Are there attendance and participation issues in your classes? If so, what do you do to insure that you have an accurate picture? To address the issue of “attendance and participation” grade make sure that the assessment policy is carefully spelled out on the class syllabus. You may also consider the following recommendations that are based on discussions from CTL luncheons:
When assigning group work, the instructor can assist the student improve the ways in which group work is conducted:
One of the most common activities in active classrooms is called "think, write, pair, share." It can be used in any classroom with any number of students and it doesn't add to the paper load. Here, for example, is a an approach from Rebecca Moore from the College of Arts & Letters:
The results of his activity can then be listed on the board and classified into categories, e.g., content, skills, affective factors, etc. The students are very pleased if these objectives appear in the classroom in other guises, e.g. "Many of you said that you wanted to ..."
Edited by past CTL Fellow Bob Hoffman and written by SDSU Educational Technology students, EET offers short, prescriptive articles on cognition and learning and instructional design and development.
SDSU Senate Policy File
Professional Responsibilities 2.0
The faculty of San Diego State University shall subscribe to the 1987 Statement on Professional Ethics (1987) by the American Association of University Professors.
The AAUP Statement focuses primarily on academic freedom and participation in academic communities. An approach more rooted in teaching and learning issues has been proposed by the Society for Teaching and Learning in Higher Education. These ethical principles are suggested as "general guidelines, ideals, or expectations that need to be taken into account" rather than as "a list of ironclad rules or a systematic code of conduct."
First released in the early 1980's, A Berkeley Compendium: Suggestions for Teaching with Excellence is a classic compilation of prescriptions for effective teaching. Over 150 faculty members at the University of California Berkley, including more than a third of then-past recipients of the Distinguished Teaching Award, participated in the development of the compendium through a data-driven process.
Compendium researchers surveyed students on their perceptions of "what works," conducting follow-up interviews with faculty on specific approaches and techniques. They distilled the results into a set of of 212 succinct suggestions based on a prescriptive, "IF-THEN" approach. Thus, the compendium is organized around desired results--what the instructor wants to accomplish--which then point the way to methods.
Select a textbook that opposes your lectures' perspective
IF YOU WANT TO:
YOU MAY WISH TO CONSIDER:
A professor of economics, for example, assigns a textbook that represents the point of view of liberal economists, but designs the lecture presentations around the opposing views of leading conservatives or radicals.
In addition to assuring a balanced presentation, this approach adds variety and interest to the course and stimulates students to think critically. Because the lecture material complements rather than repeats the textbook, it has the added benefit of increasing attendance at lecture.
©1983 by the Regents of the University of California
One of 212 suggestions from A Berkeley Compendium: Suggestions for Teaching with Excellence.
The Compendium's suggestions are organized into 25 sections.
The content of the compendium was developed into a book, Tools for Teaching, by Barbara Gross Davis, available from Jossey-Bass.
The Teaching and Learning Center at EKU lists hundreds of tips from universities and colleges around the nation in the most wide ranging index identified by CTL—from "Active Learning" to "Writing Learning Outcomes." EKU Tips
Copyright © 2002, 2003 by the President and Fellows of Harvard College.
Most websites offering "teaching tips" focus teaching methods, techniques, and craft. Greg Kearsley's TIP database offers pithy overviews of influential educational theories accompanied by relevant principles and examples.
© 1994-2004, Greg Kearsley.
Permission granted to use these materials
for any educational, scholarly, or non-commercial purpose.
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