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.
- 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).
Chuck Salter (Fast Company issue 53 (jan 2002) p114..)
- Its about them (not you)
- Study the students
- Create a safe environment to encourage risk taking. No sarcasm!
- Excude passion and purpose.
- Show them that they need to learn it before you teach it.
- Make it clear even when it is not simple.
- Practice vulnerability without loss of credibility. "I don't know!"
- Teach from the heart.
- Repeat the important points.
- Ask good questions: How? What? Why? "Yes, <...> is a good answer, but why?"
- Teach people how to think and act rather than information.
- Stop talking and start listening. Awkwade silences are when learning can happen.
- Learn what to listen for: evidence of learning and integration.
- Let students teach each other
- Use different modes.
- 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...
afterJohn Ruttner's web page
- Assemble, organize, prioritize, select, sequence
Model problem solving.
Present material in many ways.
Facilitate interaction and participation.
A course is a process:
- Modularise, update, back-up
a series of instructional events (i.e., presenting information, facilitating student engagement, and assessing
- WOrk forward from book or backward from outcomes.
online discussions...interactive small group activities: asynchronous and synchronous (includes phone)
* Setting up the online experience
- Know yourself and style
- Get to know students even before class starts
* Structuring online participation
- Set task, prep prompt questions, Outline instructions
* Managing online discussions
- Model acceptable behaviors
- Using roles to promote online engagement
- Assign roles: moderator, facilitator, sumarizer
- Ask for contributions to be categorized (and set quotas): initiate, support, challenge, summarize, monitor
* Assessing online performance using rubrics
- Give outcomes, examples and nonexamples, rubrics(tables)
* Establishing an online community of learners
- 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.
- 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)
- Promenade Art Gallery(high ownership, motivation, takes time, needs display space)
- Peer/Pair. Students do individual exercise with unambiguous answer. switch work with partner. Handout/display answer. Student grades and hands back work. (Trad)
- Instructor Reviewed work. (Trad)
- Walkthru and Peer review. (ego almost motivates as well as grade)
- Over The wall: wrong team carries out next step. and then grades previous work!
- Reflection: get 4 models, 4 different models compared by teams to give 1 page report
- Redesign: models evaluated and all redistributed, teams redo work.
- Redesign/Reflect mix: class with instructor creates model for project. Individual assignments to repeat model as homework.
- class act/role play the design out!
- Field trip/reading/video/web -> essay.
- instructor-student interactions
- monitor progress
- motivate lagging students.
- intervene with specific suggestions
- critique written exercises
- respond to questions -- even those outside scope of course.
- Benefits come from radical redesign not adding one magic ingredient.
- Multiple online tests (and practice runs) + discarding worst from final grade works well and exposes cheating on labs and assignments.
Think, pair, square, share
story, rule, #exercise, apply, revu, test
Teach concepts before the terminology.
terminology - three-period lesson.
- 1st. Show 3 examples and tell the names
- 2nd. Multiple choice. Show me the <>,
- 3rd. Fill in blank: what is this?
- summary/the close
- Abandon Systems all ye that enter here.
- Need to Know
- Early Bird: identify important topics early.
- Lazy Professor/Active Student
- Fixer Upper
- Lay of the Land
- Consistent Metaphor
- Larger than Life
- Tool Box: students make things they use later
- Student design Sprint
- Test Tube
- Trial Exam
- Grade it again Sam
- Student Selected Activities
- Student Online Portfolio
Kobayashi Maru/Mission Impossible
Ginat03 SIGCSE V35n1(2003)p12
- 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>>