CELT Teaching Tip • March 28, 2019
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The 10,000-hour rule applied to improving your teaching
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In his popular book
Outliers
, Malcom Gladwell wrote about the average number of hours one needs to become an expert in their field. The 10,000-hour rule of “achievement [equals] talent plus preparation” has entered the popular lexicon as the key to success in a field. While there are certain arenas in which you can become an expert without putting in 10,000 hours (darts for example), Gladwell contends that cognitively complex activities take deliberate practice to master.
So, what does all of this have to do with teaching? How can you gain deliberate practice to foster the kind of teaching that promotes deep and intentional student leaning? Much of the faculty development literature states that the keys to becoming a better teacher are 1) desiring to teach better, 2) using effective strategies, 3) collecting data on teaching effectiveness and student learning, and 4) self-assessing through critical reflection identifying which aspects of teaching help promote the process of learning.
This upcoming summer and academic year, the Center for Excellence in Learning and Teaching has a number of programs to help you grow in your knowledge and application of effective teaching strategies and ways to collect data on teaching effectiveness and student learning. In this Teaching Tip you will find key information about the CELT Teaching and Learning Academy, CELT Teaching Partners Program, CELT SoTL Scholars Program, and CELT Course Design Institute. Each of these opportunities, both new and retooled from previous years, require an application process as they are in-depth experiences that require time and your dedication.
With a joy for teaching,
Sara Marcketti, Director
Center for Excellence in Learning and Teaching
References:
- Gladwell, M. (2013, August 21). Complexity and the ten-thousand-hour rule. The New Yorker. Retrieved from https://www.newyorker.com/sports/sporting-scene/complexity-and-the-ten-thousand-hour-rule
- Ambrose, S. (2010). How learning works seven research-based principles for smart teaching / Susan A. Ambrose ... [et al.]; foreword by Richard E. Mayer. (1st ed., Jossey-Bass higher and adult education series). San Francisco: Jossey-Bass.
- Blumberg, P., & Weimer, M. (2013). Assessing and improving your teaching: Strategies and rubrics for faculty growth and student learning / Phyllis Blumberg; Maryellen Weimer, consulting editor. (First ed., Jossey-Bass higher and adult education series).
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Do you want to learn the skills to become a more effective teacher?
Apply to work with CELT faculty fellow, master teachers from across the university, and fellow participants in the
new
CELT Teaching and Learning Academy (due Apr. 15th)
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The CELT Teaching and Learning Academy participants will attend monthly sessions that address course design, evidence-based teaching strategies, inclusive classroom practices, peer-review of teaching, and documentation of teaching effectiveness. The Academy is open to faculty members (tenured, tenure-eligible, term, staff member with teaching appointment) who have between one and five years of teaching experience at Iowa State University. Faculty from all disciplines are encouraged to apply.
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Apply for the 2019-20 CELT Teaching Partners Program (due Apr. 15th)
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The CELT Teaching Partners Program supplements departmental mentoring by pairing two new junior or term faculty members (tenured, tenure-eligible, term, staff member with teaching appointment)
with a senior faculty member from a different discipline who is a successful and experienced teacher. Junior partners should be in their second or third year at Iowa State University. Partners discuss teaching and learning topics, complete classroom observations, and focus on documenting teaching effectiveness for continuous improvement efforts of use in teaching portfolios. The partnership runs for the entire academic year.
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Call for 2019-20 Scholarship of Teaching and Learning (SoTL) scholars (due March 29th)
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The SoTL Scholars Program is a year-long experience focused on writing research questions for classroom-based research, implementing quantitative and qualitative assessment techniques, and articulating the types of evidence that can be used to help answer SoTL research questions. SoTL is a valued form of scholarship at Iowa State University, as it involves systematically investigating questions related to student learning, with the goal of improving student learning and advancing practice beyond it through peer-reviewed presentations and publications.
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Apply to participate in the CELT Course Design Institute (due Apr. 26th)
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The CELT Course Design Institute is a four-day event (May 20-23, 8:30 a.m.-5 p.m.) full of interactive, hands-on and collaborative activities to give ISU’s instructors skills, time and space for designing or substantially revising their courses. By the end of CELT Course Design Institute participants will be able to:
- Develop a course design which aligns the course’s learning objectives, outcomes, summative and formative assessments and learning experiences.
- Choose and apply appropriate functionalities for creating course design elements in Canvas.
- Evaluate the completed course design using the principles of alignment.
All faculty members (tenured, tenure-track, or term), and staff with a teaching role at Iowa State University who have a genuine interest in learning about course design and development in Canvas are encouraged to apply. The application deadline is Apr. 26th and applicants will be notified by May 3rd if they have been selected to participate. Learn more about the program from the
CELT Course Design Institute webpage and apply via the
CELT Course Design Institute web form. Questions? Contact Dr. Lesya Hassall, Program Coordinator, CELT via email
[email protected] or
[email protected].
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Request for Proposals: Miller Open Education Mini-Grants (due April 15th)
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2-Part Series: Sketchnoting for Visual Note Taking and more
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2 consecutive Wednesdays: Apr. 10 & 17 (12:30 -2 p.m.)
Verena Paepcke-Hjeltness, Assistant Professor of Industrial Design will show you the essentials of Sketchnoting, a pattern-based notetaking strategy that actively engages learners. Participants will learn the basics of Sketchnoting, start building their own simple image libraries, and discuss ways to implement low fidelity visual maps of what they see, hear, and think. No artistic talent is required. You will leave this session with concrete ways to break linear thinking barriers for yourself and your students. R
egister via the
Learn@ISU
website.
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Award-Winning Seminar Series:
Teaching Playful Communication: Inspiration from a visual studio classroom
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Apr. 11 (12:10-1:30 p.m.)
In this interactive workshop, Morrill Professor April Katz, Art and Visual Culture, shares how she helps learners discover and explore their own unique artistic voices and evoke varied responses. Participants in this session will leave with ideas for refining their own assignments to develop communication skills across a broad range of disciplines--assignments which reinforce and ensure basic skill acquisition, but also incorporate both playful engagement and creative thinking. R
egister via the
Learn@ISU
website.
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Learning Online: Canvas and Beyond
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Which courses can benefit from the Canvas Blueprint?
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A Blueprint is a template for instructors of large enrollment multi-section courses to display, update and maintain instructional content across multiple section-specific Canvas shells via the process of course syncing. Which courses benefit from Blueprint?
- Large enrollment multi-section courses in which sections are taught by instructors, who make use of locked identical content, such as modules and announcements, as well as assignments, including the assignment values and due and availability dates. Section-specific instructors are tasked with student management (sending announcements, giving feedback, monitoring discussions, grading, etc.) in their own shells and are not expected to modify shared content or assignments.
- Large enrollment multi-section courses in which sections are taught by independent instructors who view the Blueprint as a starting point, and may modify unlocked resources (change assignment values, due and availability dates) and create their own content. All changes made in the associated shells by independent instructors are preserved, even as new content is pushed from the blueprint. Instructor modifications of shared content take priority, so shared content is no longer updated if modified.
Which courses do not benefit from Blueprint?
- Large enrollment courses in which section-specific instructors view the shared content as a starting point and plan to introduce significant changes to both the shared content and its organization.
Interested in learning whether Canvas Blueprint is a solution for your course? Email
[email protected] call the CELT Office at 515-294-5357. Register to attend the
Workshop, Managing Large Enrollment Courses in Canvas: Blueprints and More, Apr. 3 (9-11 a.m.) via the
Learn@ISU
website.
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Upcoming CELT Programs (alpha by topic then date)
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Seminars, Workshops, and Workshop Series
- Discuss Published Education Research in Your Discipline (DBER Journal Club), Apr. 12, & May 6 (12-1 p.m.)
- 2-Part Series: Sketchnoting for Visual Note Taking and more on 2 consecutive Wednesdays: Apr. 10 & 17 (12:30-2 p.m.)
- ISU Online Learning Community (ISU-OLC), Apr. 19 (11:30 a.m.-1 p.m.)
- CELT Course Design Institute, May 20-23 (8 a.m.-5 p.m.)
- *save the date* CELT Teaching Symposium for new faculty, staff, & graduate teaching assistants who teach, Tues., Aug. 20 (8 a.m.-Noon)
Building & Managing Your Course in Canvas Workshop Series
- Building a Canvas Course that Makes Sense to Your Students, Apr. 8 (9-10:30 a.m.), or Apr. 29 (2:30-4 p.m.)
- Low and High Stakes Quizzes in Canvas, Apr. 9 (9-10:30 a.m.), or Apr. 30 (9:30-11 a.m.)
- Grading and Student Data in Canvas, Apr. 10 (2:30-4 p.m.), or May 1 (9:30-11 a.m.)
- Group and Collaborative Work in Canvas, Apr. 12 (1:30-3 p.m.), or May 3 (2:30-4 p.m.)
- Personalized Learning in Canvas, Apr. 15 (1-2:30 p.m.), or May 6 (9:30-11 a.m.)
- Video Instruction and Learning in Canvas, Apr. 16 (9:30-11 a.m.), or May 7 (2-3:30 p.m.)
- Rubrics and Outcomes in Canvas, Apr. 17 (2-3:30 p.m.), or May 8 (2-3:30 p.m.)
- Your Canvas Course on Smart Devices, Apr. 18 (9:30-11 a.m.), or May 9 (9:30-11 a.m.)
- Managing Large Enrollment Courses in Canvas: Blueprints and More, Apr. 3 (9-11 a.m.)
Programs on Teaching Inclusively
- Inclusive Classroom Workshop, Apr. 12 (9 a.m.-Noon)
- Does my ____ scare you? Let's talk about it - An open discussion on microaggressions & perceived bias with Lover Chancler, Director of The Center for Multiculturalism and Inclusivity at University of Central Missouri, Mar. 29 (1:10-3 p.m., Gallery Room, MU - registration not required)
- Navigating controversial topics in the classroom, Apr. 2 (2:10-3 p.m., in-person and online)
- Exploring ways to create a welcoming learning environment, Apr. 9 (2:10-3 p.m., in-person and online)
- Building an inclusive and learner-centered syllabus, Apr. 30 (4-5 p.m., in-person and online)
Quality Matters (QM) Programming
- Quality Matters Teaching and Learning Community, Apr. 15 (3:30-5 p.m.)
- Workshop, Improving Your Online Course (IYOC), Apr. 23 (1-5 p.m.)
- Workshop, Applying the Quality Matters Rubric (APPQMR), May 2 (8 a.m.-4 p.m.)
Team-Based Learning (TBL) Programming
- Team-Based Learning-Teaching & Learning Community, Apr. 4 (1:10-2:30 p.m.)
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Stay Connected with the Center for Excellence in Learning and Teaching (CELT)
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