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Teaching Philosophy

Teaching Philosophy. What is good teaching?. Mark Hopkins, President, Williams College, Inauguration Address, 1836. It is easy to see what it is that constitutes the first excellence of an instructor.

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Teaching Philosophy

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  1. Teaching Philosophy

  2. What is good teaching? • Mark Hopkins, President, Williams College, Inauguration Address, 1836. • It is easy to see what it is that constitutes the first excellence of an instructor. • It is not amount of knowledge, nor yet facility of communication, important as these may be; but it is the power to give an impulse to the minds of one’s pupils, and to induce them to labor. • For this purpose, nothing is so necessary as a disinterested devotion to the work, and a certain enthusiasm which may act by sympathy on the minds of the young.

  3. Seven Principles of Good Teaching Practice in Undergraduate Education: Chickering and Gamson, March 1987 AAHE Bulletin • Encourage student-faculty engagement during the course. • Encourage student cooperation in course work. • Encourage active learning. • Give prompt and accurate feedback. • Emphasize time on task. • Communicate high expectations for the students. • Respect diverse talents and ways of learning.

  4. What is the role of a teacher today? • Someone who inspires? • Someone who directs and guides? • Someone who entertains? • Someone who follows the program? • Someone who keeps the students on course?

  5. Outline of a philosophy • What is the purpose of this course? What goals shall I set? • How will I make sure they are met? What methods will I use? • How will I know whether the course goals have been achieved or not? What evidence can I show?

  6. Goals • What do I want the students to know at the end of the course? • What do I want the students to be able to do at the end of the course? • What do I want the students to value at the end of the course?

  7. Goals • What do I want the students to know at the end of the course? • Welcome mat? • Obstacle Course?

  8. Goals • What do I want the students to know at the end of the course? • Welcome mat? • Obstacle Course? • What do I want the students to be able to do at the end of the course? • Think critically? • Do research? • Pass the next course?

  9. Goals • What do I want the students to know at the end of the course? • Welcome mat? • Obstacle Course? • What do I want the students to be able to do at the end of the course? • Think critically? • Do research? • Pass the next course? • What do I want the students to value at the end of the course? • Standards of the discipline? • Standards of citizenship? • Standards of ethical practice?

  10. Methods • What methods will I use to assess my students’ progress? • Multiple choice exams? • Short papers? • Problem based assignments? • Class participation? • Methods should be consistent with goals. • If critical thinking is a goal, what kind of assessments? • If problem solving is a goal, what kind of assessments?

  11. Evidence • What evidence do I have that my students have met the goals of the course? • Direct measures: Student work; exams, papers. • Indirect measures: Student ratings, grading rubrics. • Tracking over time

  12. Teaching Portfolio • Statement of goals as a teacher. • Illustration of methods used to reach goals. • Evidence of success or failure. • Changes implemented based on the evidence.

  13. A revolution in teaching? • E-textbooks • Social Media and mobile apps • Knowledge cloud • Online learning • Learning Analytics • Game based curricula

  14. A revolution in higher education • The European Higher Education Area • Qualification Frameworks • Unbundling of higher ed functions • New forms of Credentialing: Badges instead of degrees? • Massive Online Open Courses (MOOCS)

  15. Credit Hour What is a credit hour? (Face to Face) Higher Ed Commission, NJ, 2006 • "Semester credit hour" means 50 minutes of face-to-face class activity each week for 15 weeks (or the equivalent attained by scheduling more minutes of face-to-face class activity per week for fewer weeks in the semester) in one semester complemented by at least 100 minutes each week of laboratory or outside assignments (or the equivalent thereof for semesters of different length).

  16. Credit Hour • What is a credit hour? (Online,Hybrid) Higher Ed Commission, NJ, 2006
 The rigor of all credit-bearing courses shall be substantially the same, regardless of the type of educational delivery mode ("distance learning," "blended (or hybrid) learning" or "traditional face-to-face learning"), as demonstrated by the institution through various forms of evidence. Such evidence shall include, but shall not be limited to, at least two of the following: syllabi, documented faculty interaction with students, learning outcomes, documented units of curricular material and other documentation which objectively demonstrates the amount of time and/or the level of rigor necessary to complete the coursework. Institutions of higher education offering or proposing to offer a course solely through only one educational delivery mode may demonstrate the rigor of the course through comparisons with the above forms of evidence for similar courses offered by institutions accredited by the Middle States Association.

  17. The Pew Research Center’s Internet & American Life Project and Elon University’s Imagining the Internet Center • 39% agreed with a scenario that articulated modest change by the end of the decade: • In 2020, higher education will not be much different from the way it is today. While people will be accessing more resources in classrooms through the use of large screens, teleconferencing, and personal wireless smart devices, most universities will mostly require in-person, on-campus attendance of students most of the time at courses featuring a lot of traditional lectures. Most universities' assessment of learning and their requirements for graduation will be about the same as they are now.

  18. The Pew Research Center’s Internet & American Life Project and Elon University’s Imagining the Internet Center • 60% agreed with a scenario outlining more change: • By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to "hybrid" classes that combine online learning components with less-frequent on-campus, in-person class meetings. Most universities' assessment of learning will take into account more individually-oriented outcomes and capacities that are relevant to subject mastery. Requirements for graduation will be significantly shifted to customized outcomes.

  19. The Pew Research Center’s Internet & American Life Project and Elon University’s Imagining the Internet Center • Higher education will vigorously adopt new teaching approaches, propelled by opportunity and efficiency as well as student and parent demands. • Economic realities will drive technological innovation forward by 2020, creating less uniformity in higher education. • “Distance learning” is a divisive issue. It is viewed with disdain by many who don’t see it as effective; others anticipate great advances in knowledge-sharing tools by 2020. • Bricks replaced by clicks? Some say universities’ influence could be altered as new technology options emerge; others say “locatedness” is still vital for an optimal outcome.

  20. The Pew Research Center’s Internet & American Life Project and Elon University’s Imagining the Internet Center • Frustration and doubt mark the prospect of change within the Academy. • Universities will adopt new pedagogical approaches while retaining the core of traditional methods. • Collaborative education with peer-to-peer learning will become a bigger reality and will challenge the lecture format and correctly focus on “learning how to learn.” • Competency credentialing and certification are likely yet institutional barriers may prevent widespread degree customization

  21. What is educational Efficacy? • http://mfeldstein.com/can-pearson-solve-rubrics-cube/ • http://efficacy.pearson.com/our-path-to-efficacy/the-incomplete-guide-to-delivering-learning-outcomes/

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