Educational Assessment, Evaluation, and Research Commons^™

Week Seven Introduction, Judith Longfield

Teaching Academy

Partners provided each other with meaningful feedback on their syllabi and also exchanged lesson plans. In addition, test analysis skills were revised and we discussed common concerns related to grading. A rubric or scoring guide was also used to grade an essay test question in literature or geography.

Teaching Academy 2015: Wednesday Syllabus, Judith Longfield

Teaching Academy

The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.

Week One: Learning Journal, Judith Longfield

Teaching Academy

Active participation and reflection are critical to learning, and are basic “essentials” in this class.

Week One: Syllabus Activity, Judith Longfield

Teaching Academy

Directions for syllabus activity.

Silver Level Certificate Of Achievement, Judith Longfield

Teaching Academy

Form for the Silver level Certificate of Achievement.

Gold Level Certificate Of Achievement, Judith Longfield

Teaching Academy

Form for the Gold level Certificate of Achievement.

Week One Evaluation, Judith Longfield

Teaching Academy

Help me make the Academy a good learning experience for you by rating today’s session. Please write a BRIEF response to the following statements.

Week Two: Planning For Active Learning, Judith Longfield

Teaching Academy

The following is an overview of Planning for Active Learning.

Cat Implementation Report Form, Judith Longfield

Teaching Academy

The CAT implementation report form allows you to identify students’ misconceptions and/or what they know, and then reflect on the CAT results so you can better target your lesson plans.

“Curse Of Knowledge” Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for the "Curse of Knowledge."

Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield

Teaching Academy

The first principle discussed in How Learning Works is “students’ prior knowledge can help or hinder learning.” There is high probability that some, or, all of the students in your target course will have misconceptions and/or inaccurate prior knowledge that will actively inhibit their ability to learn course material. Unless you identify these misconceptions—also called learning bottleneck—and address them explicitly, students may be unsuccessful in mastering disciplinary thresholds. During the Teaching Academy, you will have the opportunity to apply the principles of smart teaching by designing a lesson to address an important misconception or bottleneck in your target course.

Reflection As The Key To Intuitive Knowing, Judith Longfield

Teaching Academy

In The Reflective Practitioner: How Professionals Think in Action (1983), Schön introduced the idea of knowing-in-action or “reflection-in-action,” observing that “[w]hen we go about the spontaneous, intuitive performance of the actions in everyday life, we show ourselves to be knowledgeable in a special way. Often we cannot say what it is that we know . . . [because it is] implicit in our patterns or action and in our feel for the stuff with which we are dealing” (p. 49). According to Schön, knowing-in-action complements reflection.

Week Two: Chapter 1 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter one.

Week Three: Student Motivation, Judith Longfield

Teaching Academy

The following is an overview of Student Motivation: Overcoming Obstacles to Learning.

Integrate Motivation Planning Into Lesson Planning, Judith Longfield

Teaching Academy

Instructions on how to integrate motivation planning into lesson planning.

Perspective Activity, Judith Longfield

Teaching Academy

The following is a faculty and student perspective activity.

Week Four: Chapter 4 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter four.

Week Five: Classroom Climate And Diversity, Judith Longfield

Teaching Academy

The following is an overview of Classroom Climate and Diversity.

Creating An Inclusive Classroom, Judith Longfield

Teaching Academy

Form on how to create an inclusive classroom.

Getting Acquainted Sample, Judith Longfield

Teaching Academy

The following is information on getting acquainted.

Week Five: Chapter 6 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter six.

Week Six: Effective Tests - A Tool For Learning, Judith Longfield

Teaching Academy

The following is an overview of Effective Tests: A Tool for Learning.

Chapter 7 Quiz Analysis Activity, Judith Longfield

Teaching Academy

The following is an analysis of Chapter 7 quiz.

Checklist For Reviewing Multiple-Choice Items, Judith Longfield

Teaching Academy

The following is a checklist for reviewing multiple-choice items.

Week Six: Chapter 7 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter seven.

Lesson Plan Checklist, Judith Longfield

Teaching Academy

During this online session you will "dissect" a sample lesson in order to identify its parts, and learn a process you can use to plan lessons. You will also have the option to submit your lesson plan for review. The following is a lesson plan checklist.

The Case Of The Latté Drinking Instructors, Judith Longfield

Teaching Academy

You’re at Starbucks early one morning and can’t help overhearing an exchange between two instructors as they talk loudly over cups of lattés. Calvin fervently exclaims, “Can you believe it Kathy? I’m three weeks behind in my grading because I spend so much time writing the same comments on almost every paper. Don’t students understand basic academic expectations? And now that I’m almost done I’m concerned I graded the last ones more harshly than the first ones. I’m so frustrated!” His colleague Kathy replies just as heatedly, “You think you’ve got problems Calvin! I spent hours writing a long narrative …

Teaching-Learning Beliefs Inventory, Judith Longfield

Teaching Academy

Please recreate the unique ID# you used for the first inventory by following the instructions below. I plan to link this one with the pre-inventory. To recreate your ID, use the following procedure.

Week Seven: Chapter 5 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter five.

Sample Civility Statements, Judith Longfield

Teaching Academy

These are samples of statements from a range of college and university campuses.