EDG 5325, ANALYSIS OF TEACHING
CTD0496A - 655514
INSTRUCTOR: SHERYL M. HARTMAN, PH.D.
(305) 237-1027
(786) 202-0576
shartman@mdc.edu
Skype: dr.sheryl.hartman
http://faculty.mdc.edu/shartman
Class
5/10/11
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Introductions and Icebreakers (Bring your favorite icebreaker)
FIU Graduate Course Registration
o Sherilyn Lukas
Program Assistant
305-919-5772
Fax: 305-348-3278
capssch@fiu.edu
Text Distribution
Discussion of Syllabi
Teaching Goals Inventory
Teaching: What is it all About?
Teaching Adult Students
Assignments to be completed by 5/12
Read Classroom Assessment Techniques, Ch 1 & 2
Complete Teaching Goals Inventory, Cross pp. 20-22. Compute essential goals. Discussion
with link to take this online found at Teaching Goals Inventory Discussion.
Read Successful Beginnings for College Students – Chapters 1 & 2
Read and post comment on discussion board under Seven Principles:
http://2md.osu.edu/edtech/pdfs/seven_principles.pdf
(Discussion Posting #1)
5/12/11
What is Classroom Assessment?
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Getting Started with Classroom Assessment Techniques (CAT’s)
Preparing for Classroom Assessment
Establishing Purpose, Goals, and Objectives for Classroom Assessment
Assignments to be completed by 5/17
Please complete The Myers-Briggs interest Inventory in your Campus Career Center.
http://www.mdc.edu/iac/stud_info/CareerInfo/stu_career_planning.asp
or take it online, http://www.humanmetrics.com/cgi-win/JTypes2.asp Please submit MBTI
results by May 17th to Dr. Ginny Peterson-Tennant, MBTI Speaker, North Campus,
Psychology Dept., Room 2256-36, gpeterso@mdc.edu, (305) 237-1030 Discussion
of results of inventory will occur with Dr. Peterson-Tennant on May 19th.
Read Classroom Assessment Techniques, Ch 3 & 4
EDG 5325, ANALYSIS OF TEACHING
Read Carnegie Article
http://www.carnegiefoundation.org/perspectives/grade-inflation-its-not-just-issue-ivy-league
Post comments to discussion board under Grade Inflation. (Discussion Posting #2)
Read Practical Magic, Ch 6, Core Strategies for Effectively Teaching Students
5/17/11
Meet in room 1311
Library Orientation with Professor Merlene Nembhard, North Campus Reference Librarian
(305) 237-1142
Productive use of CATs in the classroom
Assignment to be completed by 5/19
Read Classroom Assessment Techniques, Ch 5, 6, 7
Read Practical Magic, Ch 7, Assessing Learning: How We Know They Know and Ch. 9, Advice
for Beginning Community College Instructors
Read Successful Beginnings for College Students – Chapter 3, Creating a Welcome Classroom
Environment
Post reactions on discussion board under Class Environment and Student Motivation. Discuss
how you can incorporate these ideas into your class. (Discussion Posting #3)
5/19/11
Myers Briggs Type Indicator – Dr. Ginny Peterson-Tennant
Learning Styles http://psi.sagepub.com/content/9/3/105.full
Assessing Learning Styles and Teaching Styles: Identify a Learning Style Tool You Would Use
Learning Modalities
Small group work to design the first CAT: Discuss the Classroom Assessment Technique you
have chosen to implement. How much energy would it take to administer the CAT? How
would you turn the data you collect into useful information?
Assignment to be completed by 5/26
Classroom Assessment Project #1 due – (Angelo & Cross, Use of CAT for Assessing CourseRelated Knowledge And Skills, Chapter 7)
Read Georgia State University Master Teacher Program: On Learning Styles,
http://www2.gsu.edu/~dschjb/wwwmbti.html
Post the implications to your teaching under Meyers-Briggs on the discussion board.
(Discussion Posting #6)
5/24/11
No face-to-face class.
Observe a class session of at least one colleague. For discussion next class: What have you
learned? What do you intend to do with this knowledge? How are colleagues assessing
student learning? Will this observation experience impact your teaching style?
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EDG 5325, ANALYSIS OF TEACHING
Read Successful Beginnings for College Students – Chapter 5, Dealing with Incivility in the
College Classroom.
Read and post comment on discussion board under Dealing with Incivility. (Discussion Posting
#4)
5/26/11
Teaching with Electronic Technology
Presented by Maggi Smith, Technology Trainer, College Training and Development.
Discussions on implementation of Project #1: Classroom Assessment Techniques for
Assessing Course-Related Knowledge and Skills (Angelo & Cross, Chapter 7)
Read Successful Beginnings for College Students – Chapter 4, Promoting Student Participation
and Motivation
Assignment to be completed by 5/31
Read Classroom Assessment Techniques, Ch. 8
Assignment to be completed by 6/7
Classroom Assessment Project #2 due (Angelo & Cross, Techniques for Assessing Learner
Attitudes, Values, and Self-Awareness, Chapter 8)
5/31
Guest Speaker: Greg Sharp, Director of Professional Development, College Training and
Development. Demonstration of CAT, SGIF (Small group instructional feedback)
Discussion on implementation of Project #2: Assessing Techniques for Assessing Learner
Attitudes, Values, and Self-Awareness, Chapter 8)
Discussion: CAT’s Assessing Course-Related Knowledge And Skills, Chapter 8
Assignment to be completed by: 6/7
Read Classroom Assessment Techniques, Ch. 9
Classroom Assessment Project #3 due on 6/14 (Angelo & Cross, Techniques for Assessing
Learner Reactions to Instructions, Chapter 9)
Read: Light Illuminates Better Teaching Strategies
Read: From Teaching to Learning: A New Paradigm for Undergraduate Education
Post implications for each article on discussion board for each article under Better Teaching
and New Paradigms (Discussion Posting #5)
Read Successful Beginnings for College Students, Chapter 6, Keeping the Ball Rolling To A
Fruitful Conclusion
Read The Course Syllabus, Part I, 11, & III.
Syllabus Template
Assignment to be completed by 6/14
Post one revised class syllabus for next term. Discuss reasons for incorporating or deleting
material.
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EDG 5325, ANALYSIS OF TEACHING
6/2
Online Class
Review 7-10 faculty websites. Post your comments and your own web site to the class if you
have one. Discussion Posting #8.
Assignment to be completed by 6/9
Post teaching enhancements - web resources you have identified that will support student
learning. Discuss how these resources will be used.
6/7
Panopto presentation, “Students in Distress, Crisis in the Classroom.”
Keynote speaker – Dr. Charles R. Clarke Play (2 of 5)
6/9
Online Class
Use of Technology in the classroom, Discussion Posting #7. Discuss something you would
use, and how you would use it. Post this information.
6/14
Learning Communities and Cooperative Learning
Guest Speakers: Professor Marta Brito–Villani, Department of Mathematics
Professor Lourdes Espana, Department of Mathematics
Professor Leandro Alvarez, Department of Mathematics
Professor Arlen Garcia, Ph.D., Department of Social Sciences
Faculty Discussion: Service Learning Projects
Discussion on implementation of Project #3: Assessing Learner Reaction to Teachers and
Teaching (Angelo & Cross, Chapter 9)
6/16
Research Presentations, “A”
Course Evaluations
Grading
Assignment Description
Eight Discussion Forums (200 word minimum each)
Three Classroom Assessment Projects
Course Syllabus
Resource File
Research Paper
Research Presentation
Percentage Value
40%
30%
5%
10%
7%
8%
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EDG 5325, ANALYSIS OF TEACHING
Rubric for grading discussion forums
1
2
The discussion
The discussion
posting is vague, off posting has limited
topic and has little or connection to the
no coherency. The
examples provided
participant does not
in the readings and
use any examples
in the class text
from teaching
materials. The
experiences or the
posting does not
text or resources to
offer any evidence
expand or reflect
of synthesis or
upon. Examples
interpretation. The
offered have neither
reflection is loosely
supporting
organized, has few
arguments nor are
or no spelling errors
they explained. The
and is near or barely
reflection is poorly
meets the 200 word
organized, has
count minimum.
spelling errors, does
not meet the 200
word count
minimum and/or
was turned in late.
3
The discussion
posting moves
beyond rote
summarizing of
website and text
information.
Reflection
demonstrates the
student’s basic
understanding. No
spelling errors, and
meets the 200 word
count minimum.
Rubric for grading classroom assessment projects
2
4
6
Participant notes
Participant notes
Participant notes
discipline, course,
discipline, course,
discipline, course,
teaching goal,
teaching goal,
teaching goal,
teacher’s question,
teacher’s question,
teacher’s question,
and CAT used.
and CAT used.
and CAT used.
The posting is
incomplete, with
minimal attention on
the way in which
this project has
affected teaching in
the class that was
focused upon.
The posting does not
offer any evidence
of synthesis or
interpretation of the
Classroom
Assessment project.
The discussion
posting begins to
evaluate the effects
of the Classroom
Assessment project
on teaching and
learning.
4
The reflection shows
good understanding
of the concepts
involved. The
writing clearly
exhibits adequate
assimilation and
provides evidence of
reflective thought in
offering relevant and
useful language,
examples and/or
metaphors in order
to describe teaching
and learning
behaviors. There are
no spelling errors
and the reflection
meets the 200 word
count minimum.
5
The posting exhibits
an excellent
understanding of the
concepts related to
material. The writing
is succinct and
clearly exhibits an
exemplary grasp of
the material and
provides many
examples of
reflective thought in
offering relevant and
useful language,
examples and/or
metaphors. There are
no spelling errors
and the reflection
meets the 200 word
count minimum
8
Participant notes
discipline, course,
teaching goal,
teacher’s question,
and CAT used.
10
Participant notes
discipline, course,
teaching goal,
teacher’s question,
and CAT used.
The discussion
posting provides
evidence of
reflective thought in
evaluating the
effects of the
Classroom
Assessment project
on teaching and
learning. This is
examined from both
the student
perspective and the
professor
perspective.
The posting exhibits
insights and
understanding
related to evaluating
the effects of the
Classroom
Assessment
Techniques on
teaching and
learning. There is a
comprehensive
discussion regarding
what ways this
project has affected
teaching in the
classroom and what
ways it has affected
students’ learning in
the class.
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