Professional Development for Two-Way Teaching and Learning.

Autor/in	Stetson, Nancy E.
Institution	League for Innovation in the Community Coll.
Titel	Professional Development for Two-Way Teaching and Learning.
Quelle	6 (1993) 7, (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Techniques; Community Colleges; Educational Assessment; Evaluation Methods; Faculty Development; Pilot Projects; Program Effectiveness; Program Evaluation; Program Implementation; School Surveys; Student Needs; Teacher Attitudes; Teacher Improvement; Two Year Colleges + Suchen Sie Ihr Suchwort? Klassenführung; Community college; Community College; Education; assessment; Bewertungssystem; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Lehrerverhalten
Abstract	Studies suggest that the traditional technique of one-way lectures used most often by teachers results in about 42% retention after class, and 17% a week later. To improve both student learning and institutional effectiveness, colleges should support faculty development programs that expose teachers to two-way teaching and learning processes. Using two-way processes, teachers facilitate learning by means of cooperative and active learning strategies and strive to receive immediate and anonymous feedback from students using strategies collectively known as Classroom Assessment Techniques (CATs). One example of these techniques is the assignment of a short paper requesting students to describe the most important concept that they learned in the class that day or state what important questions remained unanswered. From Fall 1988 to Spring 1992, the College of Marin, in California, participated in an on-site pilot-test of the CAT program. In Spring 1993, 58 of the 70 participating faculty were surveyed regarding their experiences. Of the 20 faculty who responded, 85% were still using the CATs; another 85% saw a beneficial impact on their teaching; and two-thirds felt that the CATs positively impacted students. Grades, examination performances, progress, and project quality all improved during the 4 year program. To implement effective faculty training programs in CATs, colleges should plan ahead carefully, design programs to last at least one semester, use sound teaching and learning principles, provide ongoing support, use faculty participants as recruiters, offer tangible and intangible incentives, and make participation voluntary and non-threatening. (ECC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01