Hi Jaison,
What are the most common learning concerns that surface from the student survey? How do you incorporate these concerns into modifications the next time you teach the course?
Gary
Hi Samson,
This is a very important point that you make. Instructors have to "read" each class and determine what instructional delivery works best for them. Making these types of adjustments will result in a higher level of student engagement and enhanced learning.
Gary
Hi Nitin,
Two good examples of how instructional development can be realized. The use of regular feedback is am important way continually expand your expertise.
Gary
I view the weekly assignment submissions as a way to grade myself in addition to grading the students. The assignments give me an idea of what could have been improved upon in my instructional style. Has the whole class made a particular set of mistakes? If so I focus on that mistake and try to reflect on what could have been done better by me as an instructor.
I also review the live chats I present, which get recorded in the online course I teach. That gives me an opportunity of reviewing my own teaching style also.
Surveys are an excellent way to improve ones instructional style. I use this tool but also provide the 3 W's. What do you expect to learn from this course, what do you know about the subject, what do you expect from me as an instructor?
Instructional styles should be flexible to accommodate the audience. One class could function well with open discussions, while another class could be better served by dividing students into several small groups for discussion.
I like to get the class to get fully involved in the discussion of the topic at hand. One method I use to get students involved is to display a picture or a diagram related to the topic to draw their attention to the topic and ask them what they think of to displayed image.
I double as a faculty mentor and upon observation of other instructors I always make a note when I observe something I believe might also be effective for myself. I may or may not try to include it, but if I noted it, then the idea was worth contemplating.
I also think of the Student survey when I complete my end of course faculty survey. Although, metric and numbers driven they do have the opportunity for comments and wonder exactly what would I write if given the chance to be in their shoues.
First you must identify what your weakness and you strenghts are. Taking a video of yourself and watching it may clue you in to what needs to be adressed.
Having a discussion of the goals of the class and how they are met before and after the course with students helps me on all three categories. I also have the students critique the class with an online survey.
You can get some feedback on how you present yourself and your material and then adjust. A peer can observe and provide that feedback. You could also videotape a class session. The adjustment you make depends on what you find.
I try to keep things fresh by reading and visiting new places. I find the more resources you give the student the better.
I would like to be able to be more enthusiastic with my lectures. I think students dread lectures the most and would much rather be doing hands-on activities in the lab and sometimes it is hard to keep their attention. We stop and tell stories that are related to the subject we are lecturing on and this gives students a chance to interact and tell about personal experiences and the class seems to enjoy these conversations but then we have to get back to lecture and they seem bored. At my school we are given 2 hours to lecture and I believe that is WAY to long! I usually lecture around 45 minutes and that's when i start to lose them. I give them packets or discussion topics to work on, role playing activities, games related to medical assisting, etc.
The first module brought out the personal factors involved. Granted we have facts and methods to deliver in the classroom, but a new aspect I had not incorporated myself is the idea of our own personality and experiences being brought to the classroom. Let the students be aware of your passions and life to further enhance their experience.
Our students are visual learners, and I like to bring things to class related to the subject being taught that students can see and touch. I also use slides and immages downloaded to a CD as visuals related to topics discussed in class. I also follow up wiyh a field study to see how the things learned in class relate to the "real world".
Absolutely. My Smartboard lessons cannot be allowed to become stagnant. Each class will differ. Some topics will need more time, others less.
Hello Lynn, I don't think you are doing anything wrong. But using the combination of different delivery methods will indeed enrich your teaching style and delivery methods. Because different student has different level of learning capability through different delivery media. So providing various delivery options would make understanding easy for the student in every level. Thank you. Anwar (Houston, Texas)
I am sure you will eventually learn to navigate your teaching media efficiently and effictively.
Hello Lynn, I think you are not doing anything wrong. I use PowerPoint a lot, but in addition to PP, I use other delivery methods (handouts, writing on white board, discussions, exercises, etc.). I think using PP is excellen, but using combination of different media would enrich your delivery and student would learn much more. Because different student has different learning styles. Thank you. Anwar (AIU, Houston, Texas)
That's a pretty open question, Gary. I believe all teachers are also learners, and by taking classes such as this one, as well as reading pedalogical articles, and talking with and observing other teachers, professional development can occur.
Beyond purely learning something more about teaching is the need to be open to training in technical materials. For example, I had to learn how to integrate computer graphical materials into our projectors, switch to spreadsheet grading, and discover the totally different way of teaching required for an online course. Finally there is the necessity to stay abreast of one's field.
Beyond this I see the need to review one's style as the students also change. Having first gone to college in 1968 I realize that they are living in a very different world that I experienced. So while I model professionalism I see that the distractions of the modern world, not to mention trying to make my subjects interesting, requires a more relaxed, almost intimate, one-on-one contact.
If I coldly lecture on math to a roomful of people with laptops I'll quickly be irrelevant. But by walking around, helping them, encouraging them to help each other, and giving them online problem sets they are engaged with me and the material. And if they're using their laptops for in-class work they can't wander off on the Internet to who-knows-where. To a greater or lesser extent I find the same rules true in every other class.
