Resilient Pedagogy in the age of covid-19
Resilient pedagogy works from your course’s learning goals and encourages instructors to select learning activities and assessment options that can be used for any modality. This helps instructors save time and energy in designing their lesson plans and educational materials once, rather than two or more times.
While there is no panacea for these uncertain times, approaching your instructional design for the future with an eye toward adaptability and flexibility will help instructors manage the work load without sacrificing quality. Ultimately, it will benefit student learning because disruption and undue stress will be minimized as much as possible.
Follow the link above to view Dr. Victoria Mondelli’s discussion (From July 2nd, 2020) on available res ources offered by our T4LC and other centers which have made their content and experiences open. See also the session’s accompanying materials here.
Free 4-week Online Course on Resilient Pedagogy from the University of Michigan.
MEASURING Teaching EFFECTIVENESS
The University of Missouri Intercampus Faculty Council (IFC) created a task force to “examine strategies to evaluate teaching effectiveness with the primary goal of improving teaching effectiveness and student learning.” The final report of the task force describes a menu of “enhanced strategies” for assessing teaching through multiple measures, featuring reflective self-assessment and peer evaluation of instruction and teaching materials.
This guide for peer observers provides a concise and concrete five-step process for conducting an effective observation of teaching, as well as a simple checklist-style rubric for use in peer observation.
USC’s Center for Excellence in Teaching provides a catalog of instruments and protocols for peer assessment of teaching, including the following: teaching observation, course design, assessment of student learning, and teaching statements. Flowcharts of formative and summative assessment of teaching are provided, and all review instruments are provided in web and print versions.
The University of Michigan’s CRLT provides a comprehensive set of resources for peer evaluation of teaching, curated from a variety of major university teaching centers. Besides peer review protocols and rubrics, the resource page also includes discussion of how to establish a teaching evaluation program for graduate student instructors, as well as links to scholarship about peer teaching review.
Teaching large enrollment courses
Activities are in tabular format, from Boise State University, with a nice reference list at the end.
From the University of Waterloo, this resource has some unique ideas, like a “quescussion” which refers to a discussion where everyone speaks in questions. There are other ideas as well, in case this one is a little too odd.
From the University of Texas at Austin, this site in particular shares a nice method for structuring your large lecture classes called the “bookend approach” (Smith, 2000); there’s a clear graphic to go along with it.
This resource from the University of Wisconsin includes a podcast episode and lists some common problems with large lecture courses and their solutions.
A handy 10-page document from Texas Tech that is a good primer on best teaching practices generally and specifically for large classes. It includes a reference list, a “Quick List” of activities, and a troubleshooting guide.
The Expert Network is a fantastic, free, online resource for faculty and instructional staff. Access individualized coaching to help address teaching challenges in your learning environment. Experts will attend to your unique situation and offer suggestions that are attuned to the needs of diverse learners. Consider taking advantage of their flexible, on-demand coaching this summer!
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