[Skip Navigation] [CSUSB] / [CNS] / [Comp Sci & Eng Dept] / [R J Botting] / [Samples] / teaching
[Index] [Contents] [Source Text] [About] [Notation] [Copyright] [Comment/Contact] [Search ]
Sun Oct 18 22:06:13 PDT 2009

Contents

    Notes on Teaching

      Syllabus

        Course Information

        Instructor Information

        Readings

        Course Goal and student Objectives

        Outline

        Instructonal Methods

        Calendar/Schedule

        Policies

        Grading

        List of All Assignments

        Support

      . . . . . . . . . ( end of section Syllabus) <<Contents | End>>

      Face-to-Face

        Preparation
      1. think: 3|4 keys & objectives
      2. plan:=topics || admin
      3. motivater/hook
      4. new
      5. examples 2+&2-;...abstract
      6. how do you use?
      7. ...
      8. handout answers || admin(2)

        Template for Presentation (handout|show) plan || admin & meta
      9. motivater/hook: tell a story!
      10. set set
      11. present new
      12. slow&repeated
      13. examples 2+ve & 2-ve;...abstract
      14. pause...covert...overt activity: me do, you think, you do, pair, square, ... share.
      15. rept, rephrase,
      16. translate, intepret
      17. how do you use?
      18. ...
      19. revu plan
      20. handout answers || admin(2)

        Facts
      21. me do, you think, you do, 124..., me test you...

        Debrief

      22. register&grading, FAQ to Web, Blog

        .Email Albert Huang CACM Nov 11 2001

        Set up email usage guidelines. Create folders. Create automatic message classification. Create automatic receipts for assignments. Organize course materials. Schedule delivery of course documents. Create an automatic document retrieval system. Create a mirrored account. Encourage students to have a back up. Create address books and contact groups. Create a help/FAQ file.

      Format for Reviews -- Graduate

        Header Sheet
      1. -- identify the work you are reviewing
      2. Answer these questions:
      3. what is it called?-- title
      4. who wrote it? -- authors
      5. where & when was it published ?
      6. Is it on he web, if so -- where?
      7. Is it in the library? if so what is the call number(book)/cataloging title(periodical).
      8. Is it a book, paper, articles, thesis, ..., web sites, ...tool, ...?

        Content

      9. subject area: What is it about?
      10. purpose: what are the authors trying to prove or advertise?
      11. How does it fit with this class?
      12. How does it link to other publications? What references?
      13. What does it assume?
      14. What does it prove?
      15. How does it prove it?

        Comments

      16. What do you think about the paper?
      17. readable? length? valuable? memorable? convincing?
      18. Who else should read it?
      19. Best and worst features?
      20. How does it compare with related material elsewhere?

        References

      21. List any other works you use as evidence.
      22. format:

        Attachments: For non-book literature attach a printout or copy of the material reviewed.

      23. If it is a library book: return it.

        Notes: 1. Avoid quotations. If you need to show precisely what the authors wrote you must do one of the following:

      24. Place words and phrases in double quotation marks and add page numbers: "..."[p 165]
      25. Indent larger quotations in a block and include citation [p 165-166]

        2 Length:

      26. Your description of the content and your comments should be between 200 and 500 words.
      27. Presentation Time<=
      28. (200 minutes)/(number of students presenting)

      Teaching -- objectives first.

        Never use the word "understand" in an objective!

        Formal skills and applying rules need grad\ practice.

        Fuzzy areas need Student questCs.

        Thought needs Essays.

        Web and Books/Journals need evaluation before using as a reference. --simple boundary

      Teaching - Object-Oriented Errors

        Class Design ThomassonEtAl SIGCSE ITICSE V38n3 Spe 2006 pp28-32
      1. Creating classes that are not refered to in other classes.
      2. Refering to classes that are not in the model.
      3. Placing an attribute in the wrong class
      4. Using an elementary data type for an attribute to identify an object of another class.
      5. Having a group of attributes in a class that are a marsupial class.
      6. Repeated group of attributes -- a1, a2, a3, ...

      10 steps to Virtual classroom

      1. Needs...satisfaction
      2. Costs inc/ time, implications, exist/
      3. Plans: goals -> steps
      4. Design
      5. Prepare/distribute tools
      6. Enable communication
      7. How to Assess students
      8. Implement class management
      9. System
      10. Maintain

        Evaluate 10,9,...2,1

      7 intelligences -- teele

      1. linguistic
      2. logical/mathematics
      3. spatial
      4. musical
      5. bodily-kinesthetics
      6. intrapersonal
      7. interpersonal

      Felders Learning styles

        The Index of Learning Styles is a self-scoring instrument that assesses preferences on the Sensing/Intuiting, Visual/Verbal, Active/Reflective, and Sequential/Global dimensions. To access web-based and pencil-and-paper versions of the ILS, go to [ ILSpage.html ]

      9 element of instructional systems

       Problem, Learner, Content, Objectives, Sequence, Strategies, Delivery, Evaluation, Resources.

      Kemp

      Bloom's taxonomy of Educational Objectives

        Cognitive
        • 1.00 know -- tested be recall and recognition
          • 1.10 Know Specifics
            • 1.11 Know Terms and symbols
            • 1.12 Know specific facts
          • 1.20 Know ways and means of dealing with specifics
            • 1.21 Know conventions
            • 1.22 Know trends and sequences
            • 1.23 Know classifications and categories
            • 1.24 Know criteria
            • 1.24 Know methodology
          • 1.30 Know universals and absolutes
            • 1.31 Know Principles and generalizations
            • 1.32 Know theories and structures
        • 2.00 comprehend:
          • 2.10 translate,
          • 2.20 interpret,
          • 2.30 extrapolate.
          • 2.?? Exemplify, Classify, Summarize, Infer, Compare, explain
        • 3.00 apply: Execute, Implement
        • 4.00 analyse
          • 4.10 Analyse into elements
          • 4.20 Analyse into relationships between elements
          • 4.30 Analyze using organizational principles
        • 6.00(new 5.00) evaluate -- Check, Critique, ...
          • 6.10 judge in terms of internal evidence -- logical accuracy, consistency, etc.
          • 6.20 Judge in terms of external criteria
        • 5.00(new 6.00) synthesize=create:
          • 5.10 Make a unique communications
          • 5.20 make a plan or proposal
          • 5.30 derive a set of abstract relations

          Later taxonomies -- Apply the above accross 4 dimensions: Facts, Concepts, Procedures, Meta.

          Affective

          • 1.00 attend: aware, willingly, selected
          • 2.00 respond: acquiesce, willing, satisfaction
          • 3.00 value: accept, prefer, commit
          • 4.00 organize: concept, value system
          • 5.00 characterize: set/habit, character

          Psycho-motor -- Incomplete

          --------

          See "Developing a CSci-specific Learning texonomy", SIGCSE V39n4(Dec 2007).

      Great Teachers

       Chuck Salter (Fast Company issue 53 (jan 2002) p114..)
      1. Its about them (not you)
      2. Study the students
      3. Create a safe environment to encourage risk taking. No sarcasm!
      4. Excude passion and purpose.
      5. Show them that they need to learn it before you teach it.
      6. Make it clear even when it is not simple.
      7. Practice vulnerability without loss of credibility. "I don't know!"
      8. Teach from the heart.
      9. Repeat the important points.
      10. Ask good questions: How? What? Why? "Yes, <...> is a good answer, but why?"
      11. Teach people how to think and act rather than information.
      12. Stop talking and start listening. Awkwade silences are when learning can happen.
      13. Learn what to listen for: evidence of learning and integration.
      14. Let students teach each other
      15. Use different modes.
      16. Good teaching doesn't stop but continues outside the classroom and scheduled times.

      Ideas for Teaching

        Give students a 2 day time bank per quarter. Allows 1 assignmt 2days late or 2 assignmts 1day late or....

        Short case studies read out by students in turn. Candy rewards.

        Set a short T/F open book quiz on the syllabus. warn in class 1, and do in class 2. For points.

        Participation points given for a 15-20min essay reflecting on the content of the class given at the end of the class.... as a group exercise.

        Invite a celebrity to make an electronic appearance via video/audio/chat

        Get students to construct WebQuests

        Check out tools on http://hprtec.org (TrackStar for linking pages into a presentation/exercise/guide)

        Use sequential creation to share the burden of writing and reading. One group starts and then hands it on...

      Instructional Design

        afterJohn Ruttner's web page

        Content

      1. Assemble, organize, prioritize, select, sequence Model problem solving. Present material in many ways. Facilitate interaction and participation. A course is a process:
      2. Modularise, update, back-up ------------------- Danilo Baylen a series of instructional events (i.e., presenting information, facilitating student engagement, and assessing student learning/performance) ...
      3. WOrk forward from book or backward from outcomes. online discussions...interactive small group activities: asynchronous and synchronous (includes phone) * Setting up the online experience
      4. Know yourself and style
      5. Get to know students even before class starts * Structuring online participation
      6. Set task, prep prompt questions, Outline instructions * Managing online discussions
      7. Model acceptable behaviors
      8. Using roles to promote online engagement
      9. Assign roles: moderator, facilitator, sumarizer
      10. Ask for contributions to be categorized (and set quotas): initiate, support, challenge, summarize, monitor * Assessing online performance using rubrics
      11. Give outcomes, examples and nonexamples, rubrics(tables) * Establishing an online community of learners
      12. F I D O

        (present-engage-assess) modified to facilitate higher-order thinking skills (analysis, synthesis and reflection) through the use of online case studies, projects, and other resources.

      Teach Modeling

      1. Do as I do. Instructor illustrates each phase in a project. leads discussion. how is your project going? (low ownership, risk of copying, must have rigid method)

      2. Promenade Art Gallery(high ownership, motivation, takes time, needs display space)

      3. Peer/Pair. Students do individual exercise with unambiguous answer. switch work with partner. Handout/display answer. Student grades and hands back work. (Trad)

      4. Instructor Reviewed work. (Trad)

      5. Walkthru and Peer review. (ego almost motivates as well as grade)

      6. Over The wall: wrong team carries out next step. and then grades previous work!

      7. Reflection: get 4 models, 4 different models compared by teams to give 1 page report

      8. Redesign: models evaluated and all redistributed, teams redo work.

      9. Redesign/Reflect mix: class with instructor creates model for project. Individual assignments to repeat model as homework.

      10. class act/role play the design out!

      11. Field trip/reading/video/web -> essay.

      Online Teaching

      1. instructor-student interactions
        1. monitor progress
        2. motivate lagging students.
        3. intervene with specific suggestions
        4. critique written exercises
        5. respond to questions -- even those outside scope of course.

      2. Benefits come from radical redesign not adding one magic ingredient.
      3. Multiple online tests (and practice runs) + discarding worst from final grade works well and exposes cheating on labs and assignments.

      Pedagogical Patterns

        124...

         Think, pair, square, share

        SREART

         story, rule, #exercise, apply, revu, test

        Montessori/Seguin

          Teach concepts before the terminology.

          terminology - three-period lesson.

        1. 1st. Show 3 examples and tell the names
        2. 2nd. Multiple choice. Show me the <>,
        3. 3rd. Fill in blank: what is this?
        4. summary/the close

        Bergin01

        1. Abandon Systems all ye that enter here.
        2. Need to Know
        3. Early Bird: identify important topics early.
        4. Spiral
        5. Lazy Professor/Active Student
        6. Occam
        7. Fixer Upper
        8. Lay of the Land
        9. Consistent Metaphor
        10. Larger than Life
        11. Tool Box: students make things they use later
        12. Student design Sprint
        13. Test Tube
        14. Trial Exam
        15. Grade it again Sam
        16. Student Selected Activities
        17. Student Online Portfolio [Jo Bergin]

        Kobayashi Maru/Mission Impossible

        Ginat03 SIGCSE V35n1(2003)p12

      1. Capitalise on Mistakes. Let students develop, display, and *defend* erroneous solutions. Ask for contradictory data. Compare class solutions. Require proofs and defensible work. Once correct found, reflect on process and elicit general rule.

        WaiteJaacksonDiwan03 SIGCSE V35n1(2003)

        Don't read a good text: get students to discuss it. In 116 size class, it doubled the #As.!

        Interaction, interest, persistence, and emergence.

      . . . . . . . . . ( end of section Pedagogical Patterns) <<Contents | End>>

    . . . . . . . . . ( end of section Notes on Teaching) <<Contents | End>>

End