INSTRUCTIONAL SKILLS SEMINAR

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John ParryCentre for Teaching and

LearningUBC Okanagan

Teaching Scholars Credentialing Program

for UBC Okanagan Teaching

Assistantsand

Grad Students

The Foundations Credential contains the following components: 

Pedagogical Discussion and Training

Participants will attend three CTL-approved workshops and prepare a critical reflection of their relevance.

Active LearningHelping Students LearnGiving Students Feedback Course design Learning theories and differencesTeaching with technology

Overview & Introductions

Effective Teaching Practices

Lesson Structure

10 Minute Lesson Cycle

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Who are you?

Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

Who are you?

Mention your name and re-affirm the most important fact about yourself such as your experience with the topic.

John Parry

Centre for Teaching and Learning

What is your topic?

Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

What is your topic?

Give a brief explanation of your topic, just a little longer than the title of your talk. Don’t give away the secret of your talk, but whet their appetite.

I.S.S.

Why is it important?

Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished?

The entire opening should only take a minute or two.

Why is it important?

Finally, tell the audience why the topic is important to them. What will they have gained by the time the talk is finished?

The entire opening should only take a minute or two.

To prepare you to teach at UBC-O

Overview

Day 1 Instructional Design Basics

Day 2 and/or 2Each participant conducts

ten minute “mini-lessons”, receives oral, written and recorded feedback

Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.

Effective Teaching Practices

• Describe a time when you were “learning well”. What were the conditions?

Effective Teaching Practices

• Describe a time when you were “learning well”. What were the conditions?

• Does everyone learn in the same way?

Brainstorm characteristics of a good teacher.

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Knowledge of

Content

Knowledge of

Content

Pedagogy

Knowledge of

Content

Pedagogy

ClassroomManagement

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Assessment

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Assessment

Professionalism

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Assessment

Professionalism

Planning

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Assessment

Professionalism

Planning

Communication

Teaching Strategi

es

Knowledge of

Content

Pedagogy

ClassroomManagement

Diversity

Technology

Resources

Assessment

Professionalism

Planning

Communication

Lesson Basics:

What makes up a lesson?

B.O.P.P.P.S.

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BOPPPSBridge-in Your introduction, hook or anticipatory

set

Objective States what you hope to achieve and what you intend the participants to learn.

Pre-assessment Assess what the learner already knows

Participatory learning Learning activities to help learners meet objectives

Post-Assessment Demonstrates learners learning

Summary Learner reflection

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Bridge – In…

• Refer to past learningundiscoveredscotland.co.uk

• Refer to past learning• Active Participation

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• Refer to past learning• Active Participation• Where are we headed to day?

– Goal or– Objective

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Your turn …

Think of a topic that you will be teaching this term and come up with a couple of Bridge-In possibilities.

Objectives

A statement that specifies in some observable and/or measurable way what a learner will know or be able to do by the end of a lesson or series of lessons.

Why Objectives?1. Provide a basis for selection or

design of instructional media, materials, activities

2. Establish a foundation for the evaluation of learning

3. Focus learner and instructor on the purpose of the lesson

4. Ensures everyone understands what is expected

Objectives

Think of a topic related to your everyday teaching and write sample objectives.

Include:1. Who (the learner)2. Will do what3. Under what conditions4. How well (standard or criteria)

Refer toPage 9

Objectives:

Participants will be able to integrate the six elements of lesson design into a 10 minute microteaching lesson.

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BOPPPSBridge-in Your introduction, hook or anticipatory

set

Objective States what you hope to achieve and what you intend the participants to learn.

Pre-assessment Assess what the learner already knows

Participatory learning Learning activities to help learners meet objectives

Post-Assessment Demonstrates learners learning

Summary Learner reflection

Pre-Assessment

• Where are your learners at?– Previous knowledge and experiences– May assist in grouping students or peer

teaching

Participatory or Active Learning

I hear and I forget.

I see and I remember.

I do and I understand.

I hear and I forget

I see and I remember

I do and I understand

Most of the time students are involved only passively in learning:

• in listening to the instructor, • looking at the occasional overhead or slide,• reading the text book.

Research shows that such passive involvement generally leads to a limited retention of knowledge by students.

Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we say

90% of what we say and do

Adapted from R.M. Felder and R. Brent Effective Teaching Workshop, North Carolina State University, 1997

Participatory or Active Learning

What are active learning strategies and how can we

use them in a course?

Examples (Handout)

• Think – pair – share• Buzz' groups• Round• Case studies• Group discussion• Maypole• Tell your partner• Fishbowl

• Peer evaluation• Role play• Presentations• Syndicates• Brainstorming• 1 – 2  –  4  –  more• Jigsaw

Break

Research shows there will be improvement in:

Research shows there will be improvement in:• Students – faculty interaction

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills• Teamwork

Research shows there will be improvement in:• Students – faculty interaction• Student – student interaction• Grades• Communication skills• Higher level thinking skills• Teamwork• Attitude

Why does it work?

Why does it work?

• Individuals get stuck

Why does it work?

• Individuals get stuck• Exposure to alternative problem

solving

Why does it work?

• Individuals get stuck• Exposure to alternative problem

solving• Less fearful

Why does it work?

• Individuals get stuck• Exposure to alternative problem

solving• Less fearful• Students learn best this way

See additional ideas on your handout:

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Your Turn

• Chose one of the group activities we have discussed.

• Design a task for us – any topic

BOPPPSBridge-in Your introduction, hook or anticipatory

set

Objective States what you hope to achieve and what you intend the participants to learn.

Pre-assessment Assess what the learner already knows

Participatory learning Learning activities to help learners meet objectives

Post-Assessment Demonstrates learners learning

Summary Learner reflection

Post - Assessment

Formal or informal

Did we accomplish our goals, achieve our objectives?Feedback for students and your teaching

Summary

Re-enforces learning and prepares students for what is coming next.

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Plan a 10 minute lesson

that you will facilitate during our next session.

The 10 Minute Lesson Cycle

Set up 5min

Mini lesson 10min

Written Feedback 5min

Self reflection 2min

Oral feedback 5min

Lesson Plan

• Planning document

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