evaluating learner-centered teaching 2007

8/14/2019 Evaluating Learner-Centered Teaching 2007

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Evaluating Learner-Centered

Teaching: Guiding Questions andSupportive Evidence

5 areas of teaching that warrantconsideration

4 sources of evidence

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


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Evidence for evaluating a facultymembers teaching

Classroom observations

Discussions with the faculty member

Information from a teaching or course portfolio orother documents including a self evaluation

Information from students

Evidence of Students Learning


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Areas of inquiry

An expert: content knowledge, skills,and behaviors as they relate toeffective 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-CenteredTeaching

Definition

Given the context that surrounds myteaching practice will this teachingaction (the method, activity,assignment or assessment) optimizestudents opportunity to learn.


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Part One:The Planning Process

Learning outcomes for the course that areclear, 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

An outline of the entire course that identifies all majorassignments, projects, tests, papers, field trips, guestspeakers etc. that students need to plan for.

A grading system

A set of guidelines, rules, or policies for the operationof the class

A list of resources students will need for the course

Statements of teaching methods or approaches to beused

Statement of expectations for students roles in thelearning process

How to get in touch with the instructor


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Day-to-Day Planning

Rationale for the method selected forinstruction for the class

Why am I lecturing?/ Why am I using teams

Reasonable knowledge of how to use themethod in use.

What makes an effective lecture


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Day to Day Planning

Role (s) the students will play in theclass that day

Work in teams, make presentations Rationale for the students roles

Why is this the best way for them tolearn this material/develop this skill?


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Day to Day Planning

Resources needed to optimize studentslearning of the days material in class

Media/Video/Digital

Images

Hands on Material


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Plan for Outside of Class Learning

How will the class material bereinforced?

Reading Writing/ Journals/ Summary/ Papers

Concept mapping

Presentation Preparation


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Day to Day Planning

Assessment of days understandingand learningif applicable in class oroutside of class

How do I know they understood Formative Feedback A. asking questions

B. writing a brief summary or otherexplanation of learning

C. Muddiest Point


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Day-to-Day Planning

Summative assessment

A judgment or measure of what wasunderstood or learned

No set time frame for this Quiz

Paper

Problems


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Part Two:Creating Community

Signs of Classroom Community

1. Knows students names

2. Signs that students know each other or arecomfortable working with each other.

3. Teacher is available before and after classfor interaction with students

4. Office hours are at times good for students


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Creating Community

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

6. Students respond when called on in class

7. Discussions among students arereasonably free flowing and active

8 Electronic communication is encouragedand response is timely


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Control and Choices andCommunity Building

Evidence that students are givensome say in what and how they learn

Possible areas

Choices in topics to investigate orreadings to undertake.

Choices in assessments/assignments etc

Choices in due dates or tests dates.


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Rationales for the content, skillsand behaviors being taught

Evidence that the students understandWHY they are being asked to learn the

Evidence that the students understandhow this learning (knowledge or skills)

will be helpful to them in their collegeclass, career or as life long learners


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Part Three:Teaching Methods

Evidence of ability to lectureeffectively

1. Organized 2. Clear outcomes for the lecture

3. Includes images and other visual aids

4. Takes actions to prevent habituationby students

5. Checks to see if students areunderstanding


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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


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Part Four:Use of Assessment Tools

A clear rationale for assessmentchoices

The Assessment matches the learningobjectives and outcomes

Example If application of knowledge was taught

application is assessednot synthesis orevaluation


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Part FourUse of Assessment Tools

Assessments allows (as is possible) forindividual student learning differencestesting/writing /presenting/ problem

solving/collaboration/working alone/inclass/take home

Are the number of assessments enough

to paint a clear picture of what has beenlearned.


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Rubrics

Rubrics are used (when appropriate)to give clear, meaningful feedbackof 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

Students work is graded/evaluated ina timely manner

Students do something with thefeedback to improve their futurework

Early feedback is possible before work

is due to aid learning


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Part FiveGrading System

System is clear and easily understoodby the students.

Grades are available to the studentsonline


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Part Five:Grading System

System accurately reflects the kindof 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-CenteredTeaching

What questions do we ask?

What evidence do we gather toanswer these questions?

Where do we look for this evidence?


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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


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Sources of evidence

Multiple observations of teaching

Department Head

FCTL

Colleagues

Tenure Committee


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Sources of evidence

Conversations with the teacher

Discussions prior to observations/What will be happening in

the classroom?

Discussions about methods, assignments andassessments/Why are these the best way to teach thissubject?

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


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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


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Source of Evidence

Use of feedbackFormative,ongoing, SAI, SGID andSummative

Evidence of use of formative feedback tools-- CATs,SGID, informal assessments

Evidence of the kinds of feedback students received ontheir learningwritten, conferences, electronic

evaluating learner-centered teaching 2007

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