In my discipline (Composition and Rhetoric) this balance is not terribly challenging because of the very nature of our field. It is both faculty driven and student centered. Colleagues from around the world and across the country are extremely well connected and eager to share best practices. Our Writing Program Administrator's forum is frequented by people from every level of expertise from graduate students to people who have been in the field for decades. Discussions are lively and daily. We are, as a group, perpetually sharing, inventing, testing, and analyzing our methods. Students and instructors benefit from this collegiality.
When I first began teaching 5+ years ago, I felt I needed to be the expert in what I taught. When or if a student asked me a question I did not know the answer to, I panicked!
I learn more every term about my topic... sometimes from my students, more often because of my students. I am consistanly researching in my field (Theory and History of Fashion)based on questions asked in class. There are always silly little trivia items that keep the class interesting and students always asking "what else?!"
Each term taught, I used what I learned from their learning to make adjustments in delivery and projects.
I don't know how I 'balance' it persay, but as someone who was finishing another degree while teaching, I continuously observe what works and does not work and change accordingly.
Susan
I feel that the more I learn and understand the better I will be when facilitating what i know and love to my students. I feel like i get bored if I don't learn something new and always try to improve my approach from term to term
I'm constantly trying to learn more about the topics I teach by going to classes, lectures, and working in the field. And I balance that with trying to figure out how to bring my new learning in to the classroom by asking questions.
Greetings Joe!
I find that more and more educators are being required to have individual development plans. This is a very worthwhile approach particularly for those of us who get set in our ways and aren't being as a proactivie learner as we should be.
This approach also works very well in the workplace.
Good job!
Jane Davis
ED107 Facilitator
Greetings Jen!
What better way to learn than from your peers!
Good job!
Jane Davis
ED!07 Facilitator
Greetings William!
Outstanding opinions and ideas! Following this very easy concept, keeps not only the instructor/facilitator fresh but the sharing of information as well.
Keep up the good work!
Jane Davis
ED107 Facilitator
I am responsible for the faculty development at our university. We have developed a multifacited approach including taking the CEE courses, professional development courses, attending seminars and conferecnes, peer, student and supervisor evaluations. These are included in developing individual instructor development plans. I follow my plan and enforce my subordinates in following theirs. We require a minimum of 3 courses per year, but do not specify a maximum. Feedback from the evaluation system often highlights weak and strong areas which we address. The amount of time varies based on individual needs. The requiremnet is balecned against mission requirements and number f courses sceduled and taught per year.
I agree and think collaborating with other instructors and comparing methods helps considerably. I am in school myself, and I pass on the knowledge I have learned in my classes to the ones I teach.
Going out and seeing new things, other classes' work, and visiting and talking with other teachers, has always helped growth. In my field travel and being open to creating new ideas from old ones helps. I think you have to have more than one way of doing things, more than one "syllabus". Changing the order in wich you teach a class makes each class new. At the same time you need to grow outside of the classroom so you can bring fresh life to the old ways.
Content knowledge is obviously important as well as developing new ways of teaching. The way that I balance what I learn is to assess where I am. Meaning, do I feel that I need to learn more about a subject rather than new ways of teaching it, and vice versa. Over time, I will learn both more about the topics and new ways of teaching. So I guess my answer is that I have to prioritize which is more important at that particular time. Obviously, if I have time to do both, that is the best solution.
Depends on the subject at hand. I always try to look for new things and to conduct class differently and bring new examples etc for each time I teach a class. Also based upon professional activities, I bring ideas from there into a class to better the material presented in the class.
It's kind of natural. You see what to teach and then think about what matrials help you best present it in class. Know the info first and then come up with visuals and adiscussions and projects etc to explore it with. It always changes, though. I always add new materials, just because I love the material and constantly find new good stuff to bring in to class. Also, students bring in interesting info and examples.
I try to focus on both learning more about my topic and methods each term. I find myself working towards being the best instructor I can be. I come from a family of instructors, each person has a different perspective of teaching and approach. Some are reserved teachers, while others are bouncing off the walls! I observe them and take bits and pieces from each of them that seem to work. I constantly ask myself "Do I know enough about this subject?" Being a history teacher my answer is usually "No!" There is so much information and perspective out there... there is absolutely no way I can know everything. This is something I tell my students, but I also reassure them that I know what I'm talking about.
As far as methods, I attempt to revitalize my classroom each term by focusing on the Learning Styles. I try to bring a bit of visual, auditory and/ or kinesthetic learning to the classroom as much as possible. However, last but not least, I bring myself and my personality that wins the day, at the end of the day. So, all in all, its a bundle of things. It takes much time and effort, but ultimately it works best for the student.
I think it's important to try and tweak something a little in each class to see if you can improve the students' learning. This is also the way for me to learn.
I read a lot, talk to other instructors and ask what works for them. I find that a claender or to do list helps me to keep my schedule and/ or priorites on track.
Greetings Julia!
Sounds like you are a busy lady. I believe more and more of us are maintaining the same rigorous types of schedules. However, as instructors, we pride ourselves in continuing to provide the best learning opportunities for our students adn I applaud each of you for that. I also know that pressure is often a very good teacher!
Do others of you have similar challenges, if so, how do you cope with them?
Keep up the good work!
Jane Davis
ED107 Facilitator
Multi-tasking is a critical skill in the fast-paced world we live in today. I'm lucky because my courses are only two weeks long. Besides being the Director of Faculty Development and Evaluation, I have also had the additional role as Director of Curriculum for the last 18 months. Juggling all of the requirements of two full-time positions requires a great deal of balance. Unfortunately, the squeaky wheel usually gets the grease! I have to carve out time (at least one full day) prior to the start of my class just to get all of the student materials together. Once a class is finished, I have 5 days before my end of course report is due. I can usually make fixes immediately following a course. Between courses, I have to make time to deal with all of the other Faculty Development Issues. I set up the CCE partnership to assist with furthering the knowledge of our faculty. This is the first block of time Since Aug 09 that I have had the time to sit down and take a course or two myself.
I am a member of an instructional sharing site for best practices. I get some good ideas there.
I also get good ideas from students. I took an abbreviated version of my two week course to an organization that requested specific topics contained in my Methods of Instruction Course. For the final student presentations, one of the experiential learning lessons was Bloom's Taxonomy Bingo. I found this to be a novel and interesting way to review Bloom's cognitive domain, especially the levels of learning and their illustrative verbs. When I taught my regular two week course last month, I incorporated Bloom's Taxonomy Bingo as one of review the lessons. It was a big success.
So now I will answer the question. As an instructor, I must make the time to prepare for my course everytime it is scheduled. As the dates are approaching and other projects or requirements continue to arrive in my inbox, sometimes I just have to tell people no. For others, I let them know I can do it, but it won't be until... I base my weekly priorities on what's hot now as compared to other things that are important, but are not time critical.
Asking for help is another option that may allow you to focus on what you must do to ensure the success of your course.
Great approach Gerald!
Jane Davis
ED107 Facilitator
But Bronna - how wonderful that you are constantly learning! I bet you never feel stagnant.
Keep up the good work!
Jane Davis
ED107 Facilitator
