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Large Group Presentations

Large Group Presentations

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Large Group Presentations

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  1. Large Group Presentations

  2. What are some Memorable Characteristics of a Teacher from Your Past?

  3. Problem: no one teaches us how to teach

  4. Tacn Teach • ‘sign’ • Effect on learner • To disturb • “Any difference that makes a difference” • ‘Educare’ – to draw out • Gregory Bateson

  5. “…formal education has to do with one group’s desired – conscious or unconscious – to have another group see things in the same way.” Davis, Sumara, Luce-Kapler, 2000

  6. Which one of the following best describes your preparation for teaching? • None • My own experience as a student • Trial and error • Help from experienced colleague • Read about teaching • Took some workshops • Formal class or training

  7. Which of the following best describes your preparation for teaching? You may choose more than one answer • None • My own experience as a student • Trial and error • Help from experienced colleague • Read about teaching • Took some workshops • Formal class or training

  8. Objectives “At the end of this presentation you will be able to ---” • Write effective instructional Objectives • Describe Set, Body, Closure • Discuss ways to use questioning • Assess a presentation • Describe a Micro Teach

  9. The Plan Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  10. A Teacher Can --- • Facilitate change • Provide a direction • Focus • Support • Overview • But cannot learn for the learner

  11. The Plan Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  12. Set Body Closure • Video clip paper chase

  13. Set • Mood • Motivation • Utility • Context • Knowledge • Objective

  14. Body • “Less is more” • Change the stimuli • Go from specific to general • Silence • Repetition to show use • Key points

  15. Closure • Time management • Summarize - relate to objective • Provide sense of accomplishment • Do not introduce new “stuff” • What questions do you have?

  16. Closure • Ask for questions before the closure • Relate to objectives • “Tell them once, tell them twice, and then summarize” • Provide a sense of accomplishment • You can do ---

  17. The Plan Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  18. Do you use questioning in your teaching?

  19. Questioning • Video Ferris Beuler

  20. Questioning • You will be able to: • describe the advantages of questions • 3 levels of thinking of questions • 3 different ways to ask questions • construct a session using questions • write a problem solving question

  21. Problem Solve Apply Know The Level is Defined by the Verb Used • Problem solving -- • what would you do if - • how would you approach • Application level -- • use --; given--; solve; • Knowledge level -- • define ------

  22. Dynamics of Questioning • Behavioral • Be supportive • Non judgmental • Be specific • 15” silence

  23. The Plan Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  24. Assessment/Feedback

  25. Assessment/Feedback • Related directly to objective • Prior agreement on criteria • Truthful & kind • Specific • Behavioral, non-judgmental • Interactive • Consistent and immediate

  26. Criteria for Assessment/Feedback • Pnp • Accurately describe the behavior • “Check-in” for accuracy • Offer recommendations • Develop plan • Prescription for change

  27. Assessment/Feedback • “I” versus “you” messages • Provide a safe environment • Solicit responses • Value the receiver • Listening skills

  28. The Plan Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  29. The Micro Teach • 10 minute [3 and 1 minute cards] • Any format • What resources? • Self assessment • Group assessment [forms]

  30. Summary Instructional Objectives Set, Body, Closure Questioning Assessment Micro Teach

  31. NEXT? • Discuss your assessment of a presentation tomorrow at lunch • Take notes • Use the evaluation form • Review your own presentation • AMEE • Home • Pair up and practice presentations