Foundations of Pedagogy 1
This course is now full, thank you for your interest. We plan to teach this course again in September 2018.
At the end of the one-term course, you will be able to use concepts in evidence-based teaching to effectively teach a lesson in a STEM undergraduate classroom, with emphasis on alignment of learning objectives, activities, and assessment. While there will be a focus on STEM, the concepts are transferable to other disciplines and UBC graduate students from all disciplines are invited to participate.
- Jared Stang, PhD; Lecturer, Department of Physics & Astronomy (firstname.lastname@example.org)
- Jens Vent-Schmidt; CIRTL Program Coordinator, PhD candidate in Experimental Medicine (email@example.com)
Successful completion involves participation in 7 out of 8 classes including pre-work, teaching one 10 minute mini-lesson and writing a first draft of your teaching portfolio. Upon completion, you will be awarded Associate status from UBC’s Centre for the Integration of Research, Teaching and Learning (CIRTL).
There are no pre-requisites to participate in this course. The concepts are similar to what is covered in an ISW with a more emphasis on theory. Previous students who had taken an ISW prior to FoP1 said that both courses complement each other well.
Registration is first come, first serve but priority will be given to STEM students and those who have not yet taken an ISW.
- Ambrose, SA, Bridges, MW, DiPietro, M, Lovett, MC, Norman, MK (2010) How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass Publishers.
Week 1: Introduction to STEM teaching
- Formulate your individual teaching development goals
- Reflect on your teaching teaching philosophy
Week 2: How People Learn (Theories of Learning)
- Relate theories of learning to your own experience.
- Contrast novice and experts approaches to learning
- Describe how students’ prior knowledge and metacognition influence learning
- Bransford (2000) Learning: From Speculation to Science
- Ross (2006) The Expert Mind
- Dweck (2015) The Remarkable Reach of Growth Mindsets
Week 3: Designing Well Aligned Lessons
- Formulate a learning objective for your STEM mini lesson
- Develop well aligned active learning and assessment techniques
- Give and receive meaningful feedback on any lesson plan
Week 4: Learning Objectives
- Design realistic, achievable, measurable and student-centered learning objectives
- Analyze any learning objective with respect to Bloom's Taxonomy.
- Ambrose (2010) How Learning Works Appendix D
- O’Neill (2010) Biology Implementation of Blooming Tool
- Dunham (2015) Statistics Implementation of Blooming Tool
- Simon & Taylor (2009) What is the Value of Course-specific Goals?
- Krathwohl (2002) A Revision of Bloom’s Taxonomy
Week 5: Active Learning
- Describe several common STEM active learning strategies
- Evaluate active learning strategies in light of theories of learning
- Freeman (2014) Active Learning Increases Student Performance in Science, Engineering, and Mathematics
- Jones (2007) Reconsidering the Lecture
- Wieman (2014) Large Scale Comparison of Science Teaching Methods Sends Clear Message
- Hake (1998) Interactive engagement vs traditional lecture - a six-thousand student survey
Week 6: Assessment that Support Student Learning
- Describe several assessment techniques and recognize their alignment with particular types of learning goals.
- Evaluate assessment techniques as learning/feedback opportunities
- Key points from Gibbs and Simpson (CWSEI, 2015) Assessments that Support Student Learning
- Gilley and Clarkston (2014) Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
- WNCP (2006) Rethinking Classroom Assessment with Purpose in Mind; Section II
Week 7: Learning Through Diversity
- Define diversity, equity, and inclusion, and their implications for the classroom
- Implement strategies for creating equitable and inclusive classrooms
- Kivel (2004) The Culture of Power
- Tanner (2013) 21 Teaching Strategies to Promote Inclusivity
- Hong and Page (2004) Groups of Diverse Problem Solvers can Outperform Groups of High-Ability Problem Solvers
- Winkelmes (2016) A Teaching Intervention that Increases Underserved College Student’s Success
Week 8: Teaching Portfolio
- Refine your statement of teaching philosophy
- Identify at least one idea for each component of your teaching portfolio
- Define at least 1 next-step to preparing your teaching portfolio0
- Grundman (2006) Writing a Teaching Philosophy Statement
- Vanderbilt University Online Guide on Teaching Philosophy Statements
- White & Conrod (2016) pIs nothing sacred? Our personal teaching philosophies have been plagiarized
Time and Location
Tuesday, January 09 to March 06, 2 pm – 4 pm (no course during reading week).
Koerner library, Room 216.
Workload: 8 sessions of 2 hours plus 2-3 h homework per week