THIS OLD COURSE

TEACHING RENOVATION WORKSHOP SERIES


Issued by the Center for Scholarship in Teaching and Learning, Southeast Missouri State University.

Earners of this badge have successfully completed the This Old Course Teaching Series. These individuals assessed their teaching using student responses and user data in the learning management system; identified what their lecturing, instructional content, and assessments were to accomplish; evaluated the effectiveness of their teaching practices; discussed alternative approaches and possible instruction adjustments with instructional designers and colleagues; and assessed the aims of their teaching as well as the teaching of other instructors. Earners took a close and critical look at their teaching, determined where changes would be most effective, and discussed those changes with peers using the most recent teaching and learning research.

Skills: Data analysis | Pedagogical principles | Lecture best practices | Instructional materials best practices | Assessment best practices | Facilitating discussions | Facilitating community | Multimedia content delivery | Multimedia assessment

To earn this badge: Participants must attend at least six sessions of the eight-part workshop series and provide a substantial response (300-500 words) to a reflection prompt.

Session One— What did you learn about your teaching? What do you realize is going the way you planned? In what areas do you see opportunities for change? What are your favorite parts of your course? What are your least favorite parts?

Session Two— Looking at the six pedagogy cards, what is the genuine focus of your teaching? What elements of this focus are found in your current course? What elements do not? Is there any aspect of your current course that conflicts with what you'd like to do with the course, such as departmentally mandated assessments or equipment limitations? Would applying any of your choices to your current course require making fundamental changes? If so, what will these changes involve? If not, why is that? Do you feel your choices would be different on another day? Do you feel the exercise of this session is something you should put yourself through regularly?

Session Three— Describe your current approach to lecturing and discussing content in your course. Think about the goals of your course. Does your lecture method make sense for the context of the course? Are students in your course usually engaged in your lectures? If so, what is it about your teaching that keeps them engaged? If they're inconsistently engaged, when do they lose attention? If you could change one thing about your lecturing, what would it be? If you had to change all but one element of your lecturing, what would you keep?

Session Four— What has been the role of assessments in your course? What gets the most points in the gradebook? Is there anything you now would change regarding how assessments are treated? What would you like to do differently, if anything? What about your assessment strategies to you feel you do particularly well? What's your favorite assignment? Why do you like it so much?

Session Five— What is the role of texts in your course structure: do the readings lead the discussions and assignments, or do the readings supplement and support the discussions and assignments? If you had a choice, would you use a textbook? In your opinion, what is the most successful text you’ve ever used? What’s one thing you wish students would do with the texts in your course?

Session Six— What are you currently doing in your course to encourage a sense of community? What would you like to add that could improve on that sense of community, or is a sense of community even necessary in your course? What sorts of group or collaborative work do you currently use in your course? If you’re using it, why is it necessary? Do students like it? What’s the best part of that group work? What’s the worst part? What would you like to change or make better?

Session Seven— How much multimedia content and activities are already present in your teaching? Why are you using it (if you're using it at all)? Do you feel your teaching could benefit from more or less multimedia? If it could use more, where do you think it would work best in your course(s)? If you could use less, how does multimedia take away from your teaching?

Session Eight— Did anything surprise you about your teaching over the course of this workshop series? What parts of your teaching do you feel more confident about? What parts of your teaching will you attempt to change, if any? Do you plan to revise your teaching in any way?