • Try to address different cognitive levels: some knowledge, some comprehension, some application, etc.

  35. Support for this work was provided by the National Science Foundation's Course, Curriculum, and Laboratory Improvement (CCLI) program under Award No. DUE-0737462. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  36. TEAK/TA Teaching Workshop • Session 3: Managing Hands-On Activities • Dr. Elizabeth DeBartolo, Mechanical Engineering • Dr. Margaret Bailey, Mechanical Engineering

  37. Session Activities… • Managing hands-on activities • Objectives: • Recognize potential difficulties that may arise • Time activities appropriately • Help students learn from their mistakes in a safe environment

  38. Bioengineering Activity: Building a Mechanical Finger • Review the Activity Handout • Make a list of three potential difficulties students might have in each part • Report back to group

  39. Mechanical Finger Activity(continued) • Perform the Mechanical Finger Activity • Make notes of any new difficulties you had and any new potential difficulties you identified • Report back to the group

  40. How long did it take? • Average? Range of times? • In an actual classroom/lab? • What to do when: • Groups finish early? • Groups aren’t done when time is called?

  41. Failure is an option • Why? • Examples… • What would help alleviate your fears of failure in class/lab during a hands-on session?

  42. Wrap-Up and Practice • Discussion: What’s an appropriate time balance between lecture and hands-on activity for your teaching environment? Why? • Planning Activity: • Create conceptual plan for hands-on activity • Recognize potential difficulties that may arise • Estimate time required and create test plan • What could go wrong?

  43. Support for this work was provided by the National Science Foundation's Course, Curriculum, and Laboratory Improvement (CCLI) program under Award No. DUE-0737462. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  44. TEAK/TA Teaching Workshop • Session 4: Classroom Assessment Techniques • Dr. Elizabeth DeBartolo, Mechanical Engineering • Dr. Margaret Bailey, Mechanical Engineering • Sarah Cass, RIT Teaching and Learning Center

  45. Session Activities… • Assessment and evaluation techniques • Objectives: • Recognize value of assessment and evaluation • Help students learn through assessment • Apply a new technique to a lesson you are developing

  46. Terminology What is the difference between Assessment and evaluation?

  47. Assessment... • ...is the systematic, on-going, iterative process of monitoring learning in order to determine what we are doing well and what we could improve. • Assessment involves observing, describing, collecting, recording, scoring, and interpreting information.

  48. Evaluation… • … determines the effectiveness of a program in light of the attainment of pre-set priorities and goals. • Evaluation helps document whether a program is accomplishing its goals or not. • It identifies program weaknesses and strengths and the areas that need revision. Grades • Translation of an assessment into a specific measurement scale

  49. Our challenge: To find ways to use assessment to promote learning. How? • What techniques are effective? • What tools are available? • How much time will it take?

  50. Examples Assessment experiences that: Require active listening from students. Help instructors identify students who need special help or who lack adequate preparation for the course. Help students identify for themselves how they are doing. Help students understand that they are learning something substantial. Lets look at some viable techniques…

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