FAKING YOUR TEACHING?Presented by Rhonda Huismanat LOEX 2014 in Grand Rapids, MIMay 8, 2014

AR

E YO

U SMOKE AND MIRRORS:

“The ability to create the illusion of power, to use

mirrors and blue smoke, is one found in unusual people.”

Are You Faking it?

Knowledge has both saved us

and burdened us

USE CHECKLISTS

1

Checklists don’t tell us what to do.

DO THINGS DIFFERENTLY 2

Big ideas of teaching…?

CONNECT TO DEEP PRINCIPLES

3

• …

Where’s your

Ah-ha moment?

4 KEEP IT SIMPLE

Simplicity should not be confused with

shallowness or vapidity.

Be DemandingBe SupportiveBe Intentional

Be

Dem

andi

ng Align teaching with high expectations

Develop critical thinking skills

Challenge your students

Nurturing learning environment

Positive rapport with students

Motivate learning Support peers

Be

Sup

porti

ve

Be

Inte

ntio

nal Purposeful actions

Broad instructional strategies

Clear about goals

Be Demanding

• I use standards to guide every learning opportunity

• Why it’s important:

•Strongest indicator of student success is the opportunity to learn—how the curriculum is aligned with standards and assessments. Alignment ensures students are challenged to make up for gaps as well as eliminating redundancies

What it looks like

• Unpack standards—what do students need to know, do, and identify big ideas. Not one size fits all, but a platform for creative lesson planning and self-directed learning.

Setting

• Classroom• Reference• Individual• Small Group• Workshop• Other

Example, Action or Reflection

• Read, research, and apply the standards for your institution, your accrediting organization, or professional standards (ACRL, AASL, AAC&U, etc.)

• Dissect those standards that may not make sense for your particular situation

• Expand curriculum mapping to include information literacy

Tool or Resource

•http://www.aacu.org/VALUE/rubrics/

•http://www.ala.org/acrl/standards/informationliteracycompetency

•http://crln.acrl.org/content/71/10/534.full

Standard or Outcome

• The information literate student defines and articulates the need for information. (ACRL, Performance Indicator 1)

I use standards

Guide lesson and unit planning

Windshield and review mirror for lesson planning

Provide structure and autonomy for students

Platform for creativity

So now that you've arrived Well, you wonder

What is it that you've done to make the grade?

Additional resources:

Gawande, A. (2009). The checklist manifesto: How to get things right. New York, NY: Metropolitan Books.

De Backer, W. (2010). Smoke and Mirrors, from Making Mirrors. Lyrics courtesy of http://www.metrolyrics.com/smoke-and-mirrors-lyrics-gotye.html

Los Angeles Trade-Tech Community College. (n.d.).Teaching goals inventory. Retrieved from http://www.lattc.edu/lattc/staffdev/workshopnotes/drummond/061031/teaching_goals_inventory.pdf

Searle, B., Ed(199). Classroom assessment: A manual for faculty developers. National Council for Staff, Program, and Organizational Development.

University of Minnesota ( ). Writing your teaching philosophy. Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/

This presentation based on the following title:

Goodwin, B. & Hubbell, E. R. (2013).The 12 touchstones of good teaching: A checklist for staying focused every day.

Alexandria, VA: ASCD.