FAKING YOUR TEACHING? Presented by Rhonda Huisman at LOEX 2014 in Grand Rapids, MI May 8, 2014
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Transcript of FAKING YOUR TEACHING? Presented by Rhonda Huisman at LOEX 2014 in Grand Rapids, MI May 8, 2014
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FAKING YOUR TEACHING?Presented by Rhonda Huismanat LOEX 2014 in Grand Rapids, MIMay 8, 2014
AR
E YO
U SMOKE AND MIRRORS:
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“The ability to create the illusion of power, to use
mirrors and blue smoke, is one found in unusual people.”
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Are You Faking it?
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Knowledge has both saved us
and burdened us
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USE CHECKLISTS
1
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Checklists don’t tell us what to do.
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DO THINGS DIFFERENTLY 2
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Big ideas of teaching…?
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CONNECT TO DEEP PRINCIPLES
3
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• …
Where’s your
Ah-ha moment?
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4 KEEP IT SIMPLE
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Simplicity should not be confused with
shallowness or vapidity.
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Be DemandingBe SupportiveBe Intentional
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Be
Dem
andi
ng Align teaching with high expectations
Develop critical thinking skills
Challenge your students
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Nurturing learning environment
Positive rapport with students
Motivate learning Support peers
Be
Sup
porti
ve
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Be
Inte
ntio
nal Purposeful actions
Broad instructional strategies
Clear about goals
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Be Demanding
• I use standards to guide every learning opportunity
• Why it’s important:
•Strongest indicator of student success is the opportunity to learn—how the curriculum is aligned with standards and assessments. Alignment ensures students are challenged to make up for gaps as well as eliminating redundancies
What it looks like
• Unpack standards—what do students need to know, do, and identify big ideas. Not one size fits all, but a platform for creative lesson planning and self-directed learning.
Setting
• Classroom• Reference• Individual• Small Group• Workshop• Other
Example, Action or Reflection
• Read, research, and apply the standards for your institution, your accrediting organization, or professional standards (ACRL, AASL, AAC&U, etc.)
• Dissect those standards that may not make sense for your particular situation
• Expand curriculum mapping to include information literacy
Tool or Resource
•http://www.aacu.org/VALUE/rubrics/
•http://www.ala.org/acrl/standards/informationliteracycompetency
•http://crln.acrl.org/content/71/10/534.full
Standard or Outcome
• The information literate student defines and articulates the need for information. (ACRL, Performance Indicator 1)
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I use standards
Guide lesson and unit planning
Windshield and review mirror for lesson planning
Provide structure and autonomy for students
Platform for creativity
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So now that you've arrived Well, you wonder
What is it that you've done to make the grade?
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Additional resources:
Gawande, A. (2009). The checklist manifesto: How to get things right. New York, NY: Metropolitan Books.
De Backer, W. (2010). Smoke and Mirrors, from Making Mirrors. Lyrics courtesy of http://www.metrolyrics.com/smoke-and-mirrors-lyrics-gotye.html
Los Angeles Trade-Tech Community College. (n.d.).Teaching goals inventory. Retrieved from http://www.lattc.edu/lattc/staffdev/workshopnotes/drummond/061031/teaching_goals_inventory.pdf
Searle, B., Ed(199). Classroom assessment: A manual for faculty developers. National Council for Staff, Program, and Organizational Development.
University of Minnesota ( ). Writing your teaching philosophy. Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/
This presentation based on the following title:
Goodwin, B. & Hubbell, E. R. (2013).The 12 touchstones of good teaching: A checklist for staying focused every day.
Alexandria, VA: ASCD.