1. Survival Guide Description
1.1. This map is my survival guide to teaching at the high school and college level.
1.2. This survival guide will help to keep me focused and proceeding in the right direction when I find myself in difficult situations.
1.3. This survival guide will help me to remember how I want my classrooms to run. It will also provide basic steps in guiding how to create a curriculum that is engaging and challenging for students.
1.4. The survival guide is a reminder that all students are different with different needs, values, morals, and altogether diverse. So what will work for one student may not work for another. To be considerate of differences.
1.5. This survival guide will help to remind me that I am after all human and I will make mistakes. Using this I can remind myself what my ethics and values are as a teacher and as a person and that I am in a position of being a role-model for all of those that I teach at all times and I should conduct myself as such.
1.6. This survival guide will help me to remember that personal responsibility and professional development are important in order to stay relevent with the course, class or material that I am teaching.
2. Creating A Curricalum
2.1. Writing Objectives , Goals, and Learning outcomes
2.1.1. Objective goals should be written with clear expectations of what the student will learn in the course.
2.1.2. Goals should be written in a clear and concise manner to avoid confusion.
2.1.3. The best practice to use for learning outcomes is the Structure of Observed Learning Outcomes. this framework uses critical thinking skills, along with meta-cognitive skills with the understanding that a students think process changes throughout their college experience.
2.2. Creating a Syllibus
2.2.1. A syllabus is more or less a schedule of the class in its entirety.
2.2.2. Schedule assignements and the dates they are due.
2.2.3. Schedule topics and the dates they will be gone over and discussed. Schedule Alternative assignments or discussion in place or to use as a backup.
2.2.4. Include rules and expectations of students as well as classroom behavior and regulations.
2.2.5. S - Specific , M - Measurable, A - Agreed (clearly understood), R - Related, with a clear structure and links between assignments, T - Time frame.
2.3. Materials
2.3.1. Multimedia
2.3.1.1. Technology can be used to enhance teaching and learning. Technology can help support a teacher in the means of saving time and being efficient.
2.3.1.2. Technology can help to enhance learning by provide various outlet for student self expression in assignment and research projects.
2.3.1.3. Using various web based programs allows for teacher to create an extra layer or dimensions for asking questions and fostering discussions within the class.
2.3.1.4. Teachers can compile a list of website appropriate or relative to course material as well as supplemental resources, and help provide research databases and /or tools.
2.3.1.5. Exposing students to various technology medias can help to fine tune their skills in effectively and efficiently. It can help to provide them with real world applications and how to behave in a proper way in a world that uses online media.
2.3.1.6. If students are to use new technolgy, be sure to give complete instruction on how it is used and the various ways it can be implemented. If a particular program costs money make sure to tell the students in advance. If they have to login to a specific website and give information make sure it is gone over and all questions are answered so that students can succeed.
2.3.1.7. No matter what kind of technology is used make sure to give expectations and instructions for each one no matter how many people say that they know how it is used.
2.3.2. Textbook Selection
2.3.2.1. The use of traditional textbooks has the advantage to focus on specific content and structure in the terms of subject matter.
2.3.2.2. Textbooks should not be the only means of providing meaningful content. Various reports, journals, videos, and reference material that can be found through electronic means can be just as valuable and even flexible for teachers as well as students.
2.3.3. Creating Effective Lectures
2.3.3.1. Make lecture notes that are to the point and keep you on track. When creating lecture notes use procedural directions so that you can speak about the subject, ask students for understanding, etc. Add timings to keep discussion limited to the time allotted.
2.3.3.2. Signposts are used to tell student what material or subject matter will be covered next. Allow for transition from one key point to another by using transition words like therefore, or because.
2.3.3.3. Allow time for students to ask questions and clarify understandings.
2.3.3.4. Use graphic representation in order to help students stay engaged like the use of a white board, smart board, graphs, or flow charts.
2.3.3.5. Try to begin a lecture using demonstrations from current events and hen ask students how they feel about it in relation to the class and /or subject matter at hand.
2.3.3.6. It is normal if a person does not cover all of the material a focus on three or four key concepts that has been discussed in depth is good. Use a visual representation to allow students time o catch up.
2.3.3.7. Use example from experience or knowledge that can relate with the students this makes for a better understanding of the material or subject matter.
2.3.3.8. Periodically summarize what has been discussed in the lecture so that students can make sure that they are on the right track and give them time to finish notes or catch up.
2.4. Starting Discussions
2.4.1. Start a discussion with a common experience through a a video, reading, website, or role playing. Try to make the issue that you will be using modern and current, even relative so students are engaged.
2.4.2. Start a Discussion with Controversy. Students love to prove each other wrong and can be very passionate about certain subjects. What they will learn is that there are various perceptions or view points and no one view is 100% right or wrong.
2.4.3. Start a Discussion a with a Question. When asking the students a question make sure to give them enough time to process the question and form a response that is not rushed.
2.4.4. Use factual question to test student knowledge of the material but make sure that the phrasing of the question is not used in a negative manner.
2.4.5. Studies have shown that when a teacher form a question that uses the application process, student comprehension of the material was higher.
2.4.6. When starting a discussion about a particular problem make sure to break the problem down into smaller categories in order to find clearer definitions about the problem, relevant issues, acceptable solutions, possible solutions and connecting it altogether.
2.4.7. Student Led Discussions can help promote student participation as well as student helping students build on each other ideas or thoughts about the subject or material.
2.5. Providing Feedback
2.5.1. Providing feedback is important to a student, it can help them stay on the right track. Feedback should be given to students early enough that they have time to make appropriate changes to their assignments.
2.5.2. Feedback should be written in simple and understandable language that gives specifics on what parts are god and why and which parts need improvements and why.
2.5.3. Comment on on a few items that students can think about understand and change.
2.5.4. When commenting on a selective part of an assignment try to reference specific example to text that they are able to compare or contrast.
2.5.5. When commenting on students work do not be vague like good job, if it is a good job state what is a good job and why.
2.5.6. Make suggestions on how students can improve their work with various articles, websites, further research etc.
2.5.7. One of the most important factors about feedback is to make sure that feedback is non judgmental. If a student is struggling with comprehension of a concept, point them in the right direction through positive words and motivation.
2.5.8. The use of Peer Feedback can provide important aspects like differing viewpoint that can foster deeper learning and comprehension of the subject.
3. References
3.1. Gijbels, D. D. (2013). Research on problem-based learning: future challenges. Medical Education, 47(2), 214 - 218. doi:10.1111/medu.12105 Sviniki, M., & McKeachie, W. J. (2011). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University teachers (13 ed.). Belmont: Wadsworth, Cengage Learning. Retrieved October 6, 2014 http://www.tecweb.org/styles/gardner.html
4. Facilitating Student Achievement
4.1. Addressing Adlut Learning Styles
4.1.1. Like with all students from elementary school even through college to professional development every learner has a unique learning style.
4.1.2. Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs http://www.tecweb.org/styles/gardner.html
4.1.3. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. http://www.tecweb.org/styles/gardner.html
4.1.4. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. http://www.tecweb.org/styles/gardner.html
4.1.5. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. http://www.tecweb.org/styles/gardner.html
4.1.6. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. http://www.tecweb.org/styles/gardner.html
4.1.7. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. http://www.tecweb.org/styles/gardner.html
4.1.8. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. http://www.tecweb.org/styles/gardner.html
4.2. Meeting the Needs of Diverse Learners
4.2.1. When providing feedback to students try to understand that various students need different types of help or feedback. Feedback could be a few simple sentences, a brief explanation or point them to videos that may help.
4.2.2. Understand that students from different parts of the world or even from various backgrounds has an impact on the way that they participate in the classroom setting.
4.2.3. Diverse students may or may not make eye contact, or they may not seem like they are paying attention, or they may take a few extra seconds to reply to a question. This all depends on where they or from, their background or culture.
4.2.4. Try to get to know your students and a little bit about them to help them engage and participate. Ask students to prepare a short biography that gives a brief explanation on where they are from, what their culture is like, etc.
4.2.5. Students may face issues with feeling like they are insulting the teacher, being in the spotlight, Trusting that they wont get teased or put down because of their question or opinion.
4.2.6. Personal space for a student can consist of various things from standing to close to or watching over their shoulder . this can effect how a student acts in a classroom and how trusting they are to participate.
4.3. Motivating Students
4.3.1. Dealing with problem Students
4.3.1.1. Remember that instead of arguing with he student to think of it a perfect time to teach using logic and going deeper into the subject. One can use this as an opportunity to show students how to use proper debate methods instead of using loud and rude behavior arguing a point
4.3.1.2. Teach students that at times their is no right or wrong answers and that thinking critically, and using evidence based criteria, along with knowledge from content or material can support his/her question challenging the teacher position.
4.3.1.3. Some students may become problem students because they have not been properly prepared for the course by having the right prerequisites, or there or gaps in a students education. For these students a teacher can help them by giving them resources for extra help or study sessions. Provide them with information on supplemental resources.
4.3.1.4. If a student is having trouble keeping up in class, make time for the student by having available office hours. Ask specific questions like How they are feeling about the class?, Missed Classes, If they know how to study, or how to take proper notes.
4.3.1.5. If students are interuppting a lot or dominating the discussions make sure to ask them to let others have a chance at offering their thoughts or opinions.
4.3.1.6. Some students may offer extra attention to teachers in order to sweet talk them into changing grades or getting better grades. Keep on guard for these students.
4.3.1.7. Some students will have excuses for not submitting their assignments on time, some of those excuses will be legitimate, some students will have fake excuses. Consider each student on a case by case evaluation and whether or not they have proof or evidence of why their work is late or if they need an extention.
4.3.1.8. If a student is having emotional problems or at rick of becoming more serious make time to sit down and talk to them, if needed provide them with resources for student health or other such means that can point them in the direction of professional help. If need be offer to help support them by making and setting the appointment or by walking with them. This way they feel safe and cared for.
4.3.2. Students may not want to participate is discussions for various reasons. Some of those reason include; looking stupid, may not think the discussion is important, or not used to talking in discussions.
4.3.3. Students may not understand the discussion process of varying opinion, perspectives, facts or ideas.
4.3.4. Students involved in a discussion may not understand what the instructor wants form them in terms of finding a solution or exploring possibilities.
4.3.5. Keep students motivated during a lecture by breaking up the lecture with student activities or discussions that involve small groups or asking questions. Writing minute summaries, or even letting students have a break like stretching or grabbing a drink.
4.3.6. Giving students a choice in topic to research and write about, as well as reading assignments and even due dates for assignments or media that can be used can help motive students to stay engaged and involved in the class.
4.3.7. Let students know ahead of time that questions are good and that making mistakes are just as good because by making a mistake a person can learn and adjust to find different answers or try various theories.
4.4. Collaboration
4.4.1. Grading
4.4.1.1. Grading is based on assessment as well as performance. Grading should be consistent throughout the course so as not to confuse students.
4.4.1.2. Student actions should be separately graded from what a student has learned. This can be done by having separate categories for student actions like an assignment being late, or not following class procedures.
4.4.1.3. Keep student informed how they are doing throughout the class period. If students have an understanding of where they stand at certain points they are able to modify and self regulate to bring up a grade or work harder in specific areas of concern.
4.4.1.4. Offer students extra work in the areas that they are having the most trouble. this will help them pinpoint areas of concern and work toward an understanding of the material.
4.4.2. Project - Based Learning
4.4.2.1. Some very important factor include environment, tutor subject matter expertise, level of student’s prior knowledge, and the context and structure of the curriculum. “If students are to learn how to think more effectively, they need to practice thinking” (Sviniki & McKeachie, 2011).
4.4.2.2. An instructor or teacher will give student a situation, in which they have left out some details and the solution to the problem or situation. The students have to state the problem or situation given, gather information the subject, and come up with possible solutions. Then they have to list the pros and cons of the solutions listed, decide on a solution and what is necessary to achieve the solution. Next is to analyze the who, what, when, and where of implementing the solution, create a detailed solution and evaluate the final solution further, and then recommend a course of action involving the solution. This is all done with the supervision of a facilitator checking in with each group of students (Sviniki & McKeachie, 2011).
4.5. Maintaining Ethical Pratices
4.5.1. • “Autonomy - Am I acting in ways that respect freedom and treat others as autonomous?” (Sviniki & McKeachie, 2011) • “No malfeasance – Am I causing harm through either commission or omission?” (Sviniki & McKeachie, 2011) • “Beneficence – Do my actions benefit the other person rather than myself?” (Sviniki & McKeachie, 2011) • “Justice – Do I treat those for whom I am responsible equitably?” (Sviniki & McKeachie, 2011) • “Fidelity – Do I uphold my part of any relationship?” (Sviniki & McKeachie, 2011) • “Acting Consciously – What are the assumptions on which I base my actions and they are valid?” (Sviniki & McKeachie, 2011)