On Becoming a Scholarly Teacher

1. On Becoming a Scholarly Teacher 2011 CTE Summer Institute onTeaching & Learning

2. Objectives By the end of this session, you should be able to • Explore what it means to be a scholarly teacher • Discuss the role of critical reflection in our pursuit of excellence in teaching and learning • Discuss how pedagogical content knowledge can inform and improve our development as teachers • Identify and manage a broader range of variables that are conducive to better teaching / learning

3. What does scholarly teachingmean to you?

4. So…… • How do you determine whatcontentto teach in a given class period? • How do you determine the method with which you are going to teach certain content? • How do you determine whether the method you employed was effective?

5. Excellent Teaching and Scholarly Teaching are synonymous.

6. The Reflective PractitionerDonald SchÖn • Reflection In Practice Reflection OnPractice …Reflection for Practice…? • Single Loop vs. Double loop Learning • Espoused Theory vs. Theory in Use

7. Reflecting on Teaching Individual Pedagogy Content Reflectionin, on, & foraction Situational Factors • Curriculum • Profession • Classroom • Students • Class Size • Time of day • Current Events Double & Single Loop Learning CriticallyReflectivePractitioner Espoused Theory & Theory in Use

8. Pedagogical Content KnowledgeLee Shulman PCK Content Knowledge Pedagogical Knowledge

9. Successful Teaching Requires • Content Expertise • Instructional Design Expertise • Instructional Delivery Skills • Instructional Assessment Skills • Course Management Skill

10. Self Assessment Data • Teaching Philosophy • Learning Log (Field Notes) • Self Assessment Instruments • Teaching Perspectives Inventory • Teaching Goals Inventory • Teaching Styles Inventory • Self-review of a video recording of a class • Course Design Rubrics • Teaching Portfolios

11. Student Assessment Data • End of Course Evaluation • Student Assessment of their Learning Gains (SALG) • Small Group Instructional Diagnosis (SGID) • Structured Focused Groups • Mid – Term Assessments • CATs • Minute papers • Pre / Post assessments • Products of Student Learning

12. Peer Assessment Data • Class Observations • Peer Coaching • Mentoring • Communities of Practice • FLCs • Teaching Circles • Co-Teaching • Teaching Portfolios

13. So… • What does scholarly teaching mean to you? • What would you need to be successful? • Is scholarly teaching a worthwhile pursuit?

14. Objectives By the end of this session, you should be able to • Explore what it means to be a scholarly teacher • Discuss the role of critical reflection in our pursuit of excellence in teaching and learning • Discuss how pedagogical content knowledge can inform and improve our development as teachers • Identify and manage a broader range of variables that are conducive to better teaching / learning