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Wonderlic Wonderlic teaching
Killexams : Wonderlic Wonderlic teaching - BingNews https://killexams.com/pass4sure/exam-detail/Wonderlic Search results Killexams : Wonderlic Wonderlic teaching - BingNews https://killexams.com/pass4sure/exam-detail/Wonderlic https://killexams.com/exam_list/Wonderlic Killexams : 25 Reasons to Get Excited About Teaching

Louie F. Rodriguez

Louie F. Rodriguez is a professor and the Bank of America Chair of Education Leadership, Policy, and Practice in the School of Education at the University of California, Riverside.

Teaching at any level is one of the toughest jobs out there. Today, teachers are increasingly faced with challenges that may bring one to question whether they should even consider entering the profession at all. Whether it is the ongoing need for substitute teachers as the pandemic persists, controversies over curriculum, the ebbs and flows of school policy and practice, or the day-to-day working conditions that impact teacher life, there is certainly no shortage of issues that confront the field.

These conditions can leave an educator asking: “Should I even teach at all?” “Is it worth it?” “Will these larger challenges impact the quality of my experience as a qualified, credentialed, and dedicated classroom teacher?” For example, will I, as a teacher, be able to use research-informed pedagogical approaches that I have been taught in my teacher-preparation program? Will I be able to inspire and mentor students and even use my own educational journey to engage students in the classroom?

While these concerns certainly bring a series of potential challenges, I often think about the powerful role that educators and teaching play in our society, especially in the context of the last two years. For example, we know that vulnerable communities that have been disproportionately impacted by the pandemic were already marginalized by social, political, economic, education, and health-related disparities before March of 2020. These realities make the promise of education and the role of the teacher and teaching so much more significant in today’s context, especially for our nation’s most vulnerable.

It is in this context that I developed 25 reasons to teach. Rather than allowing the possible obstacles to teaching cloud our perspective on why the profession is so vital today, let’s focus on the opportunities that teaching brings every single day to the classroom. I think this is particularly relevant for teachers starting a new school year, future teachers currently in teacher education programs, and future teachers who are considering the field of education.

As a current or future educator, your teaching will likely provide you with opportunities to do the following:

  1. Build a meaningful connection with a student.
  2. Prioritize a student’s humanity.
  3. Allow students to reinvent themselves every single day.
  4. Exercise maximum flexibility, especially as we continue to navigate the pandemic.
  5. Recognize the collective trauma from No. 4 and its ongoing impact on just “being,” not only for students, but for teachers and families as well.
  6. Be a teacher who gives students second, third, and fourth chances.
  7. Reduce past systemic harm once the student enters your classroom by promoting equity-driven practices.
  8. Build community with your fellow teachers in your school, district, and/or community.
  9. Establish a partnership with families, especially those who have struggled to build such partnerships in the past.
  10. Spark an interest in learning for the seemingly disengaged student.
  11. Recognize the leadership qualities in that one student who needed to hear the words, “You are a leader.”
  12. Provide students with an intentional space for hearing their voices in the classroom.
  13. Inspire students by showing them who they were, who they are, and where they are going.
  14. Show students their community’s excellence.
  15. Redefine what educational excellence looks like in students’ various communities (peers, families, communities, society).
  16. Reflect back to your students their historical, cultural, and community contributions.
  17. Be the one teacher who your students look forward to seeing every day.
  18. Provide your students with instruction that validates their life experiences.
  19. Create pedagogical activities that (re)position students as teachers and facilitators of learning.
  20. Redefine “knowledge” with your students; students are indeed creators of knowledge.
  21. Model equitable practices in the classroom; equity is more than a principle but is also an action.
  22. Center cariño (care) within the educational endeavor.
  23. Forge hope for students in your classroom every single day.
  24. Wake up every single day knowing that you will make a difference in the life of a student.
  25. Realize the promise of public schooling every single day through your teaching and dedication.

While it is understandable that teachers and some prospective teachers may be questioning—or even doubting the teaching profession—my hope is that current and prospective teachers realize that they are in the right place and that our students, families, and communities need them. Teachers cannot do this important work alone and our leaders, policymakers, and teacher development professionals play a critical role in ensuring their success, especially in the context of all that the profession is.

Tue, 27 Sep 2022 07:28:00 -0500 en text/html https://www.edweek.org/teaching-learning/opinion-25-reasons-to-get-excited-about-teaching/2022/09
Killexams : Transforming Teaching & Learning

Several colleges have increased enrollment and reaped financial gains from using Rize Education’s courses in high-demand fields, largely overcoming faculty concerns about loss of control.

University buys assets of publicly traded Zovio to bring management of its roughly 28,000 online students in-house, citing online program management’s “inherent conflict.” Glad you finally noticed, critics say.

Two experts discuss the digital divide (including for adjuncts), the importance of training and how to ensure online education is a force for equity, not a deterrent to it.

Instructors’ awareness and use of open educational resources and their recognition of the efficacy of digital texts rose sharply this year, an annual survey finds.

As other public institutions seek to expand their offerings for place-bound adult learners, the formal end of the homegrown eVersity offers some lessons.

Mon, 25 Apr 2022 16:25:00 -0500 en text/html https://www.insidehighered.com/transforming-teaching-and-learning
Killexams : Teaching with PowerPoint

When effectively planned and used, PowerPoint (or similar tools, like Google Slides) can enhance instruction. People are divided on the effectiveness of this ubiquitous presentation program—some say that PowerPoint is wonderful while others bemoan its pervasiveness. No matter which side you take, PowerPoint does offer effective ways to enhance instruction when used and designed appropriately.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning. You can use PowerPoint to project visuals that would otherwise be difficult to bring to class. For example, in an anthropology class, a single PowerPoint presentation could project images of an anthropological dig from a remote area, questions asking students about the topic, a chart of related statistics, and a mini quiz about what was just discussed that provides students with information that is visual, challenging, and engaging.

PowerPoint can be an effective tool to present material in the classroom and encourage student learning.

This section is organized in three major segments: Part I will help faculty identify and use basic but important design elements, Part II will cover ways to enhance teaching and learning with PowerPoint, and Part III will list ways to engage students with PowerPoint.

PART I: Designing the PowerPoint Presentation


  • Student accessibility—students with visual or hearing impairments may not be able to fully access a PowerPoint presentation, especially those with graphics, images, and sound.
  • Use an accessible layout. Built-in slide template layouts were designed to be accessible: “the studying order is the same for people with vision and for people who use assistive technology such as screen readers” (University of Washington, n.d.). If you want to alter the layout of a theme, use the Slide Master; this will ensure your slides will retain accessibility.
  • Use unique and specific slide titles so students can access the material they need.
  • Consider how you display hyperlinks. Since screen readers read what is on the page, you may want to consider creating a hyperlink using a descriptive title instead of displaying the URL.
  • All visuals and tables should include alt text. Alt text should describe the visual or table in detail so that students with visual impairments can “read” the images with their screen readers. Avoid using too many decorative visuals.
  • All video and audio content should be captioned for students with hearing impairments. Transcripts can also be useful as an additional resource, but captioning ensures students can follow along with what is on the screen in real-time.
  • Simplify your tables. If you use tables on your slides, ensure they are not overly complex and do not include blank cells. Screen readers may have difficulty providing information about the table if there are too many columns and rows, and they may “think” the table is complete if they come to a blank cell.
  • Set a studying order for text on your slides. The order that text appears on the slide may not be the studying order of the text. Check that your studying order is correct by using the Selection Pane (organized bottom-up).
  • Use Microsoft’s Accessibility Checker to identify potential accessibility issues in your completed PowerPoint. Use the feedback to Excellerate your PowerPoint’s accessibility. You could also send your file to the Disability Resource Center to have them assess its accessibility (send it far in advance of when you will need to use it).
  • Save your PowerPoint presentation as a PDF file to distribute to students with visual impairments.

Preparing for the presentation

  • Consider time and effort in preparing a PowerPoint presentation; supply yourself plenty of lead time for design and development.
  • PowerPoint is especially useful when providing course material online. Consider student technology compatibility with PowerPoint material put on the web; ensure images and graphics have been compressed for access by computers using dial-up connection.

PowerPoint is especially useful when providing course material online.

  • Be aware of copyright law when displaying course materials, and properly cite source material. This is especially important when using visuals obtained from the internet or other sources. This also models proper citation for your students.
  • Think about message interpretation for PowerPoint use online: will students be able to understand material in a PowerPoint presentation outside of the classroom? Will you need to provide notes and/or other material to help students understand complex information, data, or graphics?
  • If you will be using your own laptop, make sure the classroom is equipped with the proper cables, drivers, and other means to display your presentation the way you have intended.

Slide content

  • Avoid text-dense slides. It’s better to have more slides than trying to place too much text on one slide. Use brief points instead of long sentences or paragraphs and outline key points rather than transcribing your lecture. Use PowerPoint to cue and guide the presentation.
  • Use the Notes feature to add content to your presentation that the audience will not see. You can access the Notes section for each slide by sliding the bottom of the slide window up to reveal the notes section or by clicking “View” and choosing “Notes Page” from the Presentation Views options.
  • Relate PowerPoint material to course objectives to reinforce their purpose for students.

Number of slides

  • As a rule of thumb, plan to show one slide per minute to account for discussion and time and for students to absorb the material.
  • Reduce redundant or text-heavy sentences or bullets to ensure a more professional appearance.
  • Incorporate active learning throughout the presentation to hold students’ interest and reinforce learning.

Emphasizing content

  • Use italics, bold, and color for emphasizing content.
  • Use of a light background (white, beige, yellow) with dark typeface or a dark background (blue, purple, brown) with a light typeface is easy to read in a large room.
  • Avoid using too many colors or shifting colors too many times within the presentation, which can be distracting to students.
  • Avoid using underlines for emphasis; underlining typically signifies hypertext in digital media.

Use of a light background with dark typeface or a dark background with a light typeface is easy to read in a large room.


  • Limit the number of typeface styles to no more than two per slide. Try to keep typeface consistent throughout your presentation so it does not become a distraction.
  • Avoid overly ornate or specialty fonts that may be harder for students to read. Stick to basic fonts so as not to distract students from the content.

Point size

  • Ensure the typeface is large enough to read from anywhere in the room: titles and headings should be no less than 36-40-point font. The subtext should be no less than 32-point font.

Clip art and graphics

  • Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content. Irrelevant graphics and images have been proven to hinder student learning.
  • Photographs can be used to add realism. Again, only use photographs that are relevant to the content and serve a pedagogical purpose. Images for decorative purposes are distracting.
  • Size and place graphics appropriately on the slide—consider wrapping text around a graphic.
  • Use two-dimensional pie and bar graphs rather than 3D styles which can interfere with the intended message.

Use clip art and graphics sparingly. Research shows that it’s best to use graphics only when they support the content.

Animation and sound

  • Add motion, sound, or music only when necessary. When in doubt, do without.
  • Avoid distracting animations and transitions. Excessive movement within or between slides can interfere with the message and students find them distracting. Avoid them or use only simple screen transitions.

Final check

  • Check for spelling, correct word usage, flow of material, and overall appearance of the presentation.
  • Colleagues can be helpful to check your presentation for accuracy and appeal. Note: Errors are more obvious when they are projected.
  • Schedule at least one practice session to check for timing and flow.
  • PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing as well as information gaps and redundancy. You can also use the preview pane on the left of the screen when you are editing the PowerPoint in “Normal” view.
  • Prepare for plan “B” in case you have trouble with the technology in the classroom: how will you provide material located on your flash drive or computer? Have an alternate method of instruction ready (printing a copy of your PowerPoint with notes is one idea).

PowerPoint’s Slide Sorter View is especially helpful to check slides for proper sequencing and information gaps and redundancy.

PowerPoint Handouts

PowerPoint provides multiple options for print-based handouts that can be distributed at various points in the class.

Before class: students might like having materials available to help them prepare and formulate questions before the class period.

During class: you could distribute a handout with three slides and lines for notes to encourage students to take notes on the details of your lecture so they have notes alongside the slide material (and aren’t just taking notes on the slide content).

After class: some instructors wait to make the presentation available after the class period so that students concentrate on the presentation rather than studying ahead on the handout.

Never: Some instructors do not distribute the PowerPoint to students so that students don’t rely on access to the presentation and neglect to pay attention in class as a result.

  • PowerPoint slides can be printed in the form of handouts—with one, two, three, four, six, or nine slides on a page—that can be given to students for reference during and after the presentation. The three-slides-per-page handout includes lined space to assist in note-taking.
  • Notes Pages. Detailed notes can be printed and used during the presentation, or if they are notes intended for students, they can be distributed before the presentation.
  • Outline View. PowerPoint presentations can be printed as an outline, which provides all the text from each slide. Outlines offer a welcome alternative to slide handouts and can be modified from the original presentation to provide more or less information than the projected presentation.

The Presentation

Alley, Schreiber, Ramsdell, and Muffo (2006) suggest that PowerPoint slide headline design “affects audience retention,” and they conclude that “succinct sentence headlines are more effective” in information recall than headlines of short phrases or single words (p. 233). In other words, create slide titles with as much information as is used for newspapers and journals to help students better understand the content of the slide.

  • PowerPoint should provide key words, concepts, and images to enhance your presentation (but PowerPoint should not replace you as the presenter).
  • Avoid studying from the slide—reading the material can be perceived as though you don’t know the material. If you must read the material, provide it in a handout instead of a projected PowerPoint slide.
  • Avoid moving a laser pointer across the slide rapidly. If using a laser pointer, use one with a dot large enough to be seen from all areas of the room and move it slowly and intentionally.

Avoid studying from the slide—reading the material can be perceived as though you don’t know the material.

  • Use a blank screen to allow students to reflect on what has just been discussed or to gain their attention (Press B for a black screen or W for a white screen while delivering your slide show; press these keys again to return to the live presentation). This pause can also be used for a break period or when transitioning to new content.
  • Stand to one side of the screen and face the audience while presenting. Using Presenter View will display your slide notes to you on the computer monitor while projecting only the slides to students on the projector screen.
  • Leave classroom lights on and turn off lights directly over the projection screen if possible. A completely dark or dim classroom will impede notetaking (and may encourage nap-taking).
  • Learn to use PowerPoint efficiently and have a back-up plan in case of technical failure.
  • Give yourself enough time to finish the presentation. Trying to rush through slides can supply the impression of an unorganized presentation and may be difficult for students to follow or learn.

PART II: Enhancing Teaching and Learning with PowerPoint

Class Preparation

PowerPoint can be used to prepare lectures and presentations by helping instructors refine their material to salient points and content. Class lectures can be typed in outline format, which can then be refined as slides. Lecture notes can be printed as notes pages (notes pages: Printed pages that display author notes beneath the slide that the notes accompany.) and could also be given as handouts to accompany the presentation.

Multimodal Learning

Using PowerPoint can help you present information in multiple ways (a multimodal approach) through the projection of color, images, and video for the visual mode; sound and music for the auditory mode; text and writing prompts for the reading/writing mode; and interactive slides that ask students to do something, e.g. a group or class activity in which students practice concepts, for the kinesthetic mode (see Part III: Engaging Students with PowerPoint for more details). Providing information in multiple modalities helps Excellerate comprehension and recall for all students.

Providing information in multiple modalities helps Excellerate comprehension and recall for all students.

Type-on Live Slides

PowerPoint allows users to type directly during the slide show, which provides another form of interaction. These write-on slides can be used to project students’ comments and ideas for the entire class to see. When the presentation is over, the new material can be saved to the original file and posted electronically. This feature requires advanced preparation in the PowerPoint file while creating your presentation. For instructions on how to set up your type-on slide text box, visit this tutorial from AddictiveTips.  

Write or Highlight on Slides

PowerPoint also allows users to use tools to highlight or write directly onto a presentation while it is live. When you are presenting your PowerPoint, move your cursor over the slide to reveal tools in the lower-left corner. One of the tools is a pen icon. Click this icon to choose either a laser pointer, pen, or highlighter. You can use your cursor for these options, or you can use the stylus for your smart podium computer monitor or touch-screen laptop monitor (if applicable). 

Just-In-Time Course Material

You can make your PowerPoint slides, outline, and/or notes pages available online 24/7 through Blackboard, OneDrive, other websites. Students can review the material before class, bring printouts to class, and better prepare themselves for listening rather than taking a lot of notes during the class period. They can also come to class prepared with questions about the material so you can address their comprehension of the concepts.

PART III: Engaging Students with PowerPoint

The following techniques can be incorporated into PowerPoint presentations to increase interactivity and engagement between students and between students and the instructor. Each technique can be projected as a separate PowerPoint slide.

Running Slide Show as Students Arrive in the Classroom

This technique provides visual interest and can include a series of questions for students to answer as they sit waiting for class to begin. These questions could be on future texts or quizzes.

  • Opening Question: project an opening question, e.g. “Take a moment to reflect on ___.”
  • Think-Pair-Share can be projected at different intervals of a presentation to allow students to reflect on and discuss with a partner what has been presented.
    • Think of what you know about ___.
    • Turn to a partner and share your knowledge about ___.
    • Share with the class what you have discussed with your partner.
  • Focused Listing helps with recall of pertinent information, e.g. “list as many characteristics of ___, or write down as many words related to ___ as you can think of.”
  • Brainstorming stretches the mind and promotes deep thinking and recall of prior knowledge, e.g. “What do you know about ___? Start with your clearest thoughts and then move on to those what are kind of ‘out there.’”
  • Questions: ask students if they have any questions roughly every 15 minutes. This technique provides time for students to reflect and is also a good time for a scheduled break or for the instructor to interact with students.
  • Note Check: ask students to “take a few minutes to compare notes with a partner,” or “…summarize the most important information,” or “…identify and clarify any sticking points,” etc.
  • Questions and Answer Pairs: have students “take a minute to come with one question then see if you can stump your partner!”
  • The Two-Minute Paper allows the instructor to check the class progress, e.g. “summarize the most important points of today’s lecture.” Have students submit the paper at the end of class.
  • “If You Could Ask One Last Question—What Would It Be?” This technique allows for students to think more deeply about the syllabu and apply what they have learned in a question format.
  • A Classroom Opinion Poll provides a sense of where students stand on certain topics, e.g. “do you believe in ___,” or “what are your thoughts on ___?”
  • Muddiest Point allows anonymous feedback to inform the instructor if changes and or additions need to be made to the class, e.g. “What parts of today’s material still confuse you?”
  • Most Useful Point can tell the instructor where the course is on track, e.g. “What is the most useful point in today’s material, and how can you illustrate its use in a practical setting?”

Positive Features of PowerPoint

  • PowerPoint saves time and energy—once the presentation has been created, it is easy to update or modify for other courses.
  • PowerPoint is portable and can be shared easily with students and colleagues.
  • PowerPoint supports multimedia, such as video, audio, images, and

PowerPoint supports multimedia, such as video, audio, images, and animation.

Potential Drawbacks of PowerPoint

  • PowerPoint could reduce the opportunity for classroom interaction by being the primary method of information dissemination or designed without built-in opportunities for interaction.
  • PowerPoint could lead to information overload, especially with the inclusion of long sentences and paragraphs or lecture-heavy presentations with little opportunity for practical application or active learning.
  • PowerPoint could “drive” the instruction and minimize the opportunity for spontaneity and creative teaching unless the instructor incorporates the potential for ingenuity into the presentation. 


As with any technology, the way PowerPoint is used will determine its pedagogical effectiveness. By strategically using the points described above, PowerPoint can be used to enhance instruction and engage students.


Alley, M., Schreiber, M., Ramsdell, K., & Muffo, J. (2006). How the design of headlines in presentation slides affects audience retention. Technical Communication, 53(2), 225-234. Retrieved from https://www.jstor.org/stable/43090718

University of Washington, Accessible Technology. (n.d.). Creating accessible presentations in Microsoft PowerPoint. Retrieved from https://www.washington.edu/accessibility/documents/powerpoint/ 

Selected Resources

Sat, 28 May 2022 05:50:00 -0500 en text/html https://www.niu.edu/citl/resources/guides/instructional-guide/teaching-with-powerpoint.shtml
Killexams : Task-Based Language Teaching

Published online by Cambridge University Press:  22 September 2022

Daniel O. Jackson

Kanda University of International Studies

This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. latest research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.

Wed, 21 Sep 2022 12:00:00 -0500 en text/html https://www.cambridge.org/core/elements/abs/taskbased-language-teaching/395B3D3B0F7078DF325579CC8314E38B
Killexams : Is Teaching a Joke? Killexams : Is Teaching a Joke? - Daily Times Fri, 30 Sep 2022 15:56:00 -0500 en-US text/html https://dailytimes.com.pk/1005639/is-teaching-a-joke/ Killexams : Classroom teaching tips with The Teachers' Room

Improve your teaching skills and get tips on how to teach with The Teachers' Room, our series of teaching tips to help you in the classroom. On this page you'll find a range of teaching techniques and ideas for your language lessons.

In each programme, Sian and Dan cover a key teaching point with all the explanations, examples and activities you need to become a teaching champion. subjects include how to teach reading, how to teach grammar, using social media, using cameras and much, much more.

Wed, 12 Aug 2020 11:41:00 -0500 text/html https://www.bbc.co.uk/learningenglish/english/classroom_teaching
Killexams : Connecting Teaching with Tech

How do we transform learning with technology while remaining focused on pedagogy? What steps can district leaders take in choosing tech that supports today’s instructional practices? How do we ensure technology connects students to engaging learning experiences?

Education leaders will answer these questions and more as we discuss how K-12 districts can craft a technology ecosystem that helps build connections with educators, students, and families and ensures teaching and learning always comes first.

You’ll gain insights into:

  • Transforming learning with technology while remaining focused on pedagogy
  • Effective strategies for choosing technology that supports today’s instructional practices
  • Using technology to create engaging learning experiences for students

Nancy Brightwell

Chief Academic Officer, Charlotte-Mecklenburg Schools

Dr. Lisa Gilbert

Deputy Superintendent of Instructional Services, Kern County Superintendent of Schools

Trenton Goble

Vice President of K-12 Strategy Instructure

For all webinars broadcast by Education Week after August 1, 2019, Certificates of Completion are available to all registered live attendees who attend 53 minutes or more of this webinar. Educators can obtain a PDF certificate verifying 1 hour of Professional Development credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the webinar broadcast that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent’s office.

Mon, 19 Sep 2022 12:40:00 -0500 en text/html https://www.edweek.org/events/webinar/connecting-teaching-with-tech
Killexams : Improving the Evaluation of College Teaching

Source: Paige Herrboldt, used with permission

Colleges and universities all over the United States are striding through the fall term. Some are already at midterms, six weeks in. Others have just started within the last week. Millions of students are sitting in classes (yes, in person after some turbulent pandemic years) being taught by thousands of educators. Most of them probably share their views of class with friends and family. Whereas I touched on the history of evaluating teaching in a post here earlier this summer, this is a good time to take a further look at college teaching.

There is a very common way colleges and universities measure teaching. Most discussions revolve around the use of student evaluations of teaching (SETs). For readers outside of academia, note that when an instructor who is hired in a tenure-track job is up for promotion or tenure, external letter writers receive dossiers of information, also looked at by internal committees. For fixed-term instructors and for yearly evaluations of teaching, SETs are often the key. To fully capture the hard work that is teaching, we need to change how we evaluate and reward teaching.

What is the purpose of evaluating teaching?

Teaching is primarily discussed (when discussed) in the context of determining tenure or merit raises. Some faculty handbooks suggest evaluators complement SET scores with peer observation reports, self-reflections, and often a range of course materials.

What many of these processes miss, is that a good evaluation should serve as a vehicle for improvement. The process should help the instructor improve, help them help their students improve, and can help the department and university better fulfill their charge.

When one considers this major purpose of evaluation, one sees that overreliance on SETs, like overreliance on grades in the measurement of learning, is misguided. Alternatives to grading are receiving much-needed attention, as the “ungrading” revolution indicates (see Blum, 2021). It is time for the same revolution in teaching evaluation.

What constitutes effective teaching?

Most faculty handbooks describe what teachers should be doing. The language and aspirations are commendable, but they belie the fact that most faculty do not receive training in how to be effective teachers or how to document effectiveness.

Studies of exceptional teachers (Bain, 2004) and detailed examinations of the evidence of model teaching show that the fundamental hallmarks of effective teaching are clear: strong course design (assessments and course activities that map onto explicit student learning outcomes); clear, student-centered syllabi; instructor knowledge of content; the use of effective instructional methods (e.g., fostering active learning); and inclusive teaching practices. Some of these hallmarks of effective teaching can be demonstrated by a collection of course materials showing evidence of the practices used. Missing are adequate pedagogical training for these areas and effective ways to document them.

One feature insufficiently documented is student learning. While some handbooks may note that where obtainable, evidence of student learning enhances evaluation, this prescription rarely makes its way into the documentation process.

How do you measure effective teaching?

There is no one gold standard to measure effective teaching. While this may seem like bad news, it provides both faculty and administrators with the opportunity to focus first on what they find most important and then on how to assess it. Unfortunately, because there is no set standard, it is easy to overly rely on what is most commonly used to measure teaching (SETs).

SET scores are exceedingly easy to generate; perhaps one key reason they are so ubiquitous in higher education. There are also fraught with problems. While some SETs suffer from significant scale construction, validity, reliability, and response rate issues, it is also clear that a number of factors—such as course difficulty, the instructor’s race and gender, the instructor’s presentation style, and even chocolate—can influence them (Boysen, 2016; Carpenter & Witherby, 2020).

Though most universities still rely heavily on quantitative data from SETs, there are many ways to capture effective teaching (Bernstein et al., 2006). This said, it is rare to see universities have consistent (i.e., across schools and departments) multi-faceted measures of teaching. It is easy to understand why: Holistic pictures of teaching take time to put together and take time to evaluate. Often the knowledge of how best to do both is lacking.

Key realities and solutions

Reality: Learning is complex. Students’ perceptions of their learning are also biased. Learning is difficult to measure as it is biased by a wide host of factors related to the student, the instructor, and the course. Instructor demographics and teaching behaviors and practices can easily influence perceptions of learning and instruction. This said, “teaching occurs only when learning takes place” (Bain, 2004, p. 173), so including measures of learning when evaluating teaching is critical.

Solution: Provide faculty with assessment know-how, and support reporting student learning outcome achievement, changes, and levels (Suskie, 2018).

Reality: Teaching excellence is contextual. What works at one university, in one discipline, for one level (first year, senior year), and for one group of students may not work elsewhere. This makes “best practices” a misnomer as practices may not be “best” for every context.

Solution: Provide faculty with course design know-how, and support modifying assignments and using different instructional methods.

Reality: Teaching excellence is not a fixed entity. Effective teachers need to be ready to change their practices and evolve to address different pedagogical challenges and external uncontrollable events (e.g., pandemics). This means it is unreasonable to set numerical quantitative benchmarks to assess teaching.

Solution: View teaching effectiveness holistically, providing faculty with ways to document their efforts and track and reflect on changes in student learning over time (see Bernstein et al., 2006).

Reality: Capturing effective teaching is challenging. It would be nice to have a quick, effective, cheap measure of teaching but it is difficult to get all three at once. Good measurement takes time and is not always easy. Faculty need to be given the time, resources, and incentives to engage in evaluation as effective evaluation benefits from training.

Solution: supply faculty funding to participate in workshops on good evaluation, and support them with well-staffed centers for teaching and learning.

Measuring effective teaching

A first step in the better evaluation of teaching is to reorganize our priorities for measuring teaching or, alternatively, be clear on all the benefits of measurement. If the goal of higher education is to help students be lifelong learners and gain the skills and knowledge to be happy, healthy, and responsible citizens (albeit only one set of aspirations), we need to help teachers help students learn.

Measures need to capture the fundamentals of effective teaching while providing easy ways to scale up the level of detail and complexity for those who opt for it. Most measures are self-reports where a faculty member reflects on their own knowledge, skills, and abilities, or can also be completed by students. Providing faculty with checklists of the fundamentals gives them a clear set of goals and benchmarks with which they can track their own progress and development.

Higher education needs to develop a culture of teaching excellence on campus. The effort to be an effective teacher is easier to expend when teaching is valued, rewarded, and seen as part of the fabric of the university. Some keys:

  1. Be clear about why you are assessing teaching. It is easier to invest effort in documenting teaching if it is clear why the evaluation is taking place. Evaluating teaching helps establish knowledge and use of fundamental evidence-informed practices provides benchmarks for self-improvement and can gauge student learning.
  2. Make it easy to describe and assess. Provide efficient ways to elucidate pedagogical activities and knowledge, and provide guidance on how to evaluate the same using a developmental growth (reflect, modify, and aim to improve) rather than a threshold (hit this number) approach.

Quality teaching is critical to student learning. Faculty need support, training, and development to be effective educators. Let's do more to help them.

A longer version of this post was published in the Teaching Professor.

Tue, 04 Oct 2022 22:07:00 -0500 en-US text/html https://www.psychologytoday.com/us/blog/the-psychological-pundit/202209/improving-the-evaluation-college-teaching
Killexams : Teaching Council reversal

In this video grab Dr Winsome Gordon, head of the Jamaica Teaching Council (JTC), explains to Thursday's meeting of the parliamentary committee reviewing the JTC Bill that the conducting of professional appraisals referred to in the Bill was actually intended for master teachers only.

The Jamaica Teaching Council (JTC) will not be authorised to conduct professional appraisal of teachers, as set out in the controversial JTC Bill, a provision which was a source of much anxiety for professionals in the teaching sector.

The JTC will, instead, monitor the development of teachers, based on the standards set out in law.

The idea of being appraised by the JTC was met with apprehension by teachers represented by various groups over the months that the Bill has been before a joint select committee of Parliament for review.

The Jamaica Teachers' Association (JTA) had said that in addition to flying in the face of natural justice, being put in charge of appraisals will be a logistics nightmare for the JTC. The association said the JTC does not provide daily guidance and support to schools, and it disagreed with any attempt to interfere in that operational procedure.

Following a lengthy debate at Thursday's meeting of the committee, the decision was taken to remove the provision in law, which would supply the JTC the authority to conduct appraisals of master teachers.

It was initially understood that the JTC-administered appraisal system would apply to all teachers, but head of the JTC, Dr Winsome Gordon, explained that the conduct of professional appraisals referred to in the Bill was actually intended for master teachers only. She said these teachers are selected at the national level and would therefore have their appraisals done at that level every three years.

However, an about-turn was done on the provision after some members insisted that there was no need for this specific provision for master teachers, given that the JTC already has broad powers to monitor all teachers and ensure that they are operating within the ambit of the professional standards laid down by the council.

Member of Parliament (MP) for St Elizabeth South Western Floyd Green argued that further to that, the council has the authority to elevate some teachers as it sees fit.

"Nothing would stop the council from doing something of that nature. The powers are already there to monitor, evaluate and ensure that teachers are in keeping within the professional standards, which they can incorporate into the policy for master teachers," he stated.

Trelawny Northern MP Tova Hamilton agreed with Green.

Opposition Senator Lambert Brown cautioned against not making the distinction for master teachers, and suggested that the JTC's assessment role should be limited to monitoring the development of that cadre of professionals.

Dr Gordon explained that a major evaluation of the master teacher programme some years ago revealed that not all people so designated had remained in those posts, leading to the decision to have that cadre of teachers evaluated every three years. She said, ultimately, the JTC is only responsible for identifying master teachers, and the follow-up responsibility is then passed on to the education ministry, through the chief education officer.

She said the interval assessment is an evaluation of the master teachers, which takes into consideration their appraisal at the school level, to ensure that they are operating at the level of a master teacher.

"So it's really an evaluation of the master teacher and not an appraisal," she noted.

The master teacher programme emerged out of negotiations with the JTA in 1996, which established a national master teacher committee that comprises leading educators and master teachers. That committee operates under the JTC.

Teachers who apply for the master teacher positions are assessed, after which a report is submitted to the national master teacher committee, which decides whether the individual is granted master teacher designation.

These teachers are paid salaries equivalent to that of a vice-principal of the school where they work, and evaluated every three years to determine whether they are still operating at that level, in order to continue to be paid at that level.

If teachers are not found fit to continue as master teachers, based on their evaluation, the JTC informs the Ministry of Education, which is expected to take action, but Dr Gordon noted that for the most part, the teachers who have been found to not be functioning as master teachers are near retirement.

There are currently 32 master teachers working in the public education system.

Dr Gordon advised that the JTC is now expanding the programme, digitising the evaluation/appraisal system for master teachers so that it can now identify "more easily, teachers who are outstanding".

This video grab shows Trelawny Northern Member of Parliament Tova Hamilton participating in Thursday's meeting of the parliamentary committee reviewing the Jamaica Teaching Council Bill.

Thu, 15 Sep 2022 17:08:00 -0500 en-US text/html https://www.jamaicaobserver.com/news/teaching-council-reversal/
Killexams : Language Teaching


Language Teaching has received its highest ever Impact Factor of 5.327 and its highest ranking to date of 2/190 in Linguistics and 11/264 in Education.

2020 Journal Citation Reports, Clarivate Analytics 

Christopher Brumfit Essay Prize 2022

Language Teaching
 announces the award of an essay prize which honours one of the founding editors of this journal. 

The winner will receive a £500 credit to be used to purchase books available in the current Cambridge University Press catalogue.

The winning essay - revised where appropriate in line with referees’ comments - will be prioritised for publication in the first available issue of the journal. 

The winner will be nominated for a one-year period as a member of the Language Teaching Editorial Board and designated in all outlets of the journal as the “Christopher Brumfit Award Winner”. 

An official certificate will be issued to the winner by the journal and Cambridge University Press.


Write an essay which presents an argument of relevance to second/foreign language learning or acquisition.

Sat, 14 May 2022 21:36:00 -0500 en text/html https://www.cambridge.org/core/journals/language-teaching
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