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Teaching in the Age of Technology: Strategies of an Obsolete Professor

Teaching in the Age of Technology: Strategies of an Obsolete Professor. Mitch Handelsman, Ph.D. University of Colorado Denver. September 25, 2008. OUTLINE. Being Obsolete Engagement Thoughts and Principles Strategies Acting Learning Activities. “I (will) teach because …”.

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Teaching in the Age of Technology: Strategies of an Obsolete Professor

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  1. Teaching in the Age of Technology:Strategies of an Obsolete Professor Mitch Handelsman, Ph.D. University of Colorado Denver September 25, 2008

  2. OUTLINE • Being Obsolete • Engagement • Thoughts and Principles • Strategies • Acting Learning Activities

  3. “I (will) teach because …” “I (will) teach in order to …”

  4. OUTLINE • Being Obsolete • Engagement • Thoughts and Principles • Strategies • Acting Learning Activities

  5. OUTLINE • Being Obsolete • Engagement • Thoughts and Principles • Strategies • Acting Learning Activities

  6. 2. Engagement • Skills • Participation/Interaction • Emotional • Performance (Handelsman, Briggs, Sullivan, & Towler, 2005)

  7. 3. Thoughts and Principles • Multifaceted engagement • Students are NOT worse than they used to be • Power

  8. 4. Strategies • Enthusiasm • Accessibility • Relationships • Pedagogy • Technology • Active Learning

  9. 5. Active Learning Exercises • Designing an experiment • Making up test questions • Telling stories • Teaching each other • Telling stories about SELF • Kelly exercise • Personality descriptions • Two diagnoses • Case discussion

  10. Me: Clairol ExecutiveYou: Research Consultants

  11. “Blonds have more fun!”

  12. WHO WANTS TO BE A HEALTH PSYCHOLOGIST?

  13. PROCEDURE • Team A and Team B • Within teams, get into groups • Each group: construct 1 multiple-choice and 1 short answer test question Module 41 • Team A – from first half of Module (pp. 549-557) • Team B – from second half • No questions from Study Guide! • Get question approved, then put it on a transparency • Write “Team A or Team B” on top of transparency • Write answer at bottom of transparency • Sponge Activities: • Study the other half of the module • Write more questions

  14. Procedure • Get into groups of four • Count off (1, 2, 3, 4) • 1 & 2: First half of Module 8 (133-136) • 3 & 4: Second half (136-end) • Read and take notes • Key terms, definitions in your own words, examples, memory aids, drawing

  15. Teaching Each Other • CLOSE YOUR BOOKS! • Teacher: take five minutes to convey what you’ve learned • Students: Ask questions to sharpen your understanding. • SPONGE ACTIVITY: Make up test questions.

  16. “Hello, I’m __________. I’m 73 years old. Let me tell you a little about myself and my life.”

  17. What to Write? • Anything that will help you remember what’s in the Module! • What you are like at 73. • How you’ve changed over the years. • How you are THE SAME as, or DIFFERENT from, others. • When in doubt, DON’T be an exception!

  18. Areas to Cover • Physical State and Capabilities • Cognitive/Intelligence • Social Issues • E.g., marriage(s), career(s) • Well-being • How you fit societal trends

  19. Kelly Exercise • How are two of these three concepts similar to each other and different from the third? • Bipolar constructs • Poles can be opposite or contrasting (Handelsman, 1985)

  20. Orange Banana Asparagus Id Ego Superego Homer Simpson Marge Simpson Jerry Seinfeld Scapegoating Social Facilitation Social Loafing Sample Concepts

  21. Distance University for the United States

  22. D.U.F.U.S.

  23. D.U.F.U.S. - Finalists Hillary Clinton George W. Bush

  24. Task • Get into groups. • Look over all the disorders listed on the handout. • Develop a 2-3 sentence description of a person who has TWO of these disorders.

  25. Make the descriptions… • … hard enough so other groups are stumped • … clear enough so that the behaviors only fit the two disorders you had in mind

  26. References • Handelsman, M. M. (1985). Abstract and relational thinking via personal constructs. Teaching of Psychology, 12, 100-101. [Reprinted in M. E. Ware & D. E. Johnson (Eds). (1996). Handbook of demonstrations and activities in the teaching of psychology (vol. 3, pp. 30-31). Mahwah, NJ: Lawrence Erlbaum. Also in 2nd edition, 2000, pp. 28-29.] • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. Journal of Educational Research, 98, 184-191. • Handelsman, M. M., & Friedlander, B. L. (1984). The use of an experiential exercise to teach about assertiveness. Teaching of Psychology, 11, 54-56. [Reprinted in M. E. Ware & D. E. Johnson (Eds). (1996). Handbook of demonstrations and activities in the teaching of psychology (vol. 3, pp. 187-190). Mahwah, NJ: Lawrence Erlbaum.]

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