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Evaluating Learner-Centered Teaching: Guiding Questions and Supportive Evidence 5 areas of teaching that warrant consideration 4 sources of evidence The application to 4 dominant modes of teaching: lecture course, laboratory class, clinical setting, and discussion-based class.

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Evaluating learner centered teaching guiding questions and supportive evidence l.jpg

Evaluating Learner-Centered Teaching: Guiding Questions and Supportive Evidence

5 areas of teaching that warrant consideration

4 sources of evidence

The application to 4 dominant modes of teaching: lecture course, laboratory class, clinical setting, and discussion-based class.


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Evidence for evaluating a faculty member’s teaching Supportive Evidence

  • Classroom observations

  • Discussions with the faculty member

  • Information from a teaching or course portfolio or other documents including a self evaluation

  • Information from students

  • Evidence of Students’ Learning


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Areas of inquiry Supportive Evidence

  • An expert: content knowledge, skills, and behaviors as they relate to effective teaching

  • The course, lab, or clinical

    • Day-to-day planning

    • Teaching

    • Aspects of community

    • Assessment of students and teaching

    • Grading and feedback


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Evaluating Learner-Centered Teaching Supportive Evidence

Definition

“Given the context that surrounds my teaching practice will this teaching action (the method, activity, assignment or assessment) optimize students’ opportunity to learn.”


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Part One: Supportive EvidenceThe Planning Process

Learning outcomes for the course that are clear, meaningful, and measurable.

4 parts to a Learning Outcome

  • Who

  • When

  • What will they have learned

  • How will you measure their learning

    Sources: Syllabus or portfolio, discussions


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Syllabus Supportive Evidence

  • An outline of the entire course that identifies all major assignments, projects, tests, papers, field trips, guest speakers etc. that students need to plan for.

  • A grading system

  • A set of guidelines, rules, or policies for the operation of the class

  • A list of resources students will need for the course

  • Statements of teaching methods or approaches to be used

  • Statement of expectations for students roles in the learning process

  • How to get in touch with the instructor


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Day-to-Day Planning Supportive Evidence

Set of objectives for each days class as to what learning is to take place.

Examples:

Set of questions to be answered

Set of problems to be solved

An amount of knowledge to be communicated

A set of skills to be practiced/learned


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Day-to-Day Planning Supportive Evidence

  • Rationale for the method selected for instruction for the class

  • Why am I lecturing?/ Why am I using teams

  • Reasonable knowledge of how to use the method in use.

  • What makes an effective lecture


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Day to Day Planning Supportive Evidence

  • Role (s) the students will play in the class that day

  • Work in teams, make presentations

  • Rationale for the students’ roles

  • Why is this the best way for them to learn this material/develop this skill?


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Day to Day Planning Supportive Evidence

  • Resources needed to optimize students learning of the days material in class

  • Media/Video/Digital

  • Images

  • Hands on Material


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Plan for Outside of Class Learning Supportive Evidence

  • How will the class material be reinforced?

  • Reading

  • Writing/ Journals/ Summary/ Papers

  • Concept mapping

  • Presentation Preparation


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Day to Day Planning Supportive Evidence

  • Assessment of days understanding and learning—if applicable in class or outside of class

  • How do I know they understood

  • Formative Feedback

    • A. asking questions

    • B. writing a brief summary or other explanation of learning

    • C. Muddiest Point


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Day-to-Day Planning Supportive Evidence

  • Summative assessment

  • A judgment or measure of what was understood or learned

  • No set time frame for this

    • Quiz

    • Paper

    • Problems


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Part Two: Supportive EvidenceCreating Community

Signs of Classroom Community

  • 1. Knows students names

  • 2. Signs that students know each other or are comfortable working with each other.

  • 3. Teacher is available before and after class for interaction with students

  • 4. Office hours are at times good for students


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Creating Community Supportive Evidence

  • 5. Students have had some input to the rules and regulations of the course

  • 6. Students respond when called on in class

  • 7. Discussions among students are reasonably free flowing and active

  • 8 Electronic communication is encouraged and response is timely


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Control and Choices and Community Building Supportive Evidence

  • Evidence that students are given some say in what and how they learn

    Possible areas

  • Choices in topics to investigate or readings to undertake.

  • Choices in assessments/assignments etc

  • Choices in due dates or tests dates.


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Rationales for the content, skills and behaviors being taught

  • Evidence that the students understand WHY they are being asked to learn the …

  • Evidence that the students understand how this learning (knowledge or skills) will be helpful to them in their college class, career or as life long learners


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Part Three: taughtTeaching Methods

  • Evidence of ability to lecture effectively

    • 1. Organized

    • 2. Clear outcomes for the lecture

    • 3. Includes images and other visual aids

    • 4. Takes actions to prevent habituation by students

    • 5. Checks to see if students are understanding


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Other Teaching Methods taught

  • Demonstrations

  • Small or large group discussion/work sessions

  • Student presentations

  • Guest speaker

  • Film/video

  • Field Trips

  • Students Teachingeach Other

  • In class practice/work

  • One to One


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Part Four: taughtUse of Assessment Tools

  • A clear rationale for assessment choices

  • The Assessment matches the learning objectives and outcomes

    Example

  • If application of knowledge was taught—application is assessed—not synthesis or evaluation


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Part Four taughtUse of Assessment Tools

  • Assessments allows (as is possible) for individual student learning differences testing/writing /presenting/ problem solving/collaboration/working alone/in class/take home

  • Are the number of assessments enough to paint a clear picture of what has been learned.


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Rubrics taught

  • Rubrics are used (when appropriate) to give clear, meaningful feedback of work

    Possible uses

  • 1. Students help to develop rubrics

  • 2. Students use rubric to self evaluate before turning in work

  • 3. Students use rubrics to evaluate each others work


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Feedback taught

  • Students’ work is graded/evaluated in a timely manner

  • Students do something with the feedback to improve their future work

  • Early feedback is possible before work is due to aid learning


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Part Five taughtGrading System

  • System is clear and easily understood by the students.

  • Grades are available to the students online


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Part Five: taughtGrading System

  • System accurately reflects the kind of learning being taught

    Example of inappropriate system

  • Flying an Airplane

  • A in Takeoffs

  • F in Landings

  • Final Grade C in Flying


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Evaluating Learner-Centered Teaching taught

  • What questions do we ask?

  • What evidence do we gather to answer these questions?

  • Where do we look for this evidence?


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Areas of inquiry taught

  • An expert: knowledge, skills, behaviors

  • The course, lab, or clinical

    • Teaching

    • Student learning

    • Affective elements

    • Feedback to and evaluation of students

    • Feedback from students (peers?)

  • Use of data to inform practice


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Sources of evidence taught

  • Multiple observations of teaching

  • Department Head

  • FCTL

  • Colleagues

  • Tenure Committee


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Sources of evidence taught

  • Conversations with the teacher

  • Discussions prior to observations/What will be happening in the classroom?

  • Discussions about methods, assignments and assessments/Why are these the best way to teach this subject?

  • Discussion about learning outcomes/What will students be learning in this class?


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Sources of evidence taught

  • Portfolio both teaching and course

  • May contain some of the following:

  • Statement of teaching philosophy

  • Description of teaching methods used

  • Description of assessments used

  • Descriptions of assignments/student learning activities used

  • Course Syllabus

  • Description of any innovations being tried

  • Peer evaluations

  • Students evaluations

  • Evidence of students’ learning

  • Self evaluation

  • Creating Community in the Classroom


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Source of Evidence taught

  • Use of feedback—Formative, ongoing, SAI, SGID and Summative

  • Evidence of use of formative feedback tools-- CAT’s, SGID, informal assessments

  • Evidence of the kinds of feedback students’ received on their learning—written, conferences, electronic


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