Teaching Best Practices & Lecture Feedback Template

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Teaching Best Practices & Lecture Feedback Template by Mind Map: Teaching Best Practices &  Lecture Feedback Template

1. Lectures

1.1. Feedback from

1.1.1. John Doe

1.1.1.1. overall

1.1.1.2. content

1.1.1.3. presentation

1.1.1.4. relationship

1.2. Content

1.2.1. Start by checking in with them, before lecture

1.2.1.1. why

1.2.1.1.1. to make them comfortable

1.2.1.1.2. to have them speak in the space, expand their comfort zone

1.2.1.2. what

1.2.1.2.1. how they're doing

1.2.1.2.2. did they have any a-ha moments?

1.2.2. Key points

1.2.2.1. what is the topic

1.2.2.2. what is not the topic

1.2.2.3. "if you only walk away with two things from this..."

1.2.2.4. give them at the beginning and again at the end

1.2.3. Definitions

1.2.3.1. Don't use jargon without introducing first

1.2.3.1.1. they'll be lost

1.2.3.2. Show your slides to a 5-year old

1.2.3.2.1. "Mommy, what's ActiveRecord??"

1.2.4. Clarity

1.2.4.1. Underscore non-obvious things & common mistakes

1.2.5. Demonstrate Knowledge of Topic

1.2.6. Talk about 'why'

1.2.6.1. whenever possible, especially if audience seems at all disengaged

1.2.7. Give concrete examples

1.2.7.1. Use standard examples used in docs: Users/Posts etc.

1.2.8. Topics Balance, Flow, Time Management

1.2.9. Meta Learning

1.2.9.1. anything you taught beyond the specific technical topic

1.2.9.2. possible examples

1.2.9.2.1. how to be a DBC student

1.2.9.2.2. EE / feelings

1.2.9.2.3. how to learn

1.2.10. What's Next?

1.2.10.1. feed the overachievers

1.3. Presentation

1.3.1. Voice

1.3.1.1. Volume

1.3.1.1.1. Loud and consistent vs. low and trailing off

1.3.1.1.2. be loud

1.3.1.1.3. check

1.3.1.2. Tone

1.3.1.2.1. Dynamic vs. monotone

1.3.1.3. Speed

1.3.1.3.1. Varied and generally slower

1.3.1.3.2. Slowing down vs. using fillers ('uh', 'like')

1.3.2. Lighten/change it up

1.3.2.1. why

1.3.2.2. how

1.3.2.2.1. add humor, like Jen's animals

1.3.2.2.2. share quirky/unexpected info

1.3.2.2.3. Sherif's "let's look at 5-10 things, 5 seconds on each"

1.3.2.2.4. (calculated, mindful) swearing

1.3.3. Visual Aids

1.3.3.1. Slides or no slides?

1.3.3.1.1. If you use someone else's slides, you're likely to get screwed at some point

1.3.3.2. Browse Rails Guides or other docs

1.3.3.3. Live coding

1.3.3.3.1. Start from scratch

1.3.3.3.2. Give a simple example first before more complex ones

1.3.4. Time integrity

1.3.4.1. address time at the beginning

1.3.4.2. request permission or at least apologize if you're going over

1.3.5. Awareness of environment

1.3.5.1. extra noise

1.3.5.2. lights

1.4. Relationship with audience

1.4.1. Getting a feedback loop on audience understanding

1.4.1.1. bad signs

1.4.1.1.1. fidgeting

1.4.1.1.2. using mobile phones

1.4.1.1.3. silence

1.4.1.1.4. confused questions

1.4.1.2. good signs

1.4.1.2.1. engaged questions

1.4.1.2.2. forward lean

1.4.1.2.3. smiles

1.4.1.2.4. buzzing

1.4.2. What do they already know about the topic?

1.4.3. Make it interactive

1.4.3.1. Make sure it's not a monologue

1.4.3.2. At least ask questions

1.4.3.3. Get them to do something

1.4.3.3.1. Code

1.4.3.3.2. Use whiteboards

1.4.3.3.3. Vote understanding thumb-to-5

1.4.3.4. Pair/group time

1.4.3.5. Get them out of their chairs

1.4.4. Answering questions

1.4.4.1. 1. Validate question

1.4.4.1.1. even by just specifically addressing what they're saying

1.4.4.1.2. ask clarifying questions

1.4.4.2. 2. Give the answer

1.4.4.3. 3. Cut off if necessary

1.4.4.3.1. excessive or off-topic questions

1.4.4.3.2. "let me just give it to you so we don't struggle" after 45 seconds

1.4.4.4. 4. Occasional follow ups

1.4.4.4.1. does that make sense, did that answer your question?

1.4.4.4.2. who was helped by that question?

1.4.5. Intangibles

1.4.5.1. Be Yourself

1.4.5.1.1. Use your own slides so you can be more comfortable

1.4.5.1.2. But play the role of yourself with enthusiasm! They're watching...

1.4.5.2. Empathy

1.4.5.2.1. You get what it might be like to be them

1.4.5.3. Communicating self-confidence

1.4.5.3.1. this is why tone matters

1.4.5.3.2. try to be loud and emphatic with your thoughts

1.4.5.3.3. example

1.4.5.4. Care about whether they learned something

1.4.5.4.1. if they had a simple quiz right after, how would they do?

1.4.5.4.2. ask them fist-to-5 how comfortable they feel with it

2. More

2.1. Sherif's ideas

2.1.1. more

2.1.1.1. 10 min of lecture feedback

2.1.2. students helping design curriculum

2.1.3. public pair coding between

2.1.3.1. two teachers

2.1.3.2. teacher and student

2.1.4. teachers talking about their student experience here

2.1.4.1. not hiding it out of shame