Session 3 : Keeping your Teaching Alive : Engagement with a little Tech help

Agenda
Keeping your Teaching Alive... the Craft of Teaching

Open Document created ahead of time
that can happen with help of Instructional Designers
ahead of time 

get everyone into google docs

Structuring a conversation in Google docs
of reflection of successes or attempts that haven't worked and perhaps why you think they didn't or could work better ..what did you learn or what are you learning 
and strengthening and maintaining your enthusiasm, love of Teaching 


Mark Wesch video embeddded into voicethread & post comments 
embodies the principles that the best teachers do
Does this look like an engaged class
Why? Which principles?
How can technology  be a part of class?
FLIP versus engaging


Constantly be using the principles and figuring out innovative methods to connect
3 slide ppt with someone remotely
in partnership what got from the class
What have you learned that you can bring into this context: 
art of teaching 
daily practice 
creative endeavor of teaching
Team Learning http://www.teambasedlearning.org/
Ken Bain - reading about calculus class


Revisit last seminar's content 5 question quiz from last time

Welcome!

Welcome to the Teaching Learning course and our site.

This site will be the gathering place for a Teaching and Learning course for faculty teaching in the community colleges of the Hudson Valley Consortium of SUNY, taught by William Sheldon and assisted by Hope Windle.

This series kicks off an on-going conversation about teaching between professors at these various institutions and is shared by the collection of Teaching and Learning Centers at SUNY Orange and SUNY Rockland, as well as the Instructional Design communities at SUNY Ulster and Sullivan as well as the Distance Learning Offices within these schools.

We are refering to the book by Ken Bain, "What the Best College Teachers Do". 

Ken Bain. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2005. 207 pp. Cloth: $21.95. ISBN 0-674-01325-5.

Please look above to the orange bar to navigate the site. Click on the session to access content.

Assignment for Session 3 : Who are we?

When Lecturing works

Read Bain
How do they treat their students ?
p135-

Watch Harvard Video

Session 2 - Agenda

Before the seminar begins

Review roster of your peers

Agenda

1-1:15

Introduce yourself locally with your peers on your campus
The first time you speak please note your name and your subject area
Share experiences experimenting with tools and strategies from last class.

1:15 -1:40

Team discussion of  Reading questions

1:40 - 1:55

Large Group De-Brief

1:55 - 2:30

Assignment for Session 2 : READ and COMMENT

"What do the best college teachers know about how we learn?"

Reading Bain,
What the best college teachers do
Pages 22-47.

Questions and Reflections

On page 24 Bain talks about thinking about our students in term of “whether their education has a sustained, substantial, and positive influence on the way that they think, act, and feel”.

The following questions may help us to think about how that may relate to what is known about the way that students learn.

1. What are the four key concepts taken from research and theoretical literature on cognition,
motivation, and human development that Bain suggests that the best teachers are keenly aware
of if only on an intuitive basis? Include a brief summary of, and a quote that you like from, each
concept. Pages 26-32

2. What does Bain suggest about using grades as a motivating factor in student learning? Again,
give an overview and a relevant quote or two that you liked. Pgs 34-38

3. What are “strategic learners” and what are the drawbacks of strategic learning? Again find a
passage or two that you like on this issue. P. 34

4. Bain talks about 3 types of learners on page 40… Do you see those in your classroom? Which
of those have you been yourself at various points in your academic career? How might you
work with students to best identify and maximize the learning in your class given these types of
approaches?

5. What is the Developmental View of Learning that Bain talks about on pages 42-46

6. What are the implications for teaching in understanding this discussion of how students learn? P
48 and your own thoughts..

Session 1 Assignment : To Try

Please join this comment area to share
your commitment to try.

Dr. Sheldon has asked for all participants to share with the group what they are willing to try moving forward in their classes.

Here is the feedback from a few folks moving forward in their current courses. 

Sent: Friday, January 17, 2014 4:10 PM
To: William Sheldon
Subject: My Commitment

Hello Dr. Sheldon,

Thanks so much for your class today.  As we were discussing at the end, I am new here and very interested in exploring new approaches to teaching computer programming.  The traditional lecture methods used when I was a student were not always ideal and in a field like computer programming (like many others) students really do learn best by doing not listening.

Although I do feel some amount of lecture is absolutely necessary, I would like to try reducing the amount of time I spend talking and increase the amount of time they spend doing.  So I'd like to try breaking up the class into several blocks each of which starts with me introducing a topic and then giving them a small programming assignment to reinforce their understanding.

I am also very interested in the team approach you advocated.  Many of these students will work in large teams as programmers when they graduate.  I've seen the benefit of team learning in a business setting and would like to try incorporating that into the classroom as well.

I have one class with only 4 students.  I was considering breaking them up into teams of two and giving them the opportunity for some friendly competition working on projects.  However I could just make them into one team of four.  Any suggestions?

Thanks and have a terrific weekend,

John

--

John Sheehan

Instructor of Computer Science

SUNY Ulster County Community College

Dr. Sheldon's response

Great job getting back to me so quickly, John. I think with your teams I would actually do both. If you give and out of class assignment each time, before of them can talk about and compare the different solutions when they come in each time. But, your idea of having to teams with some friendly competition to work on projects is also a great one. I would really do both. There are no strict rules – – there are some guidelines that I communicated but there is certainly the opportunity to experiment. Let me know how your team approach is going – – that sounds like a great class to experiment with it. Maybe post to our blog to communicate with everyone.

Session 1: What do we do?

 Review the Session 1 Presentation above to follow what we covered for our first session.