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Knowing what you know now at the end of this workshop, what message would you send to future participants?
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Improvement is incremental...change does not require a "paradigm shift."
Structure and detail in outlining a course is not the same, nor as effective,
as aligning your objectives, outcomes, themes, activities, and assessment.
- Jen Rogalsky
Think about what it is like to be a student (who sits in lots of lectures) while you are here this week.
Take home and use:
-outline of field study/activity
Pass on:
Take advantage of the resources that other people have.
-knowledge
-activities
-examples of syllabi
-ideas
Be open to new things without feeling insecure or being territorial with
other colleagues. Try working cooperatively rather than in competition.
Plan activities to get students working aloud in class BUT make sure you
know what you want them to give you back and that you've set up the exercise
in such a way as to enable the students to get there. Seems obvious, but...
- Wendy
Learning to unlearn one's own world-view of how people learn.
Bring an: Open Mind, Ready for New Ideas, Receptive to Knowledge
Mantra: Students are good Students are nice Students are smart
Spend most of your time thinking about design of learning activities that
you students will use rather than the content of what you will give them.
Frame your class planning from the students' perspective.
Make your career a social process!
In writing In teaching In sharing ideas, fears, successes & failures
Teach to four or five key concepts- not content. (Link outcomes to concepts)
To the next group: Alignment Alignment Alignment.
Just think - we are geographers. There is no better title or job description
than geographer. So why do we proceed in such an old-fashioned, boring manner?
We learned to align objectives with teaching with assessment. And that's
all great. But don't forget to keep it aligned with our very particular
(and core) field.
Take time to discuss the ideas that you learn with you fellow participants - brainstorm, suggest, critique, make connections.
My young colleagues need more help in teaching (probably) than I ever imagined.
I will need to find a way to help without scaring them.
Learning is an active process
Get cracking on that writing business! Short blocks of time, regularly attempted. Balance.
"Share!" Share your teaching ideas with your colleagues, graduate students
who will soon be searching for teaching positions, and your students. Communication
helps everyone.
- Diane S. M.
Make an effort to mix with different people each day. People with different
disciplines, specialties, and from different sorts of schools. Make a deliberate
effort to learn from others diverse experiences.
Share your teaching ideas with other participants. Let them share theirs. Improvements will emerge.
Involve students as much as possible (and make more involvement possible).
Be critical of what you hear - think of ways to modify/ignore/apply it.
Boice's articles given out under the Time Management section really struck
a cord with me, and should be read up front. He described my "issues" with
extreme clarity.
I learned that I have to move students through lower-order thinking skills
up methodically to higher-order skills. I want them to analyze and synthesize,
but I have to be sure they have a knowledge base first. I also learned that
I'm a "diverger," so I like to kick out tons of alternative explanations.
But this can frustrate people with other learning styles, so I need to build
their ways of learning into my approach.
Practices and ideas that you feel comfortable with may not be effective in teaching others who are not like you.
2002.6.7.
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