s+DESIGN+ELEMENTS

=__COMMON TEACHING METHODS__=

LIMITATIONS : - experts are not always good teachers - audience is passive - learning is difficult to gauge - communication in one way PREPARATION: - needs clear introduction and summary - needs time and content limit to be effective - should include examples, anecdotes || LIMITATIONS: - time may limit discussion period - quality is limited to quality of questions and discussion PREPARATION : - requires that questions be prepared prior to discussion || LIMITATIONS : - experts may not be good speakers - personalities may overshadow content - subject may not be in logical order PREPARATION: - facilitator coordinates focus of panel, introduces and summarizes - briefs panel || LIMITATIONS : - can be unfocused - needs to be limited to 5 - 7 minutes - people may have difficulty getting away from known reality - if not facilitated well, criticism and evaluation may occur PREPARATION : - facilitator selects issue - must have some ideas if group needs to be stimulated || LIMITATIONS: - can raise too many issues to have a focused discussion - discussion may not have full participation - only as effective as following discussion PREPARATION : - need to set up equipment - effective only if facilitator prepares questions to discuss after the show || LIMITATIONS: - not practical with more that 20 people - few people can dominate - others may not participate - is time consuming - can get off the track PREPARATION: - requires careful planning by facilitator to guide discussion - requires question outline || LIMITATIONS : - needs careful thought as to purpose of group - groups may get side tracked PREPARATION: - needs to prepare specific tasks or questions for group to answer || LIMITATIONS : - people may not see relevance to own situation - insufficient information can lead to inappropriate results PREPARATION: - case must be clearly defined in some cases - case study must be prepared || LIMITATIONS : - people may be too self-conscious - not appropriate for large groups - people may feel threatened PREPARATION: - trainer has to define problem situation and roles clearly - trainer must give very clear instructions || LIMITATIONS: - can be repetitive if each small group says the same thing PREPARATION : - trainer has to prepare questions for groups to discuss || LIMITATIONS : - can be used only for short period of time PREPARATION: - facilitator has to prepare handouts || LIMITATIONS: - p eople may not do exercise PREPARATION : - facilitator must prepare questions || LIMITATIONS : - may not be a good speaker PREPARATION: - contact speakers and coordinate - introduce speaker appropriately || LIMITATION: - people may not be honest - people may be too self-conscious PREPARATION: - facilitator must carefully prepare exercise - must give clear instructions - facilitator must prepare discussion questions
 * ==Lecture== ||
 * STRENGTHS : - presents factual material in direct, logical manner - contains experience which inspires - stimulates thinking to open discussion - useful for large groups
 * ==**Lecture With Discussion**== ||
 * STRENGTHS : - involves audience at least after the lecture - audience can question, clarify & challenge
 * ==**Panel of Experts**== ||
 * STRENGTHS: - allows experts to present different opinions - can provoke better discussion than a one person discussion - frequent change of speaker keeps attention from lagging
 * ==**Brainstorming**== ||
 * STRENGTHS: - listening exercise that allows creative thinking for new ideas - encourages full participation because all ideas equally recorded - draws on group's knowledge and experience - spirit of congeniality is created - one idea can spark off other other ideas
 * ==**Videotapes**== ||
 * STRENGTHS : - entertaining way of teaching content and raising issues - keep group's attention - looks professional - stimulates discussion
 * ==**Class Discussion**== ||
 * STRENGTHS : - pools ideas and experiences from group - effective after a presentation, film or experience that needs to be analyzed - allows everyone to participate in an active process
 * ==**Small Group Discussion**== ||
 * STRENGTHS : - allows participation of everyone - people often more comfortable in small groups - can reach group consensus
 * ==**Case Studies**== ||
 * STRENGTHS : - develops analytic and problem solving skills - allows for exploration of solutions for complex issues - allows student to apply new knowledge and skills
 * ==**Role Playing**== ||
 * STRENGTHS : - introduces problem situation dramatically - provides opportunity for people to assume roles of others and thus appreciate another point of view - allows for exploration of solutions - provides opportunity to practice skills
 * ==**Report-Back Sessions**== ||
 * STRENGTHS : - allows for large group discussion of role plays, case studies, and small group exercise - gives people a chance to reflect on experience - each group takes responsibility for its operation
 * ==**Worksheets/Surveys**== ||
 * STRENGTHS : - allows people to thing for themselves without being influences by others - individual thoughts can then be shared in large group
 * ==**Index Card Exercise**== ||
 * STRENGTHS : - opportunity to explore difficult and complex issues
 * ==**Guest Speaker**== ||
 * STRENGTHS : - personalizes topic - breaks down audience's stereotypes
 * ==**Values Clarification Exercise**== ||
 * STRENGTHS: - opportunity to explore values and beliefs - allows people to discuss values in a safe environment - gives structure to discussion

=__CLASSROOM ASSESSMENT TECHNIQUES__=

Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics: > > > > > >
 * Learner-Centered Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
 * Teacher-Directed Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Classroom Assessment with anyone outside the classroom.
 * Mutually Beneficial Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
 * Formative Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
 * Context-Specific Classroom Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
 * Ongoing Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.
 * Rooted in Good Teaching Practice Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process

As they are teaching, faculty monitor and react to student questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students' learning, but most of their assumptions remain untested. ||