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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

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.

evidence for evaluating a faculty member s teaching
Evidence for evaluating a faculty member’s teaching
  • 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
areas of inquiry
Areas of inquiry
  • 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
evaluating learner centered teaching
Evaluating Learner-Centered Teaching

Definition

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

part one the planning process
Part One: The 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

syllabus
Syllabus
  • 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
day to day planning
Day-to-Day Planning

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

day to day planning8
Day-to-Day Planning
  • 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
day to day planning9
Day to Day Planning
  • 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?
day to day planning10
Day to Day Planning
  • Resources needed to optimize students learning of the days material in class
  • Media/Video/Digital
  • Images
  • Hands on Material
plan for outside of class learning
Plan for Outside of Class Learning
  • How will the class material be reinforced?
  • Reading
  • Writing/ Journals/ Summary/ Papers
  • Concept mapping
  • Presentation Preparation
day to day planning12
Day to Day Planning
  • 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
day to day planning13
Day-to-Day Planning
  • Summative assessment
  • A judgment or measure of what was understood or learned
  • No set time frame for this
    • Quiz
    • Paper
    • Problems
part two creating community
Part Two:Creating 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
creating community
Creating Community
  • 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
control and choices and community building
Control and Choices and Community Building
  • 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.
rationales for the content skills and behaviors being taught
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
part three teaching methods
Part Three:Teaching 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
other teaching methods
Other Teaching Methods
  • 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
part four use of assessment tools
Part Four:Use 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
part four use of assessment tools21
Part FourUse 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.
rubrics
Rubrics
  • 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
feedback
Feedback
  • 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
part five grading system
Part Five Grading System
  • System is clear and easily understood by the students.
  • Grades are available to the students online
part five grading system25
Part Five:Grading 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
evaluating learner centered teaching26
Evaluating Learner-Centered Teaching
  • What questions do we ask?
  • What evidence do we gather to answer these questions?
  • Where do we look for this evidence?
areas of inquiry27
Areas of inquiry
  • 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
sources of evidence
Sources of evidence
  • Multiple observations of teaching
  • Department Head
  • FCTL
  • Colleagues
  • Tenure Committee
sources of evidence29
Sources of evidence
  • 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?
sources of evidence30
Sources of evidence
  • 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
source of evidence
Source of Evidence
  • 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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