Faculty_Certificate_Program

= = = = =  Faculty Certificate Program (FCP)  = =  August 18-22, 2008  = =  CW 113  =

= = = = = = = = ** MONDAY, AUGUST 18th, 2008 **
 * //Part 1://** **//9:00-10:15//**
 * ==**Opening—introductions/welcome**==
 * ==Some of the TDC staff will be here for you to meet (Vi Maeers--Director of Teaching and Learning; Ken Leyton-Brown--Coordinator of the Teaching and Learning Scholars Project; Michelle Zanni, TDC Admin Assistant)==
 * ==Also, a quick video conference from the Centre for Academic Technologies (CAT)—hello from everyone at CAT and some words of welcome. TDC and CAT are centres within CTL (Centre for Teaching and Learning).==
 * ==The FCP is a 5 day intro to the “fun”damentals of teaching; each component could in itself be at least one semester long. In about half an hour we will take you through the agenda for the 5 days.==
 * ==The FCP culminates with a special lunch—we need to know if you are able to come and if there are any dietary needs—please talk to Michelle and let her know if you are able to come and if you have any dietary needs.==
 * ==The afternoon is optional but we have planned some exciting activities for you and would really like you to be a part of them. We need to know now if you can come in the afternoons.==
 * ==We would like to take digital pictures throughout the week; please let us know if you object to that.==
 * ==There are teaching quotes posted around the room. Please read them during the week. On Friday we will ask you to write your own quote to leave with us.==


 * ==**Ice Breaker Activity**==
 * ==Getting to know each other—what we have taught someone else to do.==


 * ==**Introduction Activity by Participants**==
 * ==Each person will introduce someone else to the group (that means you have to quickly ‘interview’ someone in the room, possibly write some notes, and be ready in 10 minutes to talk about that person).==
 * ==What kind of information do we want to know—name, faculty, one teaching goal/dream/hope/aspiration for the coming year (something you would like to learn about/be better at in teaching).==
 * ==Vi will take notes on all of these short presentations and will highlight the contributions and nature of participants—(e.g., brand new faculty, more seasoned, different faculties, different teaching portfolios, different interests, etc).==


 * ==**Outline of Topics, Presentation Style**==
 * ==Agenda for the 5 days: we will go through the FCP outline which is in your folders—topics in this FCP are similar to sections of a teaching dossier—or similar to parts of a course outline.==
 * ==You will each get a laptop for use in this room for the FCP. Please note the number on your laptop and make sure you take the same one each day. [Also, make sure at the end of each morning that you return your laptop to the charging station and **plug it in**]. Create a desktop folder with your name on it so that anything you create can be saved to it. You will also each get an //empty// flash drive, the idea being that during this week, and on into the future, you will create materials for your classes and use this flash drive to save and store your teaching and learning activities. Anything you save to your desktop folder can of course be saved to your flash drive at the end of each day or at the end of the week.==
 * ==We will go through the agenda again, this time indicating where on the CTL site you need to go to locate the resources for each topic area. Take a few minutes to explore the CTL site.==
 * ==The brand new CTL site has a "Talk Back" (BLOG) feature. We want/need your feedback on this site so please post your comments about the site under the first posting.==
 * ==This wiki, which may change/evolve as the week progresses, can be used by you as an online worksheet, sort of like an online scavenger hunt to take you immediately to different websites. At the end of each day on this wiki is a section where you can enter your reflections on the day. I think this will work quite well so long as you don't all save your work at the same time. If you prefer not to enter your daily reflections on the wiki there will be papers available for you to use.==
 * ==Topic presentation--we used to devote about half a day to the use of technology, but just as it’s difficult to examine teaching strategies in isolation of content it’s also difficult to teach about technology in isolation of content. As we take a look at different topics this week I will engage you in different teaching strategies and I will try to use technology in different ways—that are appropriate to the content being addressed.==

===<span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,0,0)">**Coffee Break:** **10:15-10:30**       ===


 * //Part//** **//2: 10:11:45//**


 * ==**Group Discussion on “Good” and “Bad” Courses/Teaching--groups of about 4 or 5**==
 * ==Think of the very best teacher you can remember—in K-12 or Post-Sec; what was special about this person? How did this person engage you in the content? Why do you remember him or her?==
 * ==Also, think about a teacher who was not very effective. Why not? We can learn how to teach effectively by deliberately NOT doing what affected us negatively.==
 * ==Discuss both the "good" and the "bad" at the same time, but record on different coloured stickie note papers--"good" on green and "bad" on blue.==
 * ==Each group chooses a speaker to talk about that group’s selected principles of "good" and "bad" teaching, after which the pages get posted to a wall area for that group.==
 * ==Walkabout—read comments posted by other groups; write additional comments on the same papers if there is space or on different papers (sometimes someone else's experience prompts us to remember something that happened to us).==
 * ==We will take a look at the “official” seven principles. Each group can now take their “Principles of Good Teaching” and organize under each of the “official” principles. Do they all fit somewhere? The negative ones we can post to a chart and keep them in mind regarding what to avoid.==


 * The Faculty Certificate Program participants made the following comments in relation to the Seven Principles. Please find your comment and put your name beside it--remember to save after you have done this. Please also feel free to add more comments, or to change the comment you wrote under one of the principles to a different principle

Comments**
 * 1: Good practice encourages contact between students and faculty
 * acknowledged difficulties of work-life balance
 * know me by name--even after the semester--personable
 * inspired classmates--> engagement
 * approachable after class
 * felt accepted in the group--knowing my name
 * encouragement--especially when students doubt themselves
 * genuine concern for student
 * respectful response to questions--"that is a good (interesting) question
 * community
 * charisma
 * teacher is confident


 * 2: Good practice develops reciprocity and co-operation among students**
 * know what you don't know and be prepared to amend
 * knowledgeable, resourceful, facilitative
 * interactive
 * encouragement
 * not a competitive learning environment


 * 3: Good practice uses active learning techniques**
 * innovation-(Charisma)
 * passion- (Charisma) An instructor should be engaged with the topic and excited about it or they will never succeed in elevating students to that same level of enthusiasm.
 * creating self-motivation
 * keeps you awake and alert
 * uses short passages for discussion in class
 * to make things relevant--give good examples
 * teacher is enthusiastic
 * "Why are changes the way they are?" I keep asking real questions (Dan) [I'm not sure if I recorded correctly what you wrote]
 * engage and empower students to take responsibility for learning
 * enthusiasm; student interaction (game theory)
 * role games
 * challenge
 * use of media in class
 * bringin forward relevant examples in class to illustrate theory
 * good teachers relate subject matter to real life personal and community experience
 * current information (e.g., recent media etc)
 * raises brain activity


 * 4: Good practice gives prompt feedback**
 * validation


 * 5: Good practice emphasizes time on task**


 * 6: Good practice communicates high expectations**
 * showed passion for subject matter
 * push my limit


 * 7: Good practice respects divers talents and ways of learning**
 * eccentric/unique presentation
 * interdisciplinary respect
 * good teachers need to establish a sense of fairness and consistency--non-discriminating--regardless of their varied experience with students

The Faculty Certificate Program participants also came up with some not so positive comments, based on their experiences. Here is what they wrote:


 * no correlation between mark and work; no consistency in marking
 * read the transparencies
 * 10 minute quizzes every week--> made everyone feel down
 * not be organized--improvise the class
 * inflexible--first impressions--negative or positive
 * control
 * authority
 * stale
 * treat students differently
 * tals about things that were not needed in class
 * disrespectful response to students' questions
 * gave tape recorded lectures
 * "banking" information through lecture ??? (can't read the next word)
 * telling the students that there were no pre-requisites when there actually were some. This person failed the class, challenged the professor and then passed.


 * 11:45-12:00**

==**Reflection** on the morning--//**How does thinking about the effective principles and what to avoid help us in setting teaching and learning goals for the semester?--<span style="COLOR: rgb(227,22,22)">We did not have time to discuss this question. Please keep this question in mind as we go through the week. **//==

CAT—3:00-4:00--ED 614

 * ==Homework/reading for Tuesday—read through the section of the CTL site on **Learning and Learning Styles**; go to some of the links and come tomorrow with a general sense of what this section of the site is about. Be prepared to discuss the question **//“How can knowing more about how we (best) learn inform what we can anticipate regarding student learning styles, and inform how we teach these students (who have a variety of learning styles)?”//**==


 * ==Do an exit card/minute paper which can be posted to the **FCP wiki-**-or you can use the papers provided. To write in the wiki, click the **edit** button, scroll down to this section and write your comments and then click on the **save** button. What you write will become a part of the wiki--and will be **public** for anyone to read. You can give your name if you wish, but you don't have to.==

(1) What was the most useful, meaningful, or intriguing thing you learned during this session?
The group came up with many of the best practices--this was exciting (Vi). I am delighted to learn of the 7 Principles for Good Practice and plan on learning more about these Principles and ideas for their implementation (Maureen). The most meaningful things for me, thus far, has been the general interactions with fellow academics who are expanding their own knowledge bases in order to deliver better experiences to their students both in and out of the classroom setting. (Charisma) Having the hand-out of 7 Principles for Good Practice will be an excellent resource and reminder of what is important to students. It can be easy to forget during the heart of the semester that we are providing an important service to paying customers. I hope to exceed the expectations of my students by ensuring I provide them with many of the items/concepts on that sheet! (Mindy)

The variety of languages spoken by participants (Rose-Line)

It's been great to learn more about the services of TDC and CAT (Crista)

(2) What question(s) remain uppermost in your mind as we end this session?
How do I remember the names of my students--quickly? If you have suggestions for how to do this please add them here (Vi and others in the group would like information on this).

I schedule a short quiz early in the semester to ensure the students realize the importance of specific foundational material. When they hand in that quiz, I ask them to sign in. I keep a separate sheet where I can link their name to some unique characteristic about them that I've noticed in class (e.g. the girl that always nods when she understands or the guy that can't live without his red hat). Students are always surprised (and a bit scared) when I hand back their quizzes without calling out their names. By learning their names early and using them frequently, I have been able to say hello to students off campus...it makes a difference when someone takes the time to know you as a person. (Mindy)

For the first class, I make a "name display" for their name on rigid paper (lasts longer). I greet participants upon their arrival, I mean one at the time, and introduce myself. At that time, I give them their "name display". At the end of the class (3 hours), it becomes a lot easier to remember the names. The name display is also used by other participants. At the end of the class, participants put their "name display" in their binder and use it for the following classes. Also, at the beginning of the first class, I have a document called "Connecting with you" which helps me to get to know better the participants: how to contact them, the goal by taking the class, types of learners they are and what I can do to make it easier to learn French and enjoy the class. As much participants don't know how the learn, they are very assertive about their needs and what they want from the class and instructor. During the semester, I review the document, write note and make sure I'm still on track. At the end on the semester, when I do individual assessment, I review the document with the participant and see if he or she has reached his or her goal/expectations. (Rose-Line)


 * ==**Post a comment to the CTL BLOG**==

Lunch on your own—12:00-1:00
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<span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,18,255)">** TUESDAY, AUGUST 19th, 2008 ** <span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,0,0)">  <span style="COLOR: rgb(0,0,0)">
 * //Part 3://** **//9:00-10:15//**


 * ==**Teaching Styles and Learning Styles.**==
 * ==Introduction—I will talk for a few minutes about teaching in YK,==
 * ==Multi-modality learning environment—helping kids be successful learners, feel confident etc.==
 * ==I learn in lots of different ways, using all the senses, but most dominantly in a visual way, with kinaesthetic close behind.==
 * ==My learning style tends to match how I teach—I need to be careful that I consider all the ways that my learners can learn.==
 * ==For the next hour or so, you will be exploring how you learn and your teaching goals by completing worksheets, by completing online tests (which are scorable online) and capable of being saved (to your desktop folder).==
 * ==Complete “How do I Learn” sheet (a handout—similar to your group discussion yesterday)==
 * ==Complete “Learning Styles” sheet (a handout). This is also available online at http://www.chaminade.org/inspire/learnstl.htm==
 * ==Teaching Goals Inventory—online scorable. This is available at==

http://www.uiowa.edu/~centeach/tgi/

 * ==Take the MI quiz at the Training & Careers site http://www.jobsetc.ca/toolbox/quizzes/quizzes_home.do?&lang=e —also visit other quiz sites to learn more about how we learn and how we may transfer our personal learning styles into how we (predominantly) teach.==
 * ==Take one of the learning style inventory quizzes (e.g., one is located here at http://www.learning-styles-online.com/ --this is a really good quiz and I think you will have a lot of fun doing it).==


 * Coffee Break:** **10:15-10:30**


 * //Part 3 (continued)://** **//10:30-11:45//**


 * ==Based on the above self-directed tests, what is your preferred learning style and your preferred teaching goal? Discuss in your groups the results of the tests you took. Is there a dominant LS and TG of the group—what does this mean?==
 * ==Each group should now come up with a way to share the results of their group's learning styles with everyone. (e.g., graph; visual presentation, etc)==
 * ==Any surprises?? General comments on the tests themselves and the results.==
 * ==Group sharing at tables on **//“How can knowing more about how we (best) learn inform what we can anticipate regarding student learning styles, and inform how we teach these students (who have a variety of learning styles)?”//**==
 * ==Should we be thinking of giving our students a similar quiz—to determine their learning styles—then what do we do???==
 * ==General discussion on above.==


 * 11:45-12:00**

**Reflection** on the morning and looking ahead to the afternoon with a UR Courses (Moodle) workshop at TLC from 1:30-3:00

 * ==Homework/reading for Wednesday==
 * ==Read through the section of the CTL site on **Teaching Philosophy**==


 * ==Be prepared to discuss the question **//“What is a personal teaching philosophy (statement) and how can it help to inform how I should teach (and how I should not teach)? How can a TPS help in course planning, creation of a course syllabus, with assignments and with course objectives?”//**==


 * ==If you already have written a TPS please bring it with you.==


 * ==Part of what you will be doing on Wednesday morning will be to (begin to) write your TPS. Your FCP certificate will only be given to you once you have submitted your TPS to the TDC.==


 * ==Read through the section of the CTL site on **Instructional Strategies**.==


 * ==Be prepared to discuss the question **//“How can we come to better understand the vast array of instructional strategies? What is the advantage (for us) of concentrating at first on a few IS that are coherent with our TPS and then gradually expanding our repertoire of IS? What is the advantage for the student in our use of an (appropriate) range of IS?”//**==


 * ==Do an exit card/minute paper which can be posted to the **FCP wiki-**-or you can use the papers provided. To write in the wiki, click the **edit** button, scroll down to this section and write your comments and then click on the **save** button. What you write will become a part of the wiki--and will be **public** for anyone to read. You can give your name if you wish, but you don't have to.==

(1) What was the most useful, meaningful, or intriguing thing you learned during this session?
We had very good group interaction. Ditto. After the four of us got past our "we'd really rather not" phase, the morning group activity on learning styles turned out to be both fun and informative. I guess it's true, 'intras' really can learn interactively (or collaboratively) ... when they have to! (paul)

(2) What question(s) remain uppermost in your mind as we end this session?
The tests do not necessarily reflect on intelligence and learning styles as they may be based on a Western bias and, as we have seen in class, do not yield clearly defined results. A good teacher, in my eyes, uses a variety of teaching methods to reach individual students and reads the audience rather than the statistics. The tests did not tell me anything new about myself and I would have preferred to learn something else today, e.g. a variety of assignment options. Susanne

By far the most difficult part of the teaching/learning process (for me) is the 'marking' of class assignments. Responding to the work itself is enjoyable, yet 'handing out' grades is a task that often (honestly, a lot of the time) leaves me second guessing myself. For the fall, I've been trying to develop a rubric that hopefullly will work. Bloom's taxonomy looks like a helpful addition. I also wonder about finding spaces for class members to evaluate their own work, and isn't this part of the notion of life long learning that we talked about a little earlier? Thanks, paul


 * ==There will be a new entry posted to the **CTL BLOG.** Please read it and write some comments.==

Lunch on your own—12:00-1:00
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WEDNESDAY, AUGUST 20th, 2008 **
 * //Part 4://** **//9:00-10:15//**


 * ==Developing a **Teaching Philosophy Statement**==
 * ==Part of a dossier==


 * ==Critical elements of a TPS—read Chism’s 5 components**--in your folder** We will take a brief look at these components. See also the first section of the buff colored handout in your folder.==


 * ==The University of Minnesota’s Center for Teaching and Learning has an excellent step-by-step process for creating a TPS. Go here http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/index.html The template from this Center is also in your folder.==


 * ==Thinking as a Teacher-- (Apps, 1991). **Metaphors** of teaching. Read through the second section of the buff colored handout in your folder. Think about these metaphors and what each one means. You will also be shown a variety of objects which can serve as metaphor prompts. Maybe you can think of others. You may even have with you something that would serve as your preferred metaphor (e.g., carabiner hook).==


 * ==Select the metaphor which most aptly describes your teaching. Write metaphor and interpretation of it on a stickie and post to wall metaphor collage—do a walkabout. Any surprsies?==

=TEACHING METAPHORS FROM THE FCP PARTICIPANTS= Please insert additional information, put your name to your metaphor, etc

Fire cracker and match--a small explosion to raise awareness of taken-for-granted experiences--> a new sound/smell --> a fresh view (Suzanne)

Light bulb and weeding tool--the light bulb illuminates i.e., gives new ideas and information. The weeding tool weeds out mis-understandings.

Booster cabl;es--(Mitch)

Eye/ear/hand--see/listen/help (paul)

Key--successful teaching gives a key to the future

Glasses/door--glasses--allowing the students to 'see' hear with clarity what was out of focus or could not be seen at all, an opening door -from a dark room to a great vista, moving the students' ability to hear music from a limited scope to a wide expanding scope (Avila)

Bridge builder--to take students from where they are at present (that means you need to know where they are, what skills and knowledge they are coming with) to where they need to go; to help them and support them as they learn new skills (Dave)

Challenger (Dan)

Take the ordinary and make it extraordinary (e.g., turn a piece of paper into a swan) (Charisma)

A lemon of an experience--stimulate as many senses as possible (touch, colour, smell, humour, sharpness, simplicity, refreshing, back to basics, pleasant, vibrant, memorable) Mindy

Blind people and the elephant and the fire starter (Jim)

Fitness instructor (Lawrence)

Quilting--teaching requires planning, understanding and deciding the steps, the design of your lessons and your semester. You need to find a space which is safe and a nourishing environment with tools and a lot of time. You match pieces together in order to obtain a unique work piece as each class is a unique experience that won't repeat itself (Rose-Line)

Tree nursery caretaker--works on the soil so trees get what they need to grow as tall as they can; knowing when to prune and what branches to prune to enhance growth; aware of the external environment that influences the shaping of the trees, such as the sun, wind, rain etc. (Ellen)

Lamplighter and guide--illuminates the realities of society and the challenges and opportunities for survival (Don)

Brain trainer--students need to work on learning subject matter. The teacher helps them adjust to the demands of the subject matter. We experience growth.

The key keeper (Krista)

A honey bee--I get something, I give something. I pollinate the apple tree in the spring (blossoms). later on the tree yields apples--the fruit of knowledge (John)

Fire starter

Gardener (Nova)

Sky and telescope

Farmer--stages (1) preparing the land and seeding, (2) maintenance and care, (3) harvest. Note: external factors that require troubleshooting/adjustment--which requires different levels of instruction (Freshmen vs Senior)--emphasize different stages (Stuart)


 * ==Group discussion on **//“What is a personal teaching philosophy (statement) and how can it help to inform how I should teach (and how I should not teach)? How can a TPS help in course planning, creation of a course syllabus, with assignments and with course objectives?”//**==


 * ==How does your metaphor inform your teaching style, how you assess, how you conduct the class, how you ‘cover’ content, etc?==


 * ==Developing a Working Philosophy of Teaching (Apps, 1991 & Gutierrez, 2002).==


 * ==Make a teaching cube (Goodyear & Allchin). For more information go to http://sunconference.utep.edu/CETaL/resources/stofteach.html Each face of the cube has a word on it. The task is to write something that reflects the word into the square, cut, fold, and glue the sides of the cube, thread it and hang it somewhere. Please share your cube in the table group, and, if time permits to the whole group.==


 * ==This is a start to creating your personal TPS—a critical part of your dossier--and a critical part of creating coherence in your course syllabus and in your teaching overall. What you write in your TPS should be referred to in other parts of the dossier (internal coherence/integrity).==


 * Coffee Break:** **10:15-10:30**


 * //Part//** **//5: 10:30-11:45//**

==**Instructional Strategies**—there are thousands of different strategies. The goal of an IS is to enable learning, to motivate the learners, to engage them in learning, to help them focus. There are some strategies that we may not feel comfortable using, there may be some that the students do not like. Any one strategy used ALL the time can become boring for you and for the students. Try to expand your repertoire of IS—it will make teaching more exciting for you and the students.==
 * ==First we will take a look at some of the sites that h ave multiple strategies listed and examples etc. These strategies tend to fall into 5 main categories (go to http://www.sasklearning.gov.sk.ca/docs/policy/approach/instrapp03.html )<span style="COLOR: rgb(8,7,7); BACKGROUND-COLOR: rgb(14,12,12)"><span style="BACKGROUND-COLOR: rgb(20,21,20)"> Take a look at the large white sheet with 5 circles in your folders. We will also go through some of the other links on the CTL site.==


 * ==Let's use a jigsaw strategy to explore other strategies. Begin in 5 ‘home’ table groups—A,B,C,D,E (one table would be table A, another table B and so on), number each person in group (1,2,3,4); have all the 1s go to a corner, 2s to another corner etc (each corner will have a table, an easel, they can bring their laptop). The numbered groups are the experts and they will study one strategy for 10 minutes and think of something easy they can teach (as a group) in 2-3 minutes using that strategy. T hey will then return to their home groups and teach what they prepared in their expert group to this home group. Each home group will then have a good idea of how to apply 4 different strategies. We will have a general discussion time at end about this activity, about any of the strategies you tried.==


 * ==Brainstorm (or think-pair-share) within groups to arrive at a group of strategies that have been tried [name the strategy (or describe it), tell about the context of its use (subject area, large/small class, class learning environment configuration, first year <-> senior class, etc). Each person should share one strategy that was effective for them (or one they tried that bombed). This one strategy should be recorded on card and groupings made on wall.==


 * 11:45-12:00**


 * ==Discussion on **//“How can we come to better understand the vast array of instructional strategies? What is the advantage (for us) of concentrating at first on a few IS that are coherent with our TPS and then gradually expanding our repertoire of IS? What is the advantage for the student in our use of an (appropriate) range of IS?”//**==


 * ==Homework/reading for Thursday==
 * ==Read through the section of the CTL site on the **Classroom**—especially the course syllabus.==


 * ==Please especially read “Writing a Syllabus”—located on the CTL site at http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/writesyl.htm There will also be handouts available to take home.==

==Tomorrow, please bring in your syllabus (course outline) for one course that you will be teaching this coming year—in paper format, or put it on the flash drive we have given you, or email it to yourself. You may not have started to create your syllabus, but please come with your course number and name, the room you will be teaching in [also try to find out what your room looks like (theatre, smart room, room with movable tables and chairs, desks and seat joined, etc)], # of students, time/day of course, your name, office #, phone #, email address and any other information that is available to you (e.g., course calendar description, special needs, any special directions from your faculty that need to be included in your syllabus, your course text--if you have one, a calendar for the semester, etc).==
 * ==Be prepared to discuss the question **//“what is a course syllabus and why is having one important?”//**==


 * ==Do an exit card/minute paper which can be posted to the **FCP wiki-**-or you can use the papers provided. To write in the wiki, click the **edit** button, scroll down to this section and write your comments and then click on the **save** button. What you write will become a part of the wiki--and will be **public** for anyone to read. You can give your name if you wish, but you don't have to.==

(1) What was the most useful, meaningful, or intriguing thing you learned during this session?
I had a great time today being exposed to, and experiencing first hand, different teaching strategies. It was invaluable to hear from others how they had applied these teaching strategies in the past or how they intended to use them in future classes. Another tool was added to the 'belt'. (Charisma)


 * ==There will be a new entry posted to the **CTL BLOG.** Please read it and write some comments.==

Lunch on your own—12:00-1:00
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TPS help with example statements: http://ftad.osu.edu/portfolio/philosophy/Philosophy.html

THURSDAY, AUGUST 21ST, 2008 **


 * //Part 6://** **//9:00-10:15//**

**Debrief from yesterday**

 * Expert Groups**: what was it like for you--working collaboratively--to come up with an instructional strategy, learn it, decide on something you wanted to teach using that strategy? Did you first decide on WHAT you wanted to teach and then found an appropriate strategy or did you first decide on what STRATEGY you wanted to learn and then found something appropriate to teach using that strategy? When you returned to your HOME groups how did you 'feel' about teaching using that strategy? Were you able to successfully teach using the strategy? Did your group gues what strategy you used? How did the debriefing go as you explained the strategy in more depth?


 * Home Group**s: what was it like for you to experience a variety of strategies and 'new content' !!! using that strategy?

Other thoughts on the strategies???

**The Syllabus**

 * ==Each group will get an identical binder of syllabi from different faculties at the U of R. Examine and comment in your table groups: (a) on features that appear in all of the syllabi—critical information; (b) on special features that are unique to only some of the syllabi). Are there things that you think **//should//** go into a syllabus that are not in any that you have examined? Is there any component that appears to be missing? Why? What is the critical information that has to be included? Brainstorm. Each group discuss and make a list of what should be in a syllabus--on the FCP wiki--make sure you save your work when finished. One person from each group should enter the information that emerges from everyone at the table. Please read what everyone else enters--and make comments if you wish.==


 * ==Components should have internal consistency—i.e., the goals should be reflected in the strategies and also in the assignments.==
 * ==Some faculties have special things that you need to pay attention to--e.g., the Faculty of Arts has the following on its website--see http://www.uregina.ca/arts/student_services/pdf/announcements-handout.pdf See also a PDF from the Associate Dean of Arts==
 * ==Read through the pages in your folders on Syllabus Basics and "The Syllabus A Key Online Tool."==


 * ==Creating your course syllabus==
 * ==Have you started to create your syllabus? What format is it in (on paper, on your flash drive, etc)==
 * ==Butcher paper and felt pens are available if you are just starting to create your syllabus--this can be helpful to map it out and get feedback from your group.==
 * ==What kind of grouping will work best for you for this activity? Would you like to work with others from your faculty?==
 * ==Most of the morning will be spent working on your syllabus, asking me questions, asking questions of others in your faculty, thinking about what you want to "cover" vs "uncover" vising syllabus links on the CTL site (and other links).==
 * ==Each person should create their own individual course syllabus==
 * ==As you are working on your syllabus please talk a bit about what you are doing, move around and share with others, etc. You can sit beside someone and read what they have written (I guess with permission :) The main thing to focus on will be the learning objectives, instructional methods (strategies), and assessment, due dates, and weighting (what is it that you want the students to learn, how are you going to teach it, and how will you assess their learning?).==
 * ==Refer to the article on “the use of scoring rubrics for assessment and teaching."==
 * ==**Remember, your syllabus will be unique to you. If you compare your syllabus to any other syllabus on campus you will probably find some common elements. If you compare it to others in your faculty or department you will find additional common elements. There may be some components that you have been requested to include. Somehow, someway, I believe that a syllabus should convey a bit of who you are, what you believe about learning, a sense of your personality. See what you can do.**==
 * ==**If you wish to take a look at a syllabus I created a few years ago it can be found at this site-- http://cat.uregina.ca/maeers********************==

Coffee Break: 10:15-10:30

Continuation of the course syllabus. I will walk around and help.
==In your groups discuss the question //“what is a course syllabus and why is having one important?”// Refer to the article “Writing a Syllabus.” In your discussion talk about the importance of having a syllabus, and of giving it to the students in a timely manner (policy, legal).==

==It would be great if we could have some volunteers to hook their laptop to the data projector (or use their flash drive) and present an outline of what they have created. Be prepared for some helpful critique.==

11:45-12:00

Reflection on the morning and looking ahead to the afternoon with the second of a two-part workshop series on students with learning disabilities facilitated by Lisa Righetti.

 * ==No specific CTL reading related homework for tomorrow, but come prepared to present to your group on something you will be teaching this coming semester, a small segment of content, using a strategy you have learned this week, etc==


 * ==Do an exit card/minute paper which can be posted to the FCP wiki--or you can use the papers provided. To write in the wiki, click the edit button, scroll down to this section and write your comments and then click on the save button. What you write will become a part of the wiki--and will be public for anyone to read. You can give your name if you wish, but you don't have to.==

(1) What was the most useful, meaningful, or intriguing thing you learned during this session?
I liked the idea of giving the students a sense of the class atmostphere and maybe a little bit of my own personality through the style of the course syllabus, while at the same time providing them with valuable/essential information. I always believed that a course syllabus had to be very dry and serious! (Avila)


 * ==There will be a new entry posted to the CTL BLOG. Please read it and write some comments.==

Lunch Time (on your own):12:00-1:00
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FRIDAY, AUGUST 22nd, 2008

//Part 7:// //9:00-10:15//

Certificates for FCP will be issued upon receipt of a TPS. Please submit your signed TPS to Michelle in CW 112 and she will issue you a certificate of participation in this program.
==The remainder of the time up to 10:15 is open for completion of projects; group presentations--on something you will be teaching this coming semester, a small segment of content, using a strategy you have learned this week, etc; questions and answers on the syllabus or any other aspect of the FCP.==

TEACHING QUOTES
==Please check the following quotes. If you would like to add to them, or change anything please feel free to do so. Please put your name in brackets if there is no name there (I had difficulty reading some of your signatures!!!). Michelle and I will review all the pictures we took and select 12 good ones that represent some of the Faculty Certificate Program experiences. Each photo will have some teaching quotes under it. We will also try and include some important dates for upcoming teaching and learning events.==

"Inspirational teaching can create waves of timeless knowledge. " "It is important to inspire and not just teach. " "Encouragement allows the seeds of knowledge to grow in confidence." "There is learning in teaching." "Discover wisdom by encouraging learning." [Charisma Thompson]

"The gap to bridge is not always between the student and the topic, but between you and the student." [Dave Abel]

"The teacher's first task is to teach the will to be free." [Mitch Diamantopoulos]

"Learning is a process where any new information must be anchored into existing knowledge." [Malin Hansen]

"We 'teach' with the idea/intent/desire that we are able to guide the personal and professional development of others." [Patti Joyce]

"Good teachers gain as much as they give." [Crista Bradley]

"As a teacher you learn as you never did as a student. Remember this if you want them to learn." [Alex Clarke]

"A good teacher is like an astronaut. He/She WILL reach the unknown space (students' hearts and minds) and reveal the stars (students' potential/strengths) that people had no idea about." [Viktoriya Galushko]

"Never try to teach a pig to sing ... it wastes your time and annoys the pig" [anonymous]

"Learning is embodied and emplaced experience---and so is teaching." [Susanne Kuehling]

"Live Love Listen Lust Look Like Laugh But most importantly LEARN" [John Wright]

"In order for us to grow and learn, we must experience our world differently than before. The path may be painful or enlightening ... maybe both. It is the duty and privilege of those that have walked before us to guide us through to this exciting new world. Be that guide ... not the rock that trips." [Mindy Geres-Gudmundson]

"An effective teacher is a constant reflective practitioner designing the road of success for his/her students." [Rose-Line Beaupre]

"Empty your cup." [Paul Kolenick]

"Teaching is to learning and to life as rain is to the river and the living landscape." [Don Mitchell]

"There is such a thing as a dumb question." [Jim Daschuk]

"Teaching is learning." Nova Scheidt]

"Learning is likedrinking from an oasis to quench the thirst of a curious mind." [ ]

"Students work hard to learn a lot of stuff. Teachers work harder teaching AND learning even more stuff." [Avila Lotoski]

"The act of teaching involves and reinforces learning. Teaching is never a waste of your time." [Stuart Wilson]

"Teaching is the opportunity to illuminate and guide minds." [Maureen Jickling]

"Understanding does not mean I accept. It just means I understand." [Dan Cameron]

Coffee Break: 10:15-10:30

//Part// //8: 10:30-11:45//


 * ==The Scholarship of Teaching and Learning (SoTL)==
 * ==Research ethics related to SoTL—(Chair of Research Ethics Board); REB forms on U of R site.==
 * ==Individually, take a few minutes to record for yourselves an area of inquiry into your teaching that you would like to pursue. It may be too early in your career to embark on a formal SoTL project, but we should all be thinking about ST and ways that we can improve our teaching to impact student learning. What might be an area of inquiry that you might do informally in your teaching this year?==
 * ==We would like some of you to share with everyone what you are thinking about.==
 * ==Supports for ST and SoTL==

11:45-12:00

==Where do we go from here? Would you like to meet again on a regular basis, or only at the end of the semester? Would you like me, or someone else from TDC, to come and visit you in your classroom, observe you teach etc? How can we best support you? There will be a variety of seminars and workshops here in CW 113 throughout the year. We hope you will come to some of them.==

==You may have something you would like us to do that is not addressed through any of our seminars. Maybe we could offer a regular instructional strategy series. I sort of like the idea of using a small portion of content (different content each week) and exploring different strategies that would be appropriate to use in teaching that content. For example, in Mathematics Education, if I was teaching equivalent fractions to the Education students, what are some of the strategies I could use to teach equivalent fractions? Maybe if each of you was to select a topic that you will be teaching and send it to us we could come up with a variety of ways to teach it and then you could come and co-present with us--a combination of content and strategies.==

Special bag lunch provided by CTL--if you can stay and the weather is good we could go outside and eat.
1:00-3:00

TOPIC AREAS FOR FUTURE SEMINARS
Sometime in September I would like to do some kind of focus session/hands-on workshop/panel discussion ???? on assessment of student work**. When we really explore assessment of learning, the kind of work we have our students do varies with discipline. For example, in my Mathematics Education courses I would frequently have the students create a kit of mathematics activities, which I would grade according to criteria set out in advance (and which the students knew about). An English professor may ask for an essay; a Fine Arts professor a sculpture. Just as we should not depend on good (or bad) end of semester course evaluations from students as the only means by which our teaching is evaluated, nor should we only have one means of evaluating/assessing our students' work. Many professors will have a mid-term exam and/or a final exam, both together comprising 50% or more of the course grade. Many professors will have the students write a 'paper,' which again may 'look' different in different disciplines. How do you grade a paper? What are you looking for? In your mind, what would differentiate a good paper from a poor paper. If you have 'in your mind' a set of criteria by which you will judge paper quality you need to let the students know how you will grade their work before they start to write. They need to have some idea in advance of how you will mark them.

My challenge to you is to think of one other way that you can assess your students' work--other than through exams or tests or writing papers. Take 10% of the total grade and come up with a unique assignment, which will give you a good idea of their mastery of the subject, but which may also be fun to do. Maybe you could discuss this with the students and negotiate the kind of assignment it will be.

Do you ever have in-class presentations that are worth part of the total grade? How about a group presentation? How will this be graded?

Sometime in October or early November I will do a session on** documenting your teaching and creating a teaching dossier/portfolio.


 * Sometime in November or early December I will do a session on** student evaluations of our teaching**; This will also involve URFA representatives, and possibly an Associate Dean.

Suggestions from the Faculty Certificate Program participants:
Please jot down some suggestions and we will do our best to organize whatever kind of experience would be appropriate.


 * Common problems--attendance; group work; large classes, sharing papers


 * I would like to learn more about students' work assessments - how to create 'fair' tests that show that a student has not only learned the facts but also 'digested' them in a reflective process. How to give grades ... I come from a different grading system which was largely based on my intuition and was not required to be translatable in % and points. In retrospect, the day when we did the jig-saw on teaching methods was very effective and motivating - I would like to spend more time trying out new forms of group assignments. I did not enjoy the multiple choice self-assessment (but I have complained about it before). All in all, it was a great week - thank you, Vi and all participants (and behind-the-scene supporters!). Susanne