Resources on this page:
- Student-Centered Teaching
- Assessment of Learning
- Classroom Management and Active Participations
A great resource for classroom instruction ideas and techniques is Renton Technical College's Instructional website. Several of the following tips for teaching can be found on their website: http://webs.rtc.edu/ii/resources.html
Student-Centered Teaching
1) QUICK TIPS FOR HELPING STUDENTS LEARN
- Be sure the syllabus is current and student information materials describe how to succeed in the course.
- At the beginning of each session, write down and describe the format and your goals for the session.
- Hand out study questions or a study guide
- When showing a film or video, begin with an overview. Then, ask a few key questions for the students to keep in mind as they watch it. End with a small group and/or whole class discussion.
- Make learning as active as possible. In addition to lectures, provide opportunities for the students to SEE and DO things to learn the key concepts. (see Langevin list)
- Giving a learning styles inventory helps students identify how they learn, and helps you select appropriate teaching methods.
- Describe good learning habits: how to take notes, how to study for your subject area, preparing before topics are discussed in class. “to master this material, you will need to . . .”
- If you use tests, explain how to study for them. Give concrete examples and answers. (Example of 3x5 card)
- Assign written summaries or outlines of difficult material.
- Provide study aids such as practices exercises, study tips, supplemental readings and lists of new vocabulary words. (Job aids)
- Increase retention: if students are absent for 2 or more consecutive classes, phone them.
- If students need to use reference materials for your class or to perform well in their jobs, arrange a library tour or web surfing session.
*Adapted from Sheri Ellyn Bidwell “Quick Tips for College Teaching Bookmarks, Series A” c.1989
Renton Technical College
Office of Instructional Improvement/ Email: instructimprove@rtc.ctc.edu
2) REVIEW LECTURE OR CLASSWORK WITH PICTURES
The use of 'pictures' in reviewing helps learners to 'see' their experiences and to communicate their experiences to others. Pictures can also enhance the quality of communication throughout the learning cycle. The reviewing techniques described on the following website illustrate some of the basic tools and strategies that can be used to exploit our need to think and communicate in pictures:
http://reviewing.co.uk/pictures/reviewing-with-pictures.htm
3) HOW TO GRADE STUDENT-CENTERED ASSIGNMENTS WHILE MAINTAINING HIGH STANDARDS
http://help4teachers.com/grading.htm
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Assessment Of Learning
The ongoing assessment of student's learning is essential for I-BEST students. How will you know that they are learning? How will they know they are learning? Here are some ideas on how to easily integrate assessment into your classes.
1) NON-TEST ASSESSMENT TECHNIQUES
Some suggestions on assessing students withoug formal testing:
1) Homework is a structured practice exercise that usually plays a part in grading. Sometimes instructors assign reading or other homework which covers the theoretical aspects of the subject matter, so that the class time can be used for more hands-on practical work.
2) Case studies and problem-solving assignments can be used to apply knowledge. This type of assignment required the student to place him or herself in or react to a situation where their prior learning is needed to solve the problem or evaluate the situation. Case studies should be realistic and practical with clear instructions.
3) Projects are usually designed so that the students can apply many of the skills they have developed in the course by producing a product of some kind. Usually project assignments are given early in the course with a completion date toward the end of the quarter. Examples include: a newsletter for word processing, an overhauled engine for auto mechanics, a small production for a video class.
4) Portfolios are collections of student projects and products. Like a photographers portfolio they should contain the best examples of all of their work. For subjects that are paper-based, the collection of a portfolio is simple. For subjects such as auto mechanics, carpentry, cosmetology and other programs that produce large items or require the use of tools and machinery, photos, drawings or videos may be the best documentation. Portfolios are useful to demonstrate competencies in job interviews.
5) Observation should follow an established plan or checklist organized around concrete, objective data. Observation needs to be tied to the objectives of the course.
2) 5 STEPS TO BETTER ASSESSMENT
STEP 1: Know what you are assessing
Prepare a content outline to reflect what you will cover.
Estimate in percentage terms the amount of emphasis each topic will receive during instruction—this will help you plan what proportion of your test will be devoted to each part of the outline.
STEP 2: Document your instructional objectives
What is the performance or competency you are trying to measure? Knowing the objectives helps you focus on the learning experiences. They help you communicate your expectations to the students and they suggest ways that you can evaluate the learning.
STEP 3: Determine the performance levels
Benjamin Bloom and his colleagues developed a taxonomy of instructional objectives that uses a hierarchy or levels of thinking. The six levels are a basis for developing test items that assess the different types of instructional objectives. These are:
• Knowledge –identify, recall, select, like a list of memorized names
• Comprehension – summarize, paraphrase, explain, interpret.
• Application – use a rule or strategy in an unfamiliar setting
• Analysis – break down something unfamiliar into its basic parts, diagram, outline
• Synthesis – produce something original or unique, invent, write an original essay
• Evaluation – Judge the quality of an idea, method or product
STEP 4: Write a test blueprint
Using the course objectives and performance levels, outline the test. This generic example shows the basic features. To the left are a few examples that reflect course content. To the right are the six performance levels. The numbers reflect two things:
- How many items will be written for each objective
- The performance levels of the items.
The in the case of the first objective listed, the instructor will write eight items to test student vocabulary, four of these will test at the knowledge level and four at the level of comprehension. Item percentages reflect the instructor’s estimate of the emphasis received by each major part of the content outline. The test will total 50 items.
STEP 5: Write the Test Items
The most commonly used items on written tests are true-false, multiple-choice, matching, completion, and essay items. The first four (true false, multiple-choice, matching and completion) are considered objective items, in that there is only one correct answer. These are sometimes called fixed-response items (students must choose from the options offered).
Essay and Completion items are often referred to as free response items, since the students supply their own answers. These would be scored with a rubric just as work samples, checklists and other performance tasks are rated).
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Classroom Management and Active Participation
1) TOP 10 TECHNIQUES TO GET STUDENT FEEDBACK
1) Promote open ongoing communication—especially concerning clarity of assignments and deadlines.
- Instead of “everybody got that?” ask for rephrasing, or summarizing the main point.
- Instead of “Any questions? “ Ask someone to explain the assignment in their own words, keep asking others to amend the explanation until it is all covered.
- The instructor might use a whiteboard or flip chart to note the salient points as the student speaks.
2) Syllabus response --We spend so much time on a syllabus, but students may not absorb.
Handout on a technique that will get the syllabus more attention and the instructor better feedback
3) Collaborative course design -- If you have been puzzling over how to present a certain concept or process, try sharing that concern with the class. Ask them how they would best learn. Would they like to hear about “how it works” or do some hands-on and then regroup to talk about the principles? Would they benefit from a video or slides?
- If you ask students to help you solve the problems that arise in design, their suggestions will provide you with valuable input and give students a sense of ownership.
4) One minute paper: This is an end-of class response sheet. Ask the students to respond to these two questions on a sheet of paper that they can turn in on their way out of class:
What was the most use/meaningful thing you learned during this session
What question(s) remain(s) upper-most in your mind as we end this session?
5) Post mortems
At the end of a test, encourage students to be aware of their responsibility by asking this question:” what could you have done to better prepare for this test?”
- After a group exercise, ask:
“What did you contribute to the learning of your group members today?”
and “How have you applied this material in your personal life?"
6) “Who am I?” profile Handout
This is a good way to establish initial trust with students and give you toeholds in personalizing some concepts.
7) Response notes
To elicit feedback from students who perform poorly on a quiz/test/lab ask the following questions:
“Was the written information clear (if not, why not)?
“How could the instructor have been clearer in class about the answers?”
“How could you have done better to prepare for this quiz/test?
8) Pre-test
Consider giving a simulated exam, make up of typical or previous exam problems or questions, and then discuss the answers in groups. While this is really a “review” technique, it can yield important feedback about how well the class understands the material covered.
9) E-mail to a friend
Used to be known as “letter to Aunt Millie. This is another way to get the students to express their opinions about how the class is going.
10) 3 X 5 instant assessment
If the class seems to be struggling and you are not sure why, distribute 3x5 cards and ask students to write down any questions, frustrations or needs that they have.
This technique gives them a chance to communicate on an anonymous level about any problems they are having or anything that needs to be explained further, or anything they just want to complain about. This is particularly effective with those students who are too reticent to ask questions.
When you respond to these cards in class, the students know that their opinions and needs do matter. You also find out what you need to teach more carefully.
*Renton Technical College/ Office of Instructional Improvement
Email: instructimprove@rtc.ctc.edu
2) USE OF GRAPHIC ORGANIZERS
One way to help make a curriculum more supportive of students and teachers is to incorporate graphic organizers. Graphic organizers come in many types and have been widely researched for their effectiveness in improving learning outcomes for students with and without disabilities.
A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.
Some Sample Graphic Organizers and websites:
Graphic Websites for Graphic Organizers to use in class:
http://www.graphic.org/venbas.html
4) VENN DIAGRAMS
A Venn Diagram shows two items linked by characteristics or attributes.
Uses: Describe and compare attributes and characteristics of items (things, people, places, events, ideas, etc.)
Critical Questions for students:
• What items do you want to compare? What characteristics do the items have in common (intersecting portion)?
• How are the items similar (the same) and different (non intersecting portion) based on the characteristics?
5) UNIVERSAL DESIGN FOR LEARNING
CAST: http://www.cast.org/publications/ncac/ncac_goudl.html
This paper examines the research on educational applications of graphic organizers and explores points of intersection with Universal Design for Learning (UDL), a curriculum design approach intended to lower the barriers that traditionally limit access to information and learning for many students. UDL is a theoretical approach that is based on research on the brain's networks and effective teacher practices. Here are the networks:
- Recognition networks
Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.
- Strategic networks
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.
- Affective networks
How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning.
UDL principles help educators customize their teaching for individual differences in each of these three brain networks. A universally-designed curriculum offers the following:
- Multiple means of representation to give learners various ways of acquiring information and knowledge
- Multiple means of action and expression to provide learners alternatives for demonstrating what they know, and
- Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn:
- Flexible digital media makes it easier than ever to provide these multiple alternatives and therefore customize teaching and learning.
- Imagine that students who have always been left behind finally have the opportunity to learn—and to love learning. With Universal Design for Learning, CAST is bringing the hopes of tomorrow alive in today's classrooms.
* Sample Lesson Plans for UDL
UDL Lesson Builder: http://lessonbuilder.cast.org/learn.php
Upcoming Materials:
Connecting classroom learning to Employment
Getting Students to Actively Participate in Class Discussions
