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| ====== AY 375 Fall 2013: Fifteenth Day Plan ====== | ====== AY 375 Fall 2013: Fifteenth Day Plan ====== | ||
| - | In this class, | + | In this class, |
| - | ====General Takeaways==== | ||
| - | - Philosophies: | ||
| - | - Portfolios: | ||
| - | - General: | ||
| - | =====Section Recap (5 minutes)===== | + | =====Section Recap (10 minutes)===== |
| Open the floor up for general questions and sharing about how sections are going. Some questions include: | Open the floor up for general questions and sharing about how sections are going. Some questions include: | ||
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| =====Break (few minutes)===== | =====Break (few minutes)===== | ||
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| - | ======Statements of Teaching Philosophy (20 minutes)====== | ||
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| - | As a class discussion: | ||
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| - | * What about your philosophy has changed over the semester? | ||
| - | * What sort of themes pervade your teaching now? | ||
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| - | ** Useful for academic faculty jobs, even at research institutions! We will come back to these in more details at the end of the semester, but we'll give you the material below if you are curious. ** | ||
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| - | * The 5 main points to cover/ | ||
| - | - Goals for student learning | ||
| - | - Enactment of goals/ | ||
| - | - Assessment of goals (measuring student learning) | ||
| - | - Creating an inclusive classroom and acknowledge differences in students' | ||
| - | - Good structure, rhetoric, language; well-written | ||
| - | * General guidelines: | ||
| - | - Brief (1-2 pages) | ||
| - | - Narrative, first person approach | ||
| - | - Portray yourself as an individual: don't be vague, broad, or too general | ||
| - | - Give specific examples of your teaching in practice | ||
| - | - Showcase your strengths and accomplishments | ||
| - | - Convey reflectiveness | ||
| - | - Communicate that teaching is valued | ||
| - | * Michigan' | ||
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| - | You might try this to get you started: In at least one paragraph, but not more than one page, answer the following questions: | ||
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| - | - I bring to teaching a belief that ….. | ||
| - | - In the classroom I see myself as ….. | ||
| - | - I believe students are ….. | ||
| - | - I seek to foster in students ….. | ||
| - | - I think the role of discussion section is ….. | ||
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| - | Or | ||
| - | * What is your role as the instructor? What is the students' | ||
| - | * What sort of pedagogical tools do you employ and why? Can you SHOW us these tools through an example activity rather than just listing? | ||
| - | * Are there aspects about your philosophy you think are unique? | ||
| - | * How do you assess whether your strategies and activities are working? | ||
| - | * How has your teaching style, philosophy, etc. evolved? | ||
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| - | Or you might use some prompts given from the GSI Teaching and Resource Center: | ||
| - | - What motivates me to learn about astronomy? | ||
| - | - What are the opportunities and constraints under which I learn and others learn? | ||
| - | - What do I expect to be the outcomes of my teaching? | ||
| - | - What is the student-teacher relationship I strive to achieve? | ||
| - | - How do I know when I have taught successfully? | ||
| - | - What habits, attitudes, or methods mark my most successful teaching achievements? | ||
| - | - What values do I impart to my students? | ||
| - | - What code of ethics guides me? | ||
| - | - What theme(s) pervade(s) my teaching? | ||
| - | - Can I give a quick 15-minute window into my section/ | ||
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| - | =====Teaching Portfolios (10 minutes)===== | ||
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| - | More and more colleges and universities are reexamining their commitment to teaching and exploring ways to improve and reward it. Faculty are being held accountable to provide clear and concise evidence of the quality of their classroom teaching. | ||
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| - | What is a teaching portfolio? It is a factual description of your teaching strengths and accomplishments. It includes documents and materials which collectively suggest the scope and quality of a professor' | ||
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| - | The portfolio is not an exhaustive compilation of all the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness. | ||
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| - | No teaching portfolio is the same, but there are some common elements: | ||
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| - | Material on yourself: | ||
| - | * Statement of teaching philosophy | ||
| - | * List of teaching responsibilities, | ||
| - | * Representative course syllabi detailing course content and objectives, teaching methods, readings, and homework assignments. | ||
| - | * Participation in programs on sharpening instructional skills. | ||
| - | * Description of curricular revisions, instructional innovations. | ||
| - | * Description of steps taken to evaluate and improve one's teaching, including changes resulting from self-evaluation and time spent reading journals on teaching. | ||
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| - | Material from others: | ||
| - | * Statements from colleagues who have observed you in the classroom. | ||
| - | * Student course evaluations (all of them, not hand-picked ones). | ||
| - | * Honors or recognitions from colleagues, such as teaching awards. | ||
| - | * Statements from students/ | ||
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| - | Products of Teacher/ | ||
| - | * Scores on pre/post test exams. | ||
| - | * Examples of graded essays along with the your comments on why it was graded the way it was graded. | ||
| - | * Successive drafts of student papers along with your comments on how each draft could be improved. | ||
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| - | Other items that might appear: | ||
| - | * A videotape of a section or lecture. | ||
| - | * Self-evaluation of your teaching. | ||
| - | * Performance reviews from faculty advisers. | ||
| - | * Select outreach that emphasize teaching. | ||
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| - | =====Final Exam / Epilogue ===== | ||
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| - | 10 Questions, Group Setting. Questions will be posted here after the exam. | ||
| =====Homework For Next Time===== | =====Homework For Next Time===== | ||
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