{"id":11853,"date":"2012-11-02t08:00:37","date_gmt":"2012-11-02t13:00:37","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=11853"},"modified":"2012-09-21t11:23:04","modified_gmt":"2012-09-21t16:23:04","slug":"ask-professor-pedagogy-designing-a-guest-lecture","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2012\/11\/ask-professor-pedagogy-designing-a-guest-lecture\/","title":{"rendered":"ask professor pedagogy: designing a guest lecture"},"content":{"rendered":"\n\n\n
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<\/a>\"\"<\/a><\/p>\n

ask professor pedagogy<\/strong> is a twice monthly advice column written by 2022年世界杯中国小组赛积分 staff. one aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from vanderbilt faculty, students, and staff. if you have a question that you’d like professor p to address, please send it to us<\/a>.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

dear professor p,<\/span><\/strong><\/p>\n

help! i\u2019ve recently been asked to guest lecture in a course and i don\u2019t know where to start. i know a good bit about the subject, but i only have 75 minutes and there\u2019s so much to cover! i feel like i need to be one of those guys who spits out the fine print really fast at the end of a car commercial. how do i even get started?<\/span><\/strong><\/p>\n

anxious and overwrought<\/span><\/strong><\/p>\n

 <\/p>\n

dear a&o,<\/p>\n

first of all, take a deep breath. you\u2019re asking the right questions, and you\u2019re going to figure it out. plus, you\u2019ve got professor p to help. second, ask yourself how much you remember about what the fast-talking car commercial guy says. 5%, maybe? probably not the best approach.<\/p>\n

so what is<\/em> the best approach? i recommend that you use the \u201cbackwards design\u201d approach popularized by grant wiggins and jay mctighe in understanding by design<\/em> and summarized in the cft\u2019s teaching guide on course design<\/a>. basically, you start by asking yourself what the learning goals are: what knowledge or abilities do you want the students to gain? it\u2019s tempting to make this list huge\u2014after all, you want a lot for the students\u2014but wiggins and mctighe suggest tiering the goals, such that you identify one or two big ideas or core tasks, which are supported by knowledge or skills that are important to know or do, all of which can be nested within less essential knowledge with which it\u2019s still worth being familiar. this tiering approach allows you to identify the most important aspects of your class session (or unit, or course) so you can focus your efforts.<\/p>\n

after identifying your goals, you next ask yourself how you\u2019ll know if your students meet the learning goals you\u2019ve set. the types of evidence may range from quiz and test questions, to open-ended questions or problems, to more complex performance tasks. \u00a0\u00a0it\u2019s a good idea to have formative assessments<\/a> that allow you to monitor your students\u2019 understanding during the learning process as well as summative assessments that evaluate the outcome at the end.<\/p>\n

it\u2019s only after setting your learning goals and determining what evidence would convince you that they were met that you design the activities\u2014that is, what you will do with your class time. based on your learning goals, you might determine that the most effective pedagogy would be small group discussion<\/a>, case studies<\/a>, or an interactive lecture (for example, see deslauriers et al., science 332: 862-864<\/a>).<\/p>\n

good luck! remember, teaching is an iterative process where you usually learn as much as the students. stay mindful of your goals and attentive to what is working and not working, and this class and subsequent ones will go great.<\/p>\n

professor p.<\/p>\n

would you like to learn more about backwards design? give us a call and we’ll be happy to set up a consultation with you to discuss a\u00a0course, a lecture, or help you create a brand-new course.\u00a0 call 322-7290 to schedule an appointment. <\/em><\/p>\n

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