Northwestern Polytechnic University

In Cooperation with
DiWan University
Presents
Lee Winters, MD, MBA

Faculty Professional Development

for DiWan University Professors
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Introductions
Expectations

Agenda for this week

Instructing Instructors How to Teach Building a Course Using Blooms Taxonomy Effective Teaching Strategies for Adults Preparing for the first class Assesment and Evaluation of Student Learning Agenda for Next Week Standard American English: Pronunciation and Accent Reduction
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Todays Topics

1. Effective Teaching Environment 2. Effective Presentation 3. Motivating Students 4. Dealing With Disengaged Students

GOOD TEACHING:
THE TOP TEN REQUIREMENTS 1. Good teaching is as much about passion as it is about reason 2. Good teaching is about substance and treating students as consumers of knowledge 3. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different

GOOD TEACHING: THE TOP TEN REQUIREMENTS (Cont)

4. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, experimenting, fluid, and having the confidence and flexibility to react and adjust to changing circumstances 5. Good teaching is also about style 6. Very important -- good teaching is about humor

GOOD TEACHING: THE TOP TEN REQUIREMENTS (Cont) 7. Good teaching is about caring, nurturing, and developing minds and talents 8. Good teaching is supported by strong and visionary leadership, and very tangible institutional support

GOOD TEACHING: THE TOP TEN REQUIREMENTS (Cont)

9. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers 10. At the end of the day, good teaching is about having fun

What can we do on the first day of class?

What should we do? 1. Involve students quickly 2. Identify the value and importance of the subject 3. Set expectations

4. Establish rapport
5. Reveal something about yourself
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What can we do on the first day of class?

What should we do? 6. Establish your own credibility 7. Establish the "climate" for the class

8. Provide administrative information

9. Introduce the subject matter.

10. Find common ground

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Effective Presentation Preparation

1. Plan Your Presentation Carefully

2. Know Your Audience

3. Practice Your Presentation

4. Speak Comfortably and Clearly

5. Talk to Your Audience

6. Enjoy Your Presentation
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Effective Presentation (Cont)

Effective Slides
1. Include Any Necessary Information 2. Slide Contents Should be Self Evident 3. Avoid mega data slides 4. Seven words a line, seven lines a slide

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Effective Presentation (Cont) Graphics 1. Present information graphically 2. Art can illustrate a point 3. Graphics need to be big and bold

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Effective Presentation (Cont)

Template

1. Use a template for your slides

2. Template provide design

3. Use the right colors

4. Logo in bottom right corner

5. Limit use of colors

6. Font size communicate importance
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Motivating Students
1. Capitalize on students' existing needs

2. Make students active participants in learning

3. Ask students to analyze what makes their classes more or less "motivating. 4. Synthesize your presentation and class discussion based on your analysis. 5. Evaluate and modify as needed.
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Incorporating Instructional Behaviors That Motivate Students

1. Hold high but realistic expectations for your students. Challenge them; build their curiosity.
2. Help students set achievable goals for themselves

3. Tell students what they need to do to succeed in your course

4. Strengthen students' self-motivation

5. Avoid creating intense competition among students

6. Be enthusiastic about your subject, and show it 15

Structuring the Course to Motivate Students

1. Work from students' strengths,
Interests, and curiosities. 2. When possible, let students have some

say in choosing what will be studied

3. Increase the difficulty of the material as

the semester progresses

4. Vary your teaching methods often
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Structuring the Course to Motivate Students (cont.)

5. Have discussion groups where you find common ground on the new topic. Ask the groups of four students to define a topic you will introduce. Example: What do you think are five important characteristics of a business leader? (for a basic management class) Give the students 5 minutes to get acquainted, 10 minutes to come up with five characteristics.
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Structuring the Course to Motivate Students (cont.)

Then, ake 10 minutes and call randomly on students to report from their discussion groups what they listed and discuss which are most important. See the overlap in groups. As instructor, be prepared to add some characteristics that were not mentioned.

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Structuring the Course to Motivate Students (cont.)

6. Use topics in conjunction with current events. Using leadership as an example, have students compare Ex-President George W. Bushs leadership style with President Barack Obamas leadership style. Or, Steve Jobs of Apple with Larry Ellison of Oracle.

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De-emphasizing Grades 1. Emphasize mastery and learning

rather than grades

2. Design tests that encourage the kind

of learning you want students to

achieve

3. Avoid using grades as threats

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De-emphasizing Grades (cont.)

4. Grades should reflect accomplishment in learning the material and developing the behavior that will be successful in the workplace. Focus on: Turning in homework on time, Using the proper format, and Following directions. Offer challenges in the assignments not just busy work. Students see through it.
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Motivating Students by Responding to Their Work 1. Give students useful feedback as quickly as possible. 2. Introduce students to the good work done by their peers. 3. Be specific when giving negative feedback. Use the indirect approach.

4. Avoid demeaning comments

5. Avoid giving in to students' pleas for "the answer" to homework problems.
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Motivating Students to Do the Reading

1. Assign the reading and homework at least two sessions before it will be discussed.

2. Assign critical thinking and study questions.

3. If your class is small, have students turn in brief notes on the day's reading that they can use during exams. 4. Ask nonthreatening questions about the reading or in a quiz format. 5. Use in-class discussion groups to discuss the reading and report back comments to the class. 23

Dealing With Disengaged Students

1. One of the most basic things to do is get to know your students and get them to know each other. 2. Assess their progress often via tests, class participation and assignments 3. Consider using the students to help teach. Have a few students present a topic from a new chapter each week. 4. Take advantage of students' existing skills, knowledge and experience.
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Take Away From the class

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Thank You

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