Delivery Skillsteaching.jpg

  • Presentation skills
  • Communicate ideas & information
  • Knowledge of learning environments
  • Teaching strategies
  • Lesson planning
  • Resource development
  • Classroom management

Video Title
Creating a community of learners
Dr. John Bransford, professor of education from the University of Washington, introducing the concept of developing a community of learners. It shows a mixed theory and practical class in an Aquarium Science programme in a Community College with examples of good practice showing:
  • active learning / small group practice around a theoretical topic;
  • how to build a community of learners;
  • teachers reflecting on their own practice.
The video is short 4.36 min, it emphasises social and collaborative learning and the importance of building relationships between students for developing a community of learners. Strategies such as ‘pair share” are mentioned and it demonstrates this active learning technique. It also shows how techniques used in a theory classroom to increase interaction between students can benefit more complex learning in a practical lab.
Think about
*What does a successful community of learners look like? (e.g. How do students behave).
*In your context, how well do your students currently meet these criteria?
Watch for
*What evidence do you see in this video a community of learners?
*What do you see teachers doing to help build community in the classroom?
*Listen for one key point Dr John makes about his strategies.
What strategies shown in this video could you use to help your students interact and become more collaborative in their learning?
*Why do you think the strategies could help your learners?
*How could you use the strategies to help your students develop as a community of learners?
*What else could you do?
Teaching large classes using an Active Learning approach
Deborah Ball, Professor of Education at the University of Michigan, is skilled at engaging students in large classes. This video shows her working with students in a large, introductory, team-taught course (Public Policy 201) and discussing her approach to active engagement.
See also:
Curriculum/White%20Paper/large%20classes.html for more resources for Large Class teaching.
Think about
What's different about teaching large classes?
What are the difficulties large classes pose?
Watch for
In this video, which strategy does she suggest that is NEW to you (you might consider trying it)?
How does she say she ensures they cover the content she needs to in this class?
In addition to the method she describes near the end, how could you reduce the time it takes to use Active Learning methods in large classes?
Understanding the Professor - Classroom Expectations
This is the first in a series of clips examining teaching in a tertiary setting.
Think about
What issue or frustrations do you experience with your students? What are your expectations in the classroom and how do you communicate these to your students?
Watch for
Tips for classroom management.
How effectively are your classroom expectations being employed? How could you make improvements?
Interactive Teaching Methods
An introduction to some interactive teaching techniques that can be used in a tertiary education setting.
Think about
What interactive techniques do you currently use in your teaching practice?
Watch for
Techniques that you could use to actively engage your studnets and make your lessons more interactive.
Are students actively engaged in your classroom? How can you improve the engagement of your students and whta benefits will this have on teaching and learning?
"Don't lecture me"
Donald Clark
This is a presentation given by Donald Clark at the ALT-C 2010 conference. His talk is one hour long and challenges teachers to think about the efficacy of "lectures" as a way to "teach" students.
Think about
How do you deliver content to students? Do you use lectures? Why do you use lectures? How effective do you think your lecturers are?
Watch for
Evidence about how effective lectures are as a form of teaching and learning.
If lectures are an ineffective mode of knowledge transfer, how else can you interact with your students?
Generating Students Participation
Low tech - low risk activity for small and large classes
from University of California Irvine. Presenter: De Gallow Dur: 11':42"
Think about
How can we promote deep learning (critical thinking)?
Watch for
a) Classroom assessment tecnique (CAT). Uses 3" x 5" cards.
Learners are asked to write down a 'how' or 'why' question about the course material before starting a session. Allow only a minute or two to complete the question. Redistribute the questions amongst other learners to answer.
Watch for
b) Beginning, or mid-session, prompts. Stop and ask the whole class discuss an open-ended question provided on overhead/handout at start of a teaching sequence. Ask learners to write responses on cards. These may be collected for teacher to read, or students are asked to read out their responses.
How often do I use "how" and 'why' questions? (To stimulate higher order thinking).
Why will this help learners who are reluctant to speak up in class?