Creating online teaching portfolio helps you demonstrate teaching and technology abilities

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portfolio_chrisby Julie Dodd

Having an online teaching portfolio is helpful for anyone interested in seeking a job in teaching.

  • You can include the link — in correspondence you send about job applications, in your email signature, with your LinkedIn profile, on your business card, on your print curriculum vitae or résumé.
  • People can find you even if they aren’t looking for you specifically. Materials that you have included in your online portfolio can be found in online searches (such as the topic for a syllabus you’ve posted). And in finding contents of your portfolio, you have been discovered.

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4 techniques for promoting class discussion

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by Ronen Shay
Ph.D. student, University of Florida

Generating discussion can be a challenge for instructors in large lecture halls and smaller settings. Four techniques that an instructor can employ to engage students in constructive conversations are:

Technique #1 –  Brainstorming
The goal of a brainstorm is to generate as long a list as possible of answers to a higher cognitive question. No idea is discounted, and every suggestion is included. This technique creates a safe place and shared experience for students in both large lecture settings and smaller settings.

Technique #2 – Fishbowl
A fishbowl is when you have a group of students or subject matter experts engage in a discussion about a set topic with all other students observing the discussion. The participants are tasked with debating all sides of the issue, whereas the observers are tasked with capturing the information produced. Fishbowls can be open (where new participants are allowed to join the discussion and take the place of an existing participant) or closed (where no new participants can join into the discussion). Fishbowl is appropriate for large lecture settings where not everyone can talk simultaneously. Another benefit it that it teachers good note taking.

Technique #3 – Two-Column Controversy
This technique is designed for controversial and polarizing issues that should be explored from both sides. The class is divided based on their position on an issue and must generate as long a list of arguments for their side as possible. Should one side take issue with something listed by the opposing side they cannot debate the validity of the other side’s perspective, but just need to reframe the argument as something that can be listed on their side. Creative controversy can also be introduced by forcing groups to switch sides half-way through the activity. This technique can be used to practice achieving consensus and forcing students to consider the other side of an issue.

Technique #4 – Student-led group jigsaws
This technique requires dividing the students into groups and allowing them to lead independent small discussion on the subject matter, prior to presenting their findings to the class. This is useful when you have a large lecture and cannot have everyone participate in a discussion simultaneously. Studies have shown student led discussion generating more participation and positive disagreements like debates on the issues.

References and Additional Resources

  • Brigga, Robert Owen and Gert-Jan De Vreede. The cognitive network model of creativity: a new casual model of creativity and a new brainstorming technique. Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 2000.
  • Fonseca, B. and M.T.H. Chi. Instruction based on self-explanation. In P. Alexander and R. Mayer (eds.) Handbook of Research on Learning and Instruction. New York: Routledge. 2011.
  • Henning, J. Leading discussions: Opening up the conversation. College Teaching, 53(3), 90-94, 2005.
  • Jeffery, H. E, Henderson-Smart, D.J. and D.A. Hill. Competency-based Learning in Neonatology. Medical Education, 30(6), 440-444, 2009.
  • Maier, N.R.F. and L.A. Maier. An experimental test of the effects of “developmental” vs “free” discussion on the quality of group decisions. Journal of Applied Psychology, 41, 320-323, 1957.
  • Phillips, H.J. and Powers R.B. The college seminar: Participation under instructor-led and student-led discussion groups. Teaching of Psychology, 6(2), 67-70, 1979.

Ronen Shay is a student in Mass Communication Teaching (MMC 6930).

Tips for developing and using rubrics

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by Kristina Birnbrauer
PhD student, University of Florida

Rubrics are used to support and assess student learning. They serve as performance scorecards to identify and measure criteria for student assignments. Rubrics are especially useful when grading written assignments.

They can reduce teacher-student disagreement, provide structure to the evaluation process, reduce the overall time spent grading, and provide students with a holistic picture of strengths and weaknesses.

Best practices recommend that rubrics have three to five levels of achievement or gradation. Within each level, performance measures should be clearly communicated, along with the scores/percentages for fulfilling/not-fulfilling the assignment.

The following resources can be helpful to members of the University of Florida community:

University of Florida’s Handbook for Teaching Assistants

University of Florida Faculty Grading Policy

University of Florida Student Grading Policy

Other helpful resources include:

“Understanding Rubrics” by Heidi Goodrich Andrade

Walvoord, B.E. & Anderson, V.J. (1998). Effective grading: A tool for learning and assessment. San Francisco, CA: Jossey-Bass, Inc.

Kristina  Birnbraurer is a student in Mass Communication Teaching (MMC 6930). Her teaching presentation was on developing and using rubrics. She is a health communication researcher. Her research involves how individuals respond to health threats.

5 resources to help you be more effective in college teaching

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by Julie Dodd

A major part of Mass Communication Teaching is having each class member teach class on a topic related to teaching, such as multiple-choice testing, learning styles, and incorporating discussion into class.

McKeachie's Teaching Tips provides great advice and strategies for planning your syllabus.Each of those teaching topics is a big issue, but each teaching presentation is only 30 minutes. So a key part of developing the lesson plan is determining what are the most important aspects of the topic to talk about.

Another key part teaching class is demonstrating what we’ve been reading about in “McKeachie’s Teaching Tips” and “What the Best College Teachers Do” – which is promoting active learning and not just lecturing.

Part of the process of developing a lesson plan is doing research on your teaching topic. Here are five resources:

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UF holds symposium: ‘Bricks and Mortar in a Digital Age: The Uncertain Future of Higher Education’

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land_grant_1

by Julie Dodd

Our class discussion of “Rebooting the academy: 12 tech innovators who are transforming campuses” included discussion of the pros and cons of different instructional approaches.

land_grant_2Can online courses be as effective as face-to-face classes in building community and getting student engagement?

Does the content and purpose of the course determine what is the best delivery method?

Do online courses provide the access needed to allow people to earn college degrees who can’t afford to attend classes in a traditional bricks-and-mortar setting?

The University of Florida is holding a symposium to discuss many of those issues — “Bricks and Mortar in a Digital Age: The Uncertain Future of Higher Education.” The symposium is April 11.

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5 advantages and 5 disadvantages of technology in higher education

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by Ronen Shay
PhD student, University of Florida

rebootEach student in our Mass Communication Teaching course was asked to give a one-minute presentation about a specific topic or innovator from the text, “Rebooting the Academy: 12 Tech Innovators who are Transforming Campuses.”

While one minute is not generally conducive to more than an explanation of the key points of a specific innovator the topic, “What are the overall advantages and disadvantages of technology in higher education,” lends itself to a David Letterman Top 10 list (or in this case 2x Top 5 lists).

So without further ado the…

Top 5 Disadvantages of Using Technology in Higher Education:

5) Many professors will require re-training in how to apply technology.
4) Intellectual property ownership is difficult to protect, piracy is inevitable.
3) Has the potential to decrease the revenues brick and mortar institutions generate.
2) Difficult to regulate, and therefore potential for corruption is high.
1) Potential to diminish the overall value and experience of an in-person education.

Top 5 Advantages of Using Technology in Higher Education:

5) New methods for teaching and organizing material.
4) Deregulation of transfer credits and other student restricting regulations.
3) Potential for lower textbook prices.
2) Potential for lower tuition prices.
1) Increased accessibility to higher education.

8 steps for developing a syllabus

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syllabus_start_wby Julie Dodd

The major assignment for Mass Communication Teaching is for you to develop a syllabus for an undergraduate communications course and create course materials, including an exam or major project and lesson plans.

The process for developing this syllabus will help you prepare for all the syllabi that you will be developing if you go into teaching.

1. Determine the schedule for your class.
You are designing a three-credit course. Will it meet for three hours once a week, one hour three times a week, or meet for two hours one day and one hour another day?

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AEJMC Scholastic Journalism Division’s midwinter meeting at Poynter enables faculty members to share teaching strategies and research related to teaching

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Michigan State faculty member Cheryl Pell used her laptop, iPad and iPhone during a session on using Twitter in the classroom at the midwinter meeting at Poynter, January 2012. Photo by Julie Dodd

Michigan State faculty member Cheryl Pell used her laptop, iPad and iPhone during a session on using Twitter in the classroom at the midwinter meeting at Poynter, January 2012. Photo by Julie Dodd

by Julie Dodd

What’s a great way for teachers to get ready for the start of a new semester?

Attending a workshop, conference or training session that helps consider new teaching strategies, share research findings on teaching, and share strategies on curriculum development.

That’s just what I’m going to be doing the weekend before classes start at the University of Florida. I’ll be attending the mid-winter meeting of the AEJMC Scholastic Journalism Division, held at the Poynter Institute at St. Petersburg.

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4 tips for teaching large lecture courses

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by Gillian Wheat
PhD student, University of Florida

Professors assigned to teach large lecture courses are faced with the challenge of delivering engaging lectures to a large number of students on a regular basis.  Although this may seem daunting, it is not an insurmountable task.

Keeping these four aspects of teaching large lecture courses in mind can help professors make sure they are being effective.

Tip #1 — Holding the students’ attention

Holding the attention of students is vital to the success of a large lecture course.  Professors can do so by perfecting their delivery and displaying a positive attitude.  Varying the structure of each lesson is another way to keep the students engaged.

 Tip # 2 — Promote active learning

Including opportunities for active learning within a lecture will encourage the students to learn how to think about the material being covered.  Tactics that can be used to facilitate active learning include question posting, learning cells, and the pause procedure.

Tip # 3 — Discourage anonymity of students

Students who feel like they matter are more likely to feel a sense of responsibility in a large lecture course.  Professors may not be able to memorize the name of every student, but doing something as simple as arriving early to chat with students can make a difference.

Tip #4 — Be organized

Being organized and planning ahead are extremely important when teaching a large lecture course.  Professors must set clear expectations and figure out how to successfully communicate with students both inside and outside class.

Here are a few books that contain useful insight for professors who are assigned to teach a large lecture course:

  • McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.
  • Engaging Large Classes: Strategies and Techniques for College Faculty.
  • What’s the Use of Lectures?

Gillian Wheat is a student in Mass Communication Teaching (MMC 6930).

Tips for developing and administering multiple-choice tests

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by Antionette Rollins
Master’s student, University of Florida

While multiple choice testing is not an ideal form of testing, it may be the only option for educators in some cases—especially when teaching a large lecture course. Although these tests have their disadvantages, such as encouraging guessing and emphasizing recognition skills, they allow teachers to test a large number of students at once and are usually easier to grade than more subjective tests.

Here are some helpful DOs and DON’Ts if you ever find that you need to compose and administer a multiple choice test or quiz, which will probably be at least once in your teaching career.
DOs for creating multiple-choice tests
  • Test more than recognition
  • Put the majority of the words in the stem
  • Have only one clear answer
  • Use the same number of options throughout
  • Randomize correct answers
  • Make all distractors reasonable
DON’Ts for creating multiple-choice tests
  • Don’t use double negatives
  • Don’t have “all of the above” or “none of the above” options
  • Don’t use grammatically incorrect language—especially in distractors
  • Don’t try to trick students
Tips for administering multiple-choice tests
•       Create different test forms
•       Use different seating arrangements on test days
•       Have students sign academic dishonesty pledge before tests
For more comprehensive lists and further information on multiple choice tests, please visit The Learning Coach and refer to the University of Florida’s teaching assistant handbook.
Antionette Rollins is a student in Mass Communication Teaching (MMC 6930).