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so … you’ve come to learn to teach

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SO … YOU ’VE COME TO LEARN TO TEACH FACULTY P ROFESSIONAL DEVEL OPMENT HCC Express # 8515 Basic education concepts for new faculty and staff will be presented during this workshop. Topics include goals and objectives writing and using tools to assess outcomes and evaluate improvements for teaching / learning

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So … you’ve come to learn to teach. Faculty Professional Development. HCC Express # 8515 - PowerPoint PPT Presentation

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Page 1: So … you’ve come to learn to teach

SO … YO

U’VE C

OME

TO LE

ARN TO T

EACH

FAC

ULT

Y P

RO

FE

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I ON

AL D

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HCC Express # 8515

Basic education concepts for new faculty and staff will be presented during this workshop. Topics include goals and objectives writing and using tools to assess outcomes and evaluate improvements for teaching / learning experiences.

Page 2: So … you’ve come to learn to teach

Training others to train othersto train others to….

http://www.howardcc.edu/about_hcc/campus_profile/hcc_missions_and_vision.html
Page 3: So … you’ve come to learn to teach

Susan SeibelDental Hygiene Program Director

Nancy CalderMedical Laboratory Technician Program Director

Page 4: So … you’ve come to learn to teach

TRAINING DOES NOT GUARANTEE LEARNING

Page 5: So … you’ve come to learn to teach

PRE-TEST SURVEY

Page 6: So … you’ve come to learn to teach
Page 7: So … you’ve come to learn to teach

GOAL

Faculty will be inspired to continuously improve their skills in utilizing tools to:

Inform students what they need to know Engage and motivate students to learn

Fairly assess student acquisition of knowledge

Page 8: So … you’ve come to learn to teach

OBJECTIVESBy the end of this presentation, the participants will accept the responsibility to: Discuss the 3 domains of learning and incorporate these

domains into educational goals and learning objectives

Write acceptable goals geared towards specific educational experiences

Using “Bloom’s Taxonomy,” write acceptable objectives geared towards specific educational experiences

Develop and utilize assessment tools, such as rubrics, to determine the degree of knowledge acquired during specific educational experiences

Discuss how appropriate goals, objectives, and assessment tools can improve student engagement

Page 9: So … you’ve come to learn to teach

RECOMMENDED READING

Wlodkowski, Raymond J.; Enhancing Adult Motivation to Learn – A Comprehensive Guide for Teaching All Adults, 3rd Ed, 2008, Jossey-Bass, San Francisco, CA; ISBN 978-0-7879-9520-1

Page 10: So … you’ve come to learn to teach
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TRAINING! WHERE DO I START ???

What is the purpose? Goal

What are the main points? Objectives

What is your expectation? Outcome

Who are you training? Audience

How are you going to do it? Pedagogy

Did they learn anything? Assess

Was it okay? Evaluation

Page 12: So … you’ve come to learn to teach

KNOW YOUR AUDIENCE

Page 13: So … you’ve come to learn to teach

DOMAINS OF LEARNING

Cognitive = Thinking

Affective = Feeling

Psychomotor = Doing

Page 14: So … you’ve come to learn to teach

GOALSSome people want it to happen, some wish it would

happen, others make it happen. - Michael Jordon

BriefRealisticFuturistic Outcome

Page 15: So … you’ve come to learn to teach

OBJECTIVESSMARTWAY!

Specific

Measureable

Action-oriented

Realistic

Time-based

Written

Accountable

Yours

Page 16: So … you’ve come to learn to teach
http://www.google.com/url?sa=i&rct=j&q=goals%20and%20objectives&source=images&cd=&cad=rja&docid=dTb--8kMtT32_M&tbnid=ZbfeEb56R5dDSM:&ved=0CAUQjRw&url=http://www.docstoc.com/docs/39876105/The-Difference-Between-Goals-and-Objectives&ei=xxEAUvKREYeUrQGO8oDYAg&bvm=bv.50165853,d.aWM&psig=AFQjCNFLQFiaxZ3GMAQXMk2tYqy_Form5g&ust=1375822630293031
Page 17: So … you’ve come to learn to teach

BLOOM’S TAXONOMY

Page 18: So … you’ve come to learn to teach
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The more that we ask of our students,

the more they will achieve!

Page 20: So … you’ve come to learn to teach
Page 21: So … you’ve come to learn to teach

DID THEY LEARN ANYTHING

? ?


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