Download - Web-based Training Modules
FOOD For Thought: Fast Online OnDemand Development
Roberta Ambrosino, EdD
Contrasting Other FacDev Activities
Workshops
Consults
Independent Reading
Online Recorded Lectures
Podcasts
Evidence-based
Student SurveysThe Instructor: Strongly
Disagree Disagree Agree Strongly Agree N/A
1. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or be able to do the following.
1 2 3 4 0
2. Reviewed information that was taught in a previous instruction(s) that helped me understand the new information or perform the new task.
1 2 3 4 0
3. Provided relevant practice-specific feedback about the practice problems to help me understand the correct answer. 1 2 3 4 0
4. Began the lesson with an interesting or exciting fact, demonstration, or question related to the lesson topic. 1 2 3 4 0
5. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or be able to do the following…
1 2 3 4 0
Reiser, R. and Dick, W. (1996). Instructional Planning: A Guide for Teachers (2nd Ed.), Allyn and Bacon, Boston.
Reflection
Classroom Demo
Workshops
UT Health Science Centerat San Antonio
Teaching Excellence Course (UTEC)
ConsultsDebriefing Interview Checklist
Reserve a one-hour studio recording session for self-reflection.
Your promptness is appreciated. Reflection is a monologue describing teaching and learning environment as captured in the video, self-evaluation of strengths/areas for improvement, experimental techniques and results, faculty participant’s perception of students’ motivation and learning.
Schedule a follow-up class to video and survey (before Dec. 3 & 4, 2008).
Date: _______________________________Time:_________________________ Location: ____________________________ No. of students: _______________
Provide faculty participant with a copy of the student survey questions and results. Review student survey results with faculty participant. Identify at least one teaching improvement skill that will be the focus of the follow-up class video. Refer to student
survey items. Provide faculty participant with a copy of the video recording of her/his first class lecture.
If time permits, review specific portions of CD and point out strengths/areas for improvement .
Kirkpatrick’s 4 Levels of Evaluation
Impact
Performance
Learning
Reaction
Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.
Performance1) inform students of objectives
2) help students recall prerequisite knowledge
3) present information and examples
4) provide practice and feedback
5) summarize the lesson
Student Impact
• “She is very enthusiastic while teaching and makes content interesting while applying to real-life scenarios & practice.”
• “I enjoy that she always uses real life examples to explain the content instead of leaving it to our imaginations.”
• “Detail, examples are rich and diversified. Feedbacks are instant.”
Faculty Impact
“Really, I think the course was helpful for me to think outside the box. Identify other areas that I hadn't really explored [sic]. It really opened up a lot more ideas as to how we can teach. How we can identify where we need to focus more attention [sic].”
Study Outcome
Online
• Elixr. Merlot.org
• http://elixr.merlot.org/case-stories/developing-instructional-expertise/faculty-development-activities2/the-impact-of-faculty-development-activities