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COMMUNITY COLLEGE INSTRUCTOR TRAINING

COMMUNITY COLLEGE INSTRUCTOR TRAINING . “Thriving in the Community College & Beyond” By: Aaron Thompson, Ph.D. . May 2014. ICEBREAKER!!. Introductions. WHO ARE WE TEACHING?. Veterans Displaced workers Single parents First generation Learning disabilities Millennials

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COMMUNITY COLLEGE INSTRUCTOR TRAINING

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  1. COMMUNITY COLLEGE INSTRUCTOR TRAINING “Thriving in the Community College & Beyond” By: Aaron Thompson, Ph.D. May 2014

  2. ICEBREAKER!! • Introductions

  3. WHO ARE WE TEACHING? • Veterans • Displaced workers • Single parents • First generation • Learning disabilities • Millennials • Special populations

  4. HOW DO WE REACH A DIVERSE POPULATION? • Know your audience

  5. WHAT IS UNIVERSAL INSTRUCTIONAL DESIGN (UID) ? • Involves considering the potential needs of all learners. • Identifying and eliminating unnecessary barriers and learning while maintaining academic rigor. • Shown to create conditions conducive for learning. "Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  6. THE SEVEN PRINCIPLES OF UID • Be accessible and fair, • Be flexible, provide flexibility in use, participation and presentation, • Be straightforward and consistent and, • Be explicit, explicitly presented and readily perceived "Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  7. THE SEVEN PRINCIPLES OF UID • Be supportive, provide a supportive learning environment, • Minimize unnecessary physical effort or requirements, and • Learning space, ensure a learning space that accommodates both students and instructional methods. "Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  8. HOW TO APPLY UID • Variety of delivery methods and learning approaches, including lecture, discussion, hands-on activities, projects, cases, internet-based interaction. • Encourage different ways for students to interact with each other and with you. • Provide effective prompting during an activity and feedback after the assignment is complete. "Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  9. TEACHING TIPS • Be early for class and leave late. • Use a variety of devices and changes of pace to create interest and to keep things moving. • Use a bit of humor. • Don’t try to impress the students. • Make things relevant. • Use analogies whenever possible. "Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  10. TEACHING TIPS • Be able to explain why a student should be learning something. • Get students to uncover answers and concepts on their own. • At the start of each lecture, list the objectives for that lecture. • Be enthusiastic! • Encourage your students to do a bit of role-playing. • Learn to “read” your class. "Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  11. WHAT DO STUDENTS SEEK IN A GOOD INSTRUCTOR? • Guidelines for the course are detailed in the first lecture. • The professor is approachable and friendly. • The professor shares some information on her or his own background. • The professor is confident and knowledgeable about the material, showing enthusiasm. • Has a sense of humor. "Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  12. WHAT DO STUDENTS SEEK IN A GOOD INSTRUCTOR? • Shows genuine interest in teaching and in students. • Presents the material in a different way from the textbook. • Gives and accepts suggestions and constructive criticism in a positive manner. • Marks and returns assignments and exams promptly. • Knows how to convey the desire to learn. "Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

  13. WHY ACTIVE LEARNING? • Use as equalizer in class • Diverse student population • Reach all students and bring them to the same level • High level and lower functioning students work together for success

  14. ACTIVE INVOLVEMENT • Research indicates that active involvement is the most fundamental and most powerful principle of human learning and college success (Astin1993; Kuh 2000). • Active involvement could be considered the first base of college success because if it is not touched or covered you cannot advance to another base. Adapted from: Cuseo, Joe; Thompson, Aaron;, McLaughlin, Julie; Moono, Steady. Thriving in the Community College and Beyond. Kendall Hunt, 2011, 2013.

  15. EDUCATION • Not defining knowledge but USING knowledge • Use what they learn and retain it Glasser, M.D., William, Choice Theory, New York. Harper Collins, 1998.

  16. ACTIVE LEARNING ACCORDING TO CHICKERING • Learning is not a spectator sport! • Talk • Write • Relate to past experiences • Apply to daily lives • Must make what they learn part of themselves • Adapted from: Chickering, Arthur, and Zelda Gamson. Seven Principles for Good Practice in Undergraduate Education. AAHE/March, 1987.

  17. GETTING STARTED WITH YOUR FYE COURSE • Know your students. • Let your students know your expectations. • Get to know your students and allow them to get to know you. • Utilize the course textbook. • Start each class out with some type of tradition. • Keep the students engaged! • Get and give feedback as much as possible. • HAVE FUN!

  18. UTILIZING THE TEXTBOOK • Thought starters • Think about its/Journal entries • Snapshot summary boxes • Remember cues • Quotes

  19. UTILIZING THE TEXTBOOK • Student perspectives • Author’s experience • End of chapter exercises • End of chapter reflections • End of book reflection

  20. INSTRUCTOR’S MANUAL • Getting started with your FYE course • Icebreakers • Teaching the introduction and chapters • Ending the course • Appendix

  21. FIRST CLASS SESSIONS • Building class community and course enthusiasm • Know their instructor • Know the purpose and value of the course • Know their classmates • Serve to lay the foundational cornerstones for a successful learning experience in any course. From: Instructor’s Manual for Thriving in College & Beyond: Research–Based Strategies for Academic Success and Personal Development.

  22. FIRST DAY • Icebreaker • Review syllabus • 1st day reflection • Expectations

  23. IDEAS TO USE THROUGHOUT THE TERM • Minute Papers • You Tube Videos • First Five Minutes • Music • Quote of the Day

  24. INTRODUCTION • Why this Class and Why College • Snapshot Summary 1.1 (p. xxiii) Student Diversity in America’s Community Colleges • Snapshot Summary 1.2 (pgs. xxv-xxvi) Why College Is Worth It • Activity: Analyze and Prioritize the Benefits of College

  25. INTRODUCTION • Success stories • Benefits of college

  26. CHAPTER 1 • Syllabi – in class • Appropriate/Inappropriate Emails • Syllabus Worksheet

  27. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR CAMPUS RESOURCES AND BEING A SUCCESSFUL STUDENT • I like but I don’t like…. • Ideal student • Hiring employees • 20 things I can do this term

  28. CHAPTER 2 • A Checklist of Success – Promoting Principles and Practices – pages 38-39 • Role Play • College Catalog • Campus Resources • Academic Advising Worksheet

  29. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR GOAL SETTING, MOTIVATION, AND CHARACTER • http://youtu.be/y9ozDgtWTLQ(famous failures) • https://www.youtube.com/watch?v=Y6hz_s2XIAU(famous failures) • https://www.youtube.com/watch?v=SJ-Da2vSsDA(Michael Jordan failures) • Who are You? • The Dash Poem (eulogy) http://www.thedashmovie.com/ • 3 life events

  30. CHAPTER 3 • SMART goals – page 58 • Setbacks into comebacks • Locus of control / personal responsibility • Motivation/locus of control • Autobiography

  31. CHAPTER 3 • Self-Defeating Behavior • Strengths/Weaknesses • Personal Responsibility Worksheet • Walk a Mile in My Shoes Worksheet • Goal Collage

  32. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR TIME MANAGEMENT • Chaos toss • “Acceptable” reasons to miss class • Time management worksheet

  33. CHAPTER 4 • Time Wasters • Planners/Calendars • Missing Class

  34. DEEP LEARNING AND HIGH-LEVEL THINKING • In a national survey of 40,000 college professors who taught freshman through senior-level courses in various fields, 97% of them reported that the most important goal of a college education is to develop students’ ability to think critically (Milton, 1982). • Similarly, college professors who teach introductory courses to freshmen and sophomores indicate that the primary educational purpose of their courses is to develop students’ critical thinking skills (Stark et al., 1990). From: Thriving in the Community College & Beyond Strategies for Academic Success and Personal Development

  35. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR CRITICAL AND CREATIVE THINKING • What song? • Object (paperclip, dime) • Puzzles • Campus issues (how to resolve) • Objectivity exam (also test taking) • One red paper cliphttp://www.Youtube.Com/watch?V=be8b02edzvw

  36. CHAPTER 5 • TV Advertising • Ordinary Object Paper

  37. MY POWER LEARNING ASSESSMENT • Students complete a learning styles test and receive a report detailing how they should take part in class participation, complete homework assignments, and prepare for class and exams.

  38. LEARNING STYLES ACTIVITIES • My Power Learning (www.unlockyourlearning.com) • My Power Learning Worksheet • Write name with non-dominant hand

  39. CHAPTER 6 • SQ3R • Note Taking • Appointment with tutoring center, writing center, etc.

  40. CHAPTER 7 • Objectivity Exam • Creating Retrieval Cues • Compute GPA • Can You Follow Directions?

  41. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR DIVERSITY • Diversity project • Oreo cookie exercise • Diversity bingo • Exploring stereotypes • Role play • Status game • Circles of my multicultural self

  42. ROLE PLAY Role Play“Thug” The Professional Instructor

  43. CHAPTER 8 • Definition of diversity • World village – page 196 • Choose your neighbor • Personal or cultural artifact • Group similarities

  44. MANAGING MONEY • Wants vs. needs • Ways to save money • Having fun without spending (much) money • Finance worksheet

  45. CHAPTER 9 • Incidentals • Meet with financial aid • Monitoring money – pages 240-241 • What’s on your shirt?

  46. CHAPTER 10 • Strategies to cope with stress • Handling conflict • Relationship paper

  47. CHAPTER 10 • I and you messages • Ideal Partner • Water bottle-stress • Characteristics of good and poor relationships • Green flags and red flags of relationships • Stress busters

  48. ACTIVE LEARNING & CREATIVE TEACHING STRATEGIES FOR HEALTH AND WELLNESS • Health paper or grid • STD Handshake • Live to be 100 • Fast Food Frenzy

  49. CHAPTER 11 • Wellness wheel (and handout) • Improving physical health • Wellness self-assessment – Page 323 • Self improvement • Sleep and meal record

  50. UNPLANNED PREGNANCY MODULES • http://www.thenationalcampaign.org/onlinelessons/

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