Event Date & Time
At the end of the one-term course, you will be able to use concepts in evidence-based teaching to effectively teach a lesson in an undergraduate classroom, with emphasis on alignment of learning objectives, activities and assessment. UBC graduate students and postdocs from all disciplines are invited to participate.
Successful completion involves participation in 7 out of 8 classes including pre-work, teaching one 10 minute mini-lesson and writing a first draft of your teaching portfolio. Upon completion, you will be awarded CIRTL Associate status.
Max group size is 20.
Week 1: Introduction to STEM teaching
- Formulate your individual teaching development goals
- Reflect on your teaching teaching philosophy
Week 2: How People Learn (Theories of Learning)
- Relate theories of learning to your own experience.
- Contrast novice and experts approaches to learning
- Describe how students’ prior knowledge and metacognition influence learning
- Bransford (2000) Learning: From Speculation to Science
- Ross (2006) The Expert Mind
- Dweck (2015) The Remarkable Reach of Growth Mindsets
Week 3: Designing Well Aligned Lessons
- Formulate a learning objective for your STEM mini lesson
- Develop well aligned active learning and assessment techniques
- Give and receive meaningful feedback on any lesson plan
Week 4: Learning Objectives
- Design realistic, achievable, measurable and student-centered learning objectives
- Analyze any learning objective with respect to Bloom’s Taxonomy.
- Ambrose (2010) How Learning Works Appendix D
- O’Neill (2010) Biology Implementation of Blooming Tool
- Dunham (2015) Statistics Implementation of Blooming Tool
- Simon & Taylor (2009) What is the Value of Course-specific Goals?
- Krathwohl (2002) A Revision of Bloom’s Taxonomy
Week 5: Active Learning
- Describe several common STEM active learning strategies
- Evaluate active learning strategies in light of theories of learning
- Freeman (2014) Active Learning Increases Student Performance in Science, Engineering, and Mathematics
- Jones (2007) Reconsidering the Lecture
- Wieman (2014) Large Scale Comparison of Science Teaching Methods Sends Clear Message
- Hake (1998) Interactive engagement vs traditional lecture – a six-thousand student survey
Week 6: Assessment that Support Student Learning
- Describe several assessment techniques and recognize their alignment with particular types of learning goals.
- Evaluate assessment techniques as learning/feedback opportunities
- Key points from Gibbs and Simpson (CWSEI, 2015) Assessments that Support Student Learning
- Gilley and Clarkston (2014) Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
- WNCP (2006) Rethinking Classroom Assessment with Purpose in Mind; Section II
Week 7: Learning Through Diversity
- Define diversity, equity and inclusion, and their implications for the classroom
- Implement strategies for creating equitable and inclusive classrooms
- Kivel (2004) The Culture of Power
- Tanner (2013) 21 Teaching Strategies to Promote Inclusivity
- Winkelmes (2016) A Teaching Intervention that Increases Underserved College Student’s Success
Week 8: Teaching Portfolio
- Refine your statement of teaching philosophy
- Identify at least one idea for each component of your teaching portfolio
- Define at least 1 next-step to preparing your teaching portfolio
- Grundman (2006) Writing a Teaching Philosophy Statement
- Vanderbilt University Online Guide on Teaching Philosophy Statements
- White & Conrod (2016) pIs nothing sacred? Our personal teaching philosophies have been plagiarized
Dr. Lacey Samuels, Professor, Department of Botany, Faculty of Science, (email@example.com)
Irving K Barber Learning Centre, Dodson Room 302: October 2 & 16
Irving K Barber Learning Centre, Room 260: October 9, 23, 30, November 6, 13 & 20
Venue Website: http://www.maps.ubc.ca/PROD/index_detail.php?locat1=064Address: