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ECPI NEW FACULTY TRAINING MANUAL

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Title: ECPI NEW FACULTY TRAINING MANUAL


1
ECPI NEW FACULTY TRAINING MANUAL
  • Revised November 2006

2
WELCOME TO NEW INSTRUCTOR TRAINING
  • As the Associate Dean for faculty training, I
    would like to Congratulate you and welcome you to
    ECPI College and to this training program!
  • This training program is designed to orient you
    to ECPI College, its students, its curriculum,
    and all of the areas that will help you to be
    successful in the classroom.

3
WELCOME TO NEW INSTRUCTOR TRAINING
  • The training program is divided into two
    parts. Part I Contains Modules that allow you
    complete within a minimum amount of time. The
    exercises at the end of each module are designed
    to reinforce the knowledge presented and to
    assist you in your teaching.

4
TRAINING MODULES
  • Module I Introduction to ECPI College and its
    Educational Philosophy
  • Module II The ECPI Student and Student Services
  • Module III ECPI Curriculum
  • Module IV Professional Development for ECPI
    Instructors

5
TRAINING MODULES
  • As you complete each module, please notify your
    Director of Education as well as myself,
    Jcopeland_at_ecpi.edu. The entire program can be
    completed in about 20 hours however, it is
    self-paced to allow you to work within your time
    constraints.
  • After completion of Part I and Part II of the
    training, you will be awarded a certificate that
    can be placed in your teaching portfolio and you
    will also receive 2.0 CEUs for this program.
  • Continuing Education Units

6
WELCOME TO NEW INSTRUCTOR TRAINING
  • Part II of the training will be taken from the
    text, EXCEPTIONAL TEACHING, edited by Mitchell
    and Kalisky, EMC Paradigm publishers.
  • The five units will introduce you to classroom
    methodology techniques that will assist you in
    being more effective in the classroom. The units
    covered are as follows
  • Chapter 1 The Contemporary College Classroom
    Teaching and Learning Challenges
  • Chapter 2 Planning a Successful Course
  • Chapter 3 Planning Effective Course Sessions
  • Chapter 4 Delivering Engaging Instruction
  • Chapter 5 Assessing Learning

7
Welcome from the President of the
college MARK DREYFUS
8
WELCOME FROM MARK DREYFUS
Welcome to ECPI College of Technology and the
exciting world of technology. As a new
instructor, you will become a part of the ECPI
family. ECPI College of Technology is one of the
leading colleges in the country for training
technology graduates. This reputation was gained
through the efforts of our instructors. You are
joining this elite group of people who not only
teach and render knowledge to our students, but
change the lives of our students on a daily
basis. Through the use of our hands on
teaching approach in our classrooms, our students
are able to land jobs across the country.
Through our educational personnel, our
facilities, our equipment, our instructional
resources centers in our Colleges, you will be
supported in every endeavor in your teaching
career. We also have many student support
services in the schools to support you and to
assist students with their personal and career
goals. Congratulations, and welcome to ECPI
College.
9
What is ECPIs Academic Vision?
  • Our Academic Vision is to Distinguish our college
    as the Premier Center for Higher Education
  • Not the biggest, Just the BEST!

10
CORE VALUES FOR ECPI
  • Our Core Values (What we expect from ourselves
    as a college and ultimately from our faculty)
  • E Excellence
  • C Community
  • P Passion
  • I Integrity

11
EDUCATIONAL PHILOSOPHYAT ECPI COLLEGE
  • Since 1966, the philosophy of ECPI has been
    STUDENTS ARE OUR
  • MAIN FOCUS

12
EDUCATIONAL PHILOSOPHY
  • WHAT DO WE BELIEVE ABOUT OUR STUDENTS?
  • We exist because students exist!
  • Students are humans, with feelings and emotions
    like our feelings and emotions
  • Instructors and Students are mutually dependent
    on each other to become successful

13
EDUCATIONAL PHILOSOPHY
  • Students are our purpose not our interruption!
  • Students provide instructors with a sense of
    accomplishment when they learn a skill, graduate,
    and become employed!

14
EDUCATIONAL PHILOSOPHY
  • ECPI believes our students deserve a high level
    of Student Support

15
EDUCATIONAL PHILOSOPHY
  • CURRICULUM AT ECPI FOCUSES ON HANDS-ON
    INSTRUCTION-students learn by doing!
  • Nursing Programs include Clinical experience
  • Computer Technology students build and repair
    computers
  • Networking classes build a variety of networks
  • Business students work on business plans and
    marketing surveys
  • Criminal Justice students examine crime scenes in
    Forensics Labs

16
HOW ECPI FACULTY SUPPORT THE EDUCATIONAL
PHILOSOPHY IN THE CLASSROOM
  • We Expect our faculty to
  • Develop rapport with students
  • Create an environment for collaboration between
    students
  • Engage students in the learning process
  • Provide prompt feedback
  • Emphasize time on task
  • Communicate high expectations
  • Respect diverse talents and ways of learning
  • Employ technology to create a variety of learning
    opportunities

17
Module I Assignment 1
  • As you reflect on the information presented,
    please type your answers to the following
    questions
  • What is the underlying theme in our educational
    philosophy?
  • What relationship do you see between the vision
    statement and to your actions in the classroom?
  • Email your answers to jcopeland_at_ecpi.edu

18
What makes ECPI Different from a Traditional
College
  • Create a two-column word document with the
    headings Traditional college and ECPI. List
    the differences between ECPI and a traditional
    college. See the following slide for an example.
    Share this information with your faculty
    Mentor and submit a copy of the chart to
    Jcopeland_at_ecpi.edu.

19
Module I Assignment 2
  • This is an example of the type of chart you can
    use to designate how ECPI is different from a
    traditional college.
  • Remember to review your list with your Mentor or
    Director of Education. Then compare your list
    with the items in the following slides.

20
WHAT MAKES ECPI DIFFERENT FROM A TRADITIONAL
COLLEGE?
  • Student Centered Student Support Service is
    primary
  • Job success of our graduates
  • Strong focus on active learning and acquisition
    of skills through hands-on learning

21
WHAT MAKES ECPI DIFFERENT?
  • Frequent student input opportunities through
    critiques
  • Students take National Certification exams
  • Proactive Career Services Department. Employers
    come to us to recruit graduates

22
WHAT MAKES ECPI DIFFERENT?
  • Accountability to Employers to train in the Soft
    Skills and in Arts and Sciences courses and in
    technical courses
  • Success orientedhigh placement rates for
    graduates. ECPI Graduates are in 38 states and
    work in 2,500 Companies

23
WHAT MAKES ECPI DIFFERENT?
  • Students graduate throughout the year in our
    programs
  • Employers hire students throughout the year
  • Students take only two courses in a five-week
    time frame. This allows them to be successful in
    each course

24
WHAT MAKES ECPI DIFFERENT?
  • CURRICULUM DEVELOPED FOR COMPLETION IN SHORTER
    TIME FRAME
  • Two-Year programs completed in 18-19 months
  • Multiple points of Entrance and Exits for our
    students. Student can start 10 times a year in
    our programs

25
WHAT MAKES ECPI DIFFERENT?
  • Frequent student and instructor critiques to
    evaluate curriculum and school needs
  • Industry advisory boards meet twice a year to
    provide curriculum input
  • Standardization of curriculum at all campuses

26
WHAT MAKES ECPI DIFFERENT?
  • Classrooms feature the CUTTING EDGE OF TECHNOLOGY
    the latest software is used in the classroom
    industry standard tools
  • Strong supporter of the community and Community
    Agencies
  • College received a National ranking in technology
    training

27
WHAT MAKES ECPI DIFFERENT?
  • Privately capitalized College VS. Traditional
    college
  • All privately capitalized colleges required by
    the Department of Education to make a profitECPI
    has made one each year

28
WHAT MAKES ECPI DIFFERENT?
  • All profits and surpluses have been reinvested in
    college for growth
  • Institution receives no public state funds for
    scholarships for our students

29
Module I - Assignment 3
  • As you reflect on the information presented,
    please type your answers to the following
    questions in a word document.
  • How does instruction in the traditional college
    differ from that offered at ECPI?
  • What would be the student expectations when they
    come to ECPI?
  • Email your responses to these questions and your
    article summary to Jcopeland_at_ecpi.edu

30
MODULE II
  • THE ECPI STUDENT
  • STUDENT SERVICES

31
WHO IS THE ECPI STUDENT?
  • Non-traditional adult
  • students
  • High school graduates
  • Traditional college graduates who want to acquire
    marketable skills

32
Module II - Assignment 1
  • What do you believe are the characteristics
    of the "ECPI" student?
  • To kick off this module, please make a list of
    characteristics that you believe define the
    student who attends ECPI. Review your list for
    categories i.e. educational preparation,
    cultural diversity, agethen look at your class
    to develop an overall picture of the students in
    your class. Please feel free to consult with your
    faculty mentor and/or DOE on this assignment.
  • Email this list to jcopeland_at_ecpi.edu

33
What do you believe are the characteristics of
the ECPI student?
  • Compare your list with the following slides.
  • Determine additional significant characteristics
    about the ECPI student that would assist you in
    your classroom teaching?

34
CHARACTERISTICS OFNON-TRADITIONAL STUDENTS
  • All types of students have these learning styles
    auditory, visual and kinesthetic
  • ECPI students need to balance life
    responsibilities while attending school
  • Students have to manage the school/life process
  • Students bring fears and anxieties from prior
    schooling
  • Students are motivated to learn by how can this
    help my career

35
NON-TRADITIONAL STUDENTS
  • Students need to be comfortable in their
    environment
  • They require a positive emotional classroom
    climate
  • Classroom Information should allow for visual and
    hearing differences typefaces and board work
    should be large enough for them to read and
    instructor volume should be adequate

36
NON-TRADITIONAL STUDENTS
  • Many students have a Poor self image
  • May have experienced few successes in life
  • May have not been employed for a long period of
    time
  • Some have been out of the educational environment
    for a few years
  • Many receive little, if any, encouragement from
    family and friends

37
WHAT DO ADULT STUDENTS AND NON-TRADITIONAL
STUDENTS BRING TO THE CLASSROOM?
38
ADULT STUDENTS BRING
  • Readiness to learnthey want a change in their
    life, career, environment
  • Problem Oriented they want hands-on, to solve
    problems, need to see relationship of course to
    their career
  • Time Perspectivethey see their future as
    limited therefore, time is more important to
    them

39
ADULT STUDENTS BRING. .
  • Cultural upbringing
  • Ethnic heritage
  • Occupations
  • Economic/financial issues
  • Childcare issues
  • A variety of experiences
  • Faculty are encouraged to use these experiences
    in the classroom!

40
HOW CAN I MOTIVATE THE ECPI STUDENT?
  • Provide Active HANDS-ON instruction in each class
  • Use Institutional support resources
  • Encourage students input through end-of-course
    critiques
  • Discover students dreams and teach to those
    dreams

41
HOW CAN I MOTIVATE THE ECPI STUDENT?
  • Relate the course to their career opportunities
  • Prepare students for Certification exams offered
    at low cost to them
  • Use Guest speakers and Field trips
  • Show students that you care about their success

42
HOW CAN I MOTIVATE THE ECPI STUDENT?
  • Adult students bring varied experiences to the
    classroom. Integrate these experiences into the
    classroom
  • Encourage students to build student connections
    through student clubs and school activities
  • Support the Recognition and Awards programs and
    honor society activities that help build
    students self image and sense of accomplishment.

43
Module II Assignment 2
  • How does knowing the type of student we have at
    ECPI affect your classroom presentations?
  • Create a list of the student services at your
    campus to see what types of support and help is
    available to the ECPI student.
  • Review this list with your mentor and/or
    department head. Be sure to keep it available as
    you progress in your teaching. You will need to
    refer students to these services.
  • Email this list to jcopeland_at_ecpi.edu

44
WHAT DOES ECPI OFFER THE STUDENT?
  • Certification program
  • Email for all students
  • Referral Sources for personal counseling
  • Math and Writing Labs
  • Student Success Center
  • Informational Bulletin Boards
  • Tutoring
  • Saturday and after hours availability for extra
    study

45
WHAT DOES ECPI OFFER THE STUDENT?
  • Preparation of schedules in advance
  • Clubs and activities
  • Recognition programs awards
  • Library resources and online e library
  • Books given on the first day
  • Office hours by instructors
  • Break rooms/vending machines
  • Small classes

46
HOW CAN I PROVIDE SUPPORT SERVICES TO THE ECPI
STUDENT?
  • College academic advising
  • Tutoring
  • Instructional resources
  • Hands-on instruction
  • Be a Professional Role Model at all times

47
College Academic Advising
  • College Academic Advising is interacting and
    intervening in the lives of students to help them
    to achieve their educational goals and become
    successful in their educational environment and
    academic endeavors.

48
College Academic Advising
  • Faculty advise students
  • About their courses
  • About their programs
  • About their grades
  • About their class work
  • Be sure to learn about your program curriculum
    so that you can assist the student when asked
    questions.

49
Tutoring
  • Tutoring for the student to help them gain a
    better understanding of class work
  • Tutor in time management, test taking, and study
    skills
  • Tutoring is done by an instructor
  • Tutoring is available for all students
  • Tutoring attendance forms are used

50
Instructional Resources
  • Instructors must be familiar with all the
    resources available for the students in a given
    coursetextbook companion resources, library and
    e library resources toolkits for the
    instructor, community and campus resources.
    Right Click to logon to the site
    http//students.ecpi.edu/ to access the Online
    Library. These resources are all available to
    assist the teacher in working with the ECPI
    student.

51
Create a Learner-Centered Classroom Using
Hands-on and ActiveLearning Instruction
  • As stated earlier, students come to ECPI because
    they gain skill in performing the skills and
    tasks necessary for them to be successful in
    their careers. Instruction in the classroom must
    engage all students in the learning process.

52
Module II Assignment 3
  • Reflect on your classroom to see what type of
    classroom environment you provide. What does it
    look like, Hospital? Board room? List some steps
    you can take to improve the appearance and format
    of your room.
  • How many of your students are taking advantage of
    the services that the campus offers. During your
    mid-term advising with students, be sure to list
    for them referrals and services that they can use
    to help them in their programs. This also
    includes encouraging them to join campus clubs.
  • What resources do you have available for students
    who need extra tutoring and extra help in your
    classroom. Provide a summary of these resources
    (i.e. PowerPoint that reviews the lesson, your
    faculty website, supplementary exercises, etc.).
  • Type your answers in word format and email them
    to jcopeland_at_ecpi.edu.

53
HOW CAN I PROVIDE CUSTOMER SERVICE TO THE ECPI
STUDENT?
  • BE A PROFESSIONAL
  • ROLE MODEL
  • AT ALL TIMES!

54
MODULE III
  • PROFESSIONAL DEVELOPMENTFOR
  • ECPI INSTRUCTORS

55
ECPI OFFERS THE FOLLOWING PROFESSIONAL
DEVELOPMENT OPPORTUITIES FOR INSTRUCTORS
56
ASSIGNMENT OF FACULTY MENTORS
  • Experienced instructors serve as mentors
  • Provides orientation on school policies and
    procedures
  • Provides guidance in instructional technologies
  • Assists in development of lesson and use of
    instructional resources

57
ONGOING FACULTY TRAINING
  • Faculty training is offered at each campus
    during each term. Training is delivered by the
    local campus, a representative from the corporate
    office, local community workshops and conferences
    (regional and national ) and periodically, a
    textbook publisher will provide training to the
    instructors. Training is ongoing and is designed
    to assist the instructors in the classroom.
  • The ECPI Faculty Development Website
    (http//faculty.ecpi.edu/ftd) has training
    materials available for each instructor.

58
LIBRARY ORIENTATION
  • The ECPI Library is a valuable instructor
    resource. In addition to the print volumes,
    faculty and students have access to a large e
    library. Al New instructors receive the Library
    Orientation and instructors are requested to
    provide title and materials to the library for
    purchase to support their courses. The library
    has an Instructor Resource Center that houses
    professional journals, books, and textbook
    resources (i.e. CDROMS) for teachers to use in
    the classroom.

59
PROFESSIONAL MEMBERSHIPS
  • ECPI offers instructors an opportunity to join
    and participate in professional organizations in
    their selected field. The membership fees are
    paid for by ECPI and the instructor is encouraged
    to share and present knowledge gained from
    newsletters, books, and conferences and workshops
    that he/she attends.

60
CLASSROOM OBSERVATIONS
  • New instructor observed during the first two
    weeks of class
  • Accompanying student critique completed with an
    observation
  • An instructor observation schedule is listed in
    faculty/staff manual
  • After the observation, the Director of Education
    will meet with the instructors to discuss
    observation and an instructor growth plan.

61
CRITIQUES
  • STUDENT Critiques are completed at the end of
    each course. They evaluate the course, course
    materials, equipment and provide an overall
    summary of each course
  • FACULTY Critiques are completed at the end of
    each course to allow input on the course content,
    instructional resources, textbook, and additional
    aspects of the course
  • All critiques are reviewed by the Director of
    Education and discussed with the Instructor

62
COURSE REVIEWWITH MASTER TEACHER
  • When teaching a new course, instructors are
    advised to meet with a fellow instructor who has
    previously taught the course, to review and
    complete lab assignments and to review assessment
    materials and procedures This enhances an
    instructors opportunity for success in teaching
    a new course.

63
INSTRUCTOR GROWTH AND DEVELOPMENT PLANS
  • Professional growth tool for instructor
  • Lists positive areas and areas of potential
    growth
  • Provides actions and strategies to allow for
    professional growth for instructor
  • Includes deadlines, monitoring and assessment
    procedures

64
TUITION REIMBURSEMENT
  • ECPI provides tuition reimbursement for full-time
    instructors. This allows them to pursue higher
    education degrees in their program areas.
  • Faculty should discuss this opportunity with the
    Director of Education and Campus President

65
MODULE IV
  • ECPIS
  • CURRICULUM

66
ECPIS CURRICULUM
  • Curriculum standardized
  • The ECPI Curriculum Guide-provides guidance in
    the instructors role in curriculum development

67
ECPIS CURRICULUM
  • Curriculum is standardized
  • The ECPI Curriculum Guide provides guidance in
    the instructors role in curriculum development

68
ECPIS CURRICULUM
  • SharePoint is used to house curriculum
  • Faculty involvement in curriculum through program
    teleconferences
  • Employers input to curriculum is received through
    advisory boards

69
ECPIS CURRICULUM
  • Courses in curriculum build on each other
  • Curriculum emphasizes hands-on training students
    must be able to do the skills being taught in
    classroom
  • Curriculum is technology based

70
ECPIS CURRICULUM
  • Curriculum designed to include collaborative
    learning to build team building and enhance
    relationship skills
  • Prerequisites are available to students who may
    need brush-up on their Math and English skills
  • Curriculum is balanced to include Arts and
    Letters courses.

71
ECPIS CURRICULUM GUIDE
  • Presents procedures for
  • Curriculum development
  • Curriculum changes
  • ECPI syllabus format
  • ECPI lesson plan format
  • The Curriculum Guide was developed by faculty
    committee members

72
Module IV Assignment 1
1. Review the Catalog Information about your
program Look at the Specific Program
Objectives. 2. Under each of those objectives
list the courses that fulfill these objectives 3.
See the attached sample for the Networking
Program.
73
Administer and manage networks including security
and administrative skills using the latest
Windows, UNIX and CISCO environment
  • CIS 141 Computer Operating Systems
  • NET157/158 Networking I/II
  • NET161 Windows Professional
  • NET162 Windows Server
  • NET164 Network Infrastructure Administration
  • NET190.195 UNIX Operating System
  • NET122 Network Defense and Countermeasures
  • NET226.227 Network Security I/II
  • NET230 E-Mail Services
  • NET257/258 Routers I/II
  • NRT263 Director Services Administration
  • NET280 Network Security Management

74
Curriculum Exercise
  • This assignment supports the information about
    the ECPI curriculum. Please do the following
  • Write a brief summary of the benefits and the
    information you learned from this training
    experience so far, including your interaction
    with your faculty mentor.
  • Write a brief statement telling how the knowledge
    of your curriculum will assist you in advising
    students when they ask you questions about their
    courses and programs.
  • Please feel free to consult with your faculty
    mentor and/or DOE on this assignment.
  • Email jcopeland_at_ecpi.edu with your summary
    statements for this assignment.

75
PART II
  • You are now ready to start working on Part II
    of the New Faculty Orientation. Obtain your copy
    of the text, EXCEPTIONAL TEACHING, from your
    Director of Education or Department Head.
  • In addition to the readings and exercises
    from that textbook, you may review the
    PowerPoint's for each chapter that are available
    on the website, http//www.faculty.ecpi.edu/ftd
    and that are linked to this PowerPoint.

76
PART IIEXCEPTIONAL TEACHING
  • Please email your answers (use an attached
    word document) to jcopeland_at_ecpi.edu.
  • Each presentation should be forwarded to me at
    the end of each week.
  • The entire program should take about a month
    to complete.

77
PART II - Pre-Assignment
  • Prior to reviewing this section, read The Theory
    of Multiple Intelligences in the National Form,
    1994, article written by James H. Gray. (Right
    click to Logon to http//students.ecpi.edu/ to
    access the e library)
  • This article will introduce you to an educational
    theory that will provide the basis for
    integrating active learning strategies in your
    classroom.
  • After you have read the article, please provide a
    brief summary of points and ideas that you
    believe can assist you in preparing your
    classroom lessons and activities. Email your
    response to jcopeland_at_ecpi.edu.

78
EXCEPTIONAL TEACHING
  • Chapter 1 - Classroom Teaching and Learning
    Challenges (Pages 7 25)
  • Review the PowerPoint from the training website
    that discusses the chapter information
    (http//faculty.ecpi.edu/ftd)
  • Complete the following exercises and email your
    responses to jcopeland_at_ecpi.edu

79
Chapter 1 Assignment 1
  • Review the chart on page 24 of the text. Check
    off the items that define the characteristics of
    the students in your classes.
  • Write a brief summary of your findings and how
    this information will assist you in your classroom

80
Chapter 1 Assignment 2
  • Characteristics of Exceptional Teachers
  • Review the Articles by Harry Wong, and Judith
    Lloyd Yero (www.TeachersMind.com) on page 26-27,
    and use as a guide to develop your statement on
    what you think the 10 characteristics of
    exceptional teachers should be.
  • Review your statement with your Director of
    Education or Mentor and email a copy to
    Jcopeland_at_ecpi.edu

81
EXCEPTIONAL TEACHING
  • Chapter 2 Planning a Successful
  • Course (pages 30-69)
  • Review the PowerPoint (Exceptional Teaching
    Chapter 2) for this chapter which defines how
    ECPI prepares and plans for each course. It is
    available on the training website,
    http//faculty.ecpi.edu/ftd

82
EXCEPTIONAL TEACHINGCHAPTER 2 ASSIGNMENT 1
  • Review your course objectives from your syllabus
    and select one of the objectives. Rewrite the
    objective using Blooms taxonomy verbs and
    verbiage (Figure 2-2). Under each category,
    select at least two areas to rewrite the
    objective to define desired outcomes
  • Email your answer to jcopeland_at_ecpi.edu

83
EXCEPTIONAL TEACHINGCHAPTER 2 ASSIGNMENT 2
  • Review the support materials that your textbook
    publisher offers for your course. Using the
    chart on pages 54-55, analyze these materials
    with your needs and define how you can integrate
    them into your course.
  • Email your answer to jcopeland_at_ecpi.edu

84
EXCEPTIONAL TEACHING
  • Chapter 3 Planning Effective Course
    Sessions (Pages 70 111)
  • Review the information in the chapters. There
    are a multitude of guidelines for preparation of
    lessons and materials for each class session. The
    PowerPoint, (available on the training website)
    for this chapter provides an overview and
    additional classroom methodologies.

85
CHAPTER 3 Assignment 1
  • Review the section, Elements of a Session
    Plan, (page 102-104) and the lesson blueprint and
    complete the exercise on page 111, Professional
    Portfolio.
  • Review your lesson and session plans and
    compare them with the templates in the lesson.
    Describe what changes and additional you have
    made in your lesson planning.
  • Email to jcopeland_at_ecpi.edu these changes.

86
EXCEPTIONAL TEACHING
  • CHAPTER 4 Delivering Engaging Instruction
    (Pages 112 151)
  • This chapter deals with using active and
    collaborative techniques in the classroom.
    Review the techniques in the chapter. You may
    also want to review the Active Learning
    PowerPoint on the training website active
    learning resources\active learning PowerPoint As
    in the other chapters, a PowerPoint specific to
    this chapter is also available on the training
    website.

87
Chapter 4 Assignment 1
  • Review the Ten Tips for First Day and On-going
    Success on pages 118 and 119. Using a chart
    format, discuss each of the topics and add an
    activity, class assignment, or methodology that
    you can incorporate into your class that would
    accomplish the goals in each specific item. I
    would suggest the format in the following screen.
  • Email the final chart information to
    jcopeland_at_ecpi.edu

88
SAMPLE FORMAT FOR CHART
89
CHAPTER 4 - Assignment 2
  • Review the types of students listed on page
    125 of the text. Discuss which class methodology
    you would use for each type of student listed in
    this section.
  • Discuss these methods with your Director of
    Education, and/or mentor and email your points to
    jcopeland_at_ecpi.edu

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CHAPTER 4 Assignment 3
  • Active and Collaborative Learning in the
    Classroom is so crucial to success at ECPI.
    Students must experience Hands On teaching and be
    fully involved in the learning process. The
    entire chapter discusses many of these classroom
    techniques and methodologies.
  • Review these techniques (see following slide)
    and develop a chart to review how to integrate
    some of these methods into your current class

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Chapter 4 Assignment 3 contd
  • Active Learning
  • Online polls and surveys
  • Collaborative learning
  • Management of Labs
  • Demonstrations
  • Question and Answer Sessions
  • Discussion groups
  • Student related presentation
  • Framing of Authentic context in lesson

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EXCEPTIONAL TEACHING
  • Chapter 5 Assessing Learning (pages 152 185)
  • How we assess our learning is based on how well
    we have defined our objectives. Assessment has
    many forms and varieties. This chapter discusses
    many of these techniques and provides the
    instructor with guidelines on how to execute them
    in the classroom.
  • You may also wish to view the related PowerPoint
    on this chapter, which also contain more related
    techniques (website-http//faculty.ecpi.eud/ftd).

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Chapter 5 Assignment 1
  • Using the checklist on Page 184 to evaluate your
    course assessment techniques, compare it with the
    evaluation procedures and exercises that you are
    using. Write a brief summary of your finds and
    develop an action plan to redefine your course
    assessments.
  • Review your plan with your Director of Education
    and/or mentor and email results to
    jcopeland_at_ecpi.edu

94
Chapter 5 Assignment 2
  • Obtain all the testing materials available for
    your textbook from the publisher. Compare the
    assessments with the textbook content. Compare
    them with your schedule of activities and course
    objectives. How well do they align? (Page 185)
  • Review this information with your Director of
    Education and/or mentor and email results to
    jcopeland_at_ecpi.edu

95
END NOTES
  • This text and assignments in Part II of the
    training is designed to assist you in continuing
    to improve in your teaching career.
  • We encourage you to revisit the text,
    EXCEPTIONAL TEACHING, periodically and continue
    to take part in teacher development programs so
    that you will be fully successful in your career
    at ECPI.

96
YOUR SUCCESS STUDENT SUCCESS
  • Good lesson planning
  • Classroom preparation
  • Variety of teaching methods
  • Good student customer service
  • Continuous professional growth
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