Sunday, February 06, 2005
Reflection on Second Meeting
Whew! Friday's session seemed to fly by. The discussions were great and it seemed like everyone had something they wanted to share. It appeared that the Huba & Freed text was as stimulating for other people as it was for me.
At this point, I’m wondering how to best mesh the dynamic aspects of my teaching style and those areas that will be best served by a rubric. I want to learn how to best be able to explicitly outline the primary objectives for a given portion of the course while remaining flexible enough to tailor each semester’s class to the needs of the students enrolled at that time. In that manner, I can be surer that the students’ perspective of “no smoke and mirrors” matches mine. I am also beginning to identify which of my assessments are formative and which are summative, and how either can be used interchangeably depending on context.
I am still working on my teaching philosophy. I am also trying to decide the best way to share this with future students, whether on my faculty web site, on each syllabus, or as a routine introduction for each new class. I believe that there may be aspects of my teaching philosophy that are quite apparent but don’t want to assume that they are for those in my classes.
I’m still enjoying the iPaq but have learned to keep my mouth shut. All kidding aside, I hope that I can help others in my class by sharing some of my personal experiences thus far, as I’ve been asked to do next week. I also want to find out from others how they are beginning to think about how the device might come into play in their individual courses and ideas for use in assessment. I am still leaning more into 1) simplifying everyday tasks (e.g., class rolls) and 2) how I can use the device in my current research projects.
¶ 10:34 AM
At this point, I’m wondering how to best mesh the dynamic aspects of my teaching style and those areas that will be best served by a rubric. I want to learn how to best be able to explicitly outline the primary objectives for a given portion of the course while remaining flexible enough to tailor each semester’s class to the needs of the students enrolled at that time. In that manner, I can be surer that the students’ perspective of “no smoke and mirrors” matches mine. I am also beginning to identify which of my assessments are formative and which are summative, and how either can be used interchangeably depending on context.
I am still working on my teaching philosophy. I am also trying to decide the best way to share this with future students, whether on my faculty web site, on each syllabus, or as a routine introduction for each new class. I believe that there may be aspects of my teaching philosophy that are quite apparent but don’t want to assume that they are for those in my classes.
I’m still enjoying the iPaq but have learned to keep my mouth shut. All kidding aside, I hope that I can help others in my class by sharing some of my personal experiences thus far, as I’ve been asked to do next week. I also want to find out from others how they are beginning to think about how the device might come into play in their individual courses and ideas for use in assessment. I am still leaning more into 1) simplifying everyday tasks (e.g., class rolls) and 2) how I can use the device in my current research projects.
¶ 10:34 AM
