Mod 1 Session 3 Post PDF

Moderation 1 Prof. Dr. Fabiola H. Gerpott | Management Group Course design Session 3 Recap What we did last session… Purpose Learning goals 2 Session 3 Prof. Dr. Fabiola H. Gerpott Reminder! Reminder: Get going with your Course Concept...

Moderation 1 Prof. Dr. Fabiola H. Gerpott | Management Group Course design Session 3 Recap What we did last session… Purpose Learning goals 2 Session 3 Prof. Dr. Fabiola H. Gerpott Reminder! Reminder: Get going with your Course Concept ▪ As a team you develop a course design on an assigned topic for the Moderation 2 course ▪ One person from the respective teams needs to upload their course concept until the 13.10.2024 23:59 on Moodle. Deliverables include: Finished course concept in the form of the completed Course Design Template (either as PDF or pptx) All materials needed for your Session, including the Presentation, worksheets, readings… 3 Session 3 Prof. Dr. Fabiola H. Gerpott Recap We already focused on why and what… Why do you want to teach? What do you want to teach? How will you do it? 4 Session 3  Part A Session 3 Rules for designing a teaching concept 5 Session 3 Prof. Dr. Fabiola H. Gerpott  Session 3A: Overview Readings Learning Goals Mandatory: Materials provided 1 for your team session topic Being able to choose and structure the content of a course Optional: SCEQ - Ginns, Prosser, & Barrie (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. 2 Knowing how to support the learning Mengel, Sauermann, & Zölitz (2019). of content with appropriate teaching Gender Bias in Teaching Evaluation. strategies and methods Tools ▪ Method Toolbox TU Berlin 3 ▪ beWirken App (only available in Being able to critically reflect on your German) teaching and evaluate the success of the course 6 Session 3 Prof. Dr. Fabiola H. Gerpott  Session 3A: Overview Readings Learning Goals Mandatory: Materials provided 1 for your team session topic Being able to choose and structure the content of a course Optional: SCEQ - Ginns, Prosser, & Barrie (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. 2 Knowing how to support the learning Mengel, Sauermann, & Zölitz (2019). of content with appropriate teaching Gender Bias in Teaching Evaluation. strategies and methods Tools ▪ Method Toolbox TU Berlin 3 ▪ beWirken App (only available in Being able to critically reflect on your German) teaching and evaluate the success of the course 7 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 What you have done already – Step 0: Get to know the topic Start by familiarizing yourself with the topic Questions to guide your search for what to teach: − What are the major theories in this field? − What are the most important findings? − What are the most recent developments? − What are critical practical implications? 8 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 1: Structure the content After gathering an overview, break the Visualize the structure through a mindmap content down into its different components − What are the main topics? − What are the subtopics? Identify relations between the different components How are the (sub-)topics connected? − Do they reflect the historical development of the field? − Do they reflect theory and practices? − Do they reflect different levels of complexity? − Do they reflect different disciplines? 9 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 2: Compress the content Simplify and reduce your content in a way that makes it easy to comprehend while remaining scientifically correct Horizontal Reduction Vertical Reduction Simplifying the Qualitative Quantitative content through Reducing the :Reducing the illustration difficulty of the scope of the content content 10 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 2: Compress the content Examples Horizontal Reduction Vertical Reduction Reduction through visualization Reduction of complexity Reduction of scope 11 Session 3 Prof. Dr. Fabiola H. Gerpott  Session 3A: Overview Readings Learning Goals Mandatory: Materials provided 1 for your team session topic Being able to choose and structure the content of a course Optional: SCEQ - Ginns, Prosser, & Barrie (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. 2 Knowing how to support the learning Mengel, Sauermann, & Zölitz (2019). of content with appropriate teaching Gender Bias in Teaching Evaluation. strategies and methods Tools ▪ Method Toolbox TU Berlin 3 ▪ beWirken App (only available in Being able to critically reflect on your German) teaching and evaluate the success of the course 12 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 3: Structure the course Three stages of a course 1. Introduction / Orientation ▪ Give an overview of what the session is about 10 – 15% ▪ Activate knowledge and determine students’ knowledge level ▪ Motivate and arouse interest 2. Body / Acquisition ▪ Deliver core content 70 – 75% ▪ Stimulate, support, and guide learning 3. Conclusion / Summary ▪ Consolidate knowledge and secure results ▪ Feedback 10 – 15% ▪ Follow-up opportunities (e.g., additional materials, assignments) 13 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Teaching format and teaching method What are the differences? Teaching Format Teaching Methods Overall structure or arrangement of how educational Strategies to facilitate learning; instructional steps to content is delivered achieve a learning goal 14 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 4: Choose the right teaching format Learning objectives Teaching Trainer conditions Characteristics 15 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 One example how to match teaching objectives and formats Learning Teaching Formats Objectives Remember „Classic“ lecture, Video recordings, Podcasts Understand „Classic“ seminar/exercise Apply Project-based learning Analyze Project-based learning Evaluate Games/simulation, Problem-based learning, Case studies Create Independent studies/projects 16 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 You notice a bad fit between objectives & format? Here is what you can do! 1. Change the learning objectives − Minimal effort → no adjustment of the given format needed − Most of the time, learning objectives will have to be adjusted to a lower learning level 2. Change the teaching format − Allows to keep the preferred learning objectives and potentially try a more innovative teaching format − Takes time to prepare the new teaching format 3. Choose the right mix of methods − Less effort than preparing a completely new teaching format while still being able to keep the original learning objectives − The number of students and excess of suitable rooms might limit the possible implementation of interactive methods 17 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 5: Choose the right method ~ 5 min ▪ Get together in your team and brainstorm teaching methods. ▪ Also, think about what you need for each method. ▪ Write the identified methods on Post-Its and keep them for later. 18 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your turn! ~ 5 min Get back in your team. Sort the methods you identified into the stages they fit best. Feel free to add methods from the TU Berlin Method Box. Come to the front and add your post-its. Introduction / Orientation Body / Acquisition Conclusion / Summary 19 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your turn! Timing – Exemplary methods for each stage of the course Introduction / Orientation Body / Acquisition Conclusion / Summary Partner interview Groupwork Very Important Terms Cards 1. Set of questions prepared by 1. Trainer provides topics/tasks 1. Students collect important the Trainer and materials terms and their definitions in groups 2. Partners mutually interview 2. Students work on and discuss each other (also possible in topics/tasks in groups 2. Write terms on cards smaller groups) 3. Different ways of 3. The cards are redistributed to 3. Present info from the partner presentations or discussion in different groups in the plenum plenum 4. Explaining received terms in plenum 20 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your ideas 21 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 5: Choose the right methods What do you need to think about for each method? Learning Available Trainer Student objectives Timing resources skills characteristics 22 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 6: Time planning What to consider when time planning? (1) Keep classroom dynamics in mind (2) Be aware of hidden time demands (3) Take students‘ prior knowledge into account How to make sure you stay on time? (1) Come well prepared (2) Always add a time buffer when planning (3) Clearly communicate any time restraints (4) Stay flexible and adapt when necessary Very difficult if you are anxious/nervous 23 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Excursus: Preparing yourself for the presentation Managing speaking anxiety Brainstorming 24 Session 3 Prof. Dr. Fabiola H. Gerpott Excursus Best practices: Techniques to manage speaking anxiety ▪ Preparation: ▪ Rehearse, know the audience, challenge negative expectations ▪ More long-term: mindfulness exercises, daily aerobic activities (sports) ▪ Preparation on the day of the presentation: ▪ Dress for success, eat for success, prepare the room, take a glass of water to the talk ▪ Exercise right before the presentation: ▪ Anxiety reduction techniques, aerobic exercise, progressive muscle relaxation, visualization strategies, breathing techniques (4-7-8), refocus (do not think about failure) ▪ The presentation: ▪ Interpret anxiety symptoms as excitement, engage the audience, make eye contact, grounding techniques, use humor 25 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your best practices 26 Session 3 Prof. Dr. Fabiola H. Gerpott  Session 3A: Overview Readings Learning Goals Mandatory: Materials provided 1 for your team session topic Being able to choose and structure the content of a course Optional: SCEQ - Ginns, Prosser, & Barrie (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. 2 Knowing how to support the learning Mengel, Sauermann, & Zölitz (2019). of content with appropriate teaching Gender Bias in Teaching Evaluation. strategies and methods Tools ▪ Method Toolbox TU Berlin 3 ▪ beWirken App (only available in Being able to critically reflect on your German) teaching and evaluate the success of the course 27 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course 28 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Different methods for teaching evaluations Students’ feedback Student outcome Self-reflection 29 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Different methods for teaching evaluations Students’ feedback Student outcome Self-reflection 30 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Kirkpatrick Evaluation Model – Students’ feedback Level 4 What benefits were experienced as a Results result of the teaching? Level 3 Behavior Have students applied what they learned from the teaching? Level 2 How much did students learn Learning from the teaching, and have their skills improved? Level 1 How did students Reaction react to the teaching? 31 Session 3 Prof. Dr. Fabiola H. Gerpott  Enjoy your coffee break! Please be back at 09.50. 32 Session 03 Prof. Dr. Fabiola H. Gerpott Session 3 Evaluation Questionnaires Students’ feedback – Exemplary questionnaire WHU Evaluation Questionnaire 1.1) Overall, how would you rate this course? 1.2) Overall, I learned a lot during the course. Excellent Poor Strongly Agree Strongly Disagree 1.3) How would you rate the instructor(s) and 1.4) How would you rate the didactical structure and material of ……her/his/their input for the course? ……the course? Strongly Agree Strongly Disagree Excellent Poor 1.5) My workload was adequate compared to the 1.6) Please estimate how many hours you spent participating ……credits for the course. ……in this course. (time in class, self-study/course preparation, Excellent Poor ……[expected] exam preparation) o Less than 45 o 106 to 135 o 45 to 75 o More than 135 o 76 to 105 o Don‘t know 33 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Discussion WHU Evaluation Questionnaire What is good? Improvement ideas? 34 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Student feedback / evaluations Additional factors impacting students’ feedback Trainer characteristics Student characteristics Prior Gender interest Age Personal preferences Charisma Ethnicity Expectations 35 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course How to deal with critical course/workshop feedback in a constructive way? Train Adapt Evaluate 36 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Kirkpatrick Evaluation Model – Student outcomes Level 4 What benefits were experienced as a Results result of the teaching? Level 3 Behavior Have students applied what they learned from the teaching? Level 2 How much did students learn Learning from the teaching, and have their skills improved? Level 1 How did students Reaction react to the teaching? 37 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: What you do matters – but again… Additional factors impacting student outcome IQ Interest in the topic Prior knowledge Exam nerves Effort 38 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Different methods for teaching evaluations Students’ feedback Student outcome Self-reflection 39 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Step 7: Evaluate the course Self-reflection Self-reflection through video-recordings − Allows you to gain a more realistic view of your skills from a distance than you could through memory-based recall − Allows to analyze aspects that are usually invisible to yourself (e.g., non-verbal communication) Increased Engagement in self-monitoring/- Improved self-regulation metacognition awareness Source: Beacher et al. (2013) Video-based self-reflection improves subsequent performance ▪ Positive effects at every skill level ▪ More pronounced effects for structured reflection ▪ Application in this course (Moderation 2): Receive structre through the provided promts in the reflection journal, the grading criteria and the Trainer purpose exercise 40 Session 3 Prof. Dr. Fabiola H. Gerpott Source: Beacher et al. (2013), Fukkink et al. (2011)  Part B Session 3 Develop your teaching concept 41 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your Sessions’ Storyline 42 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Your turn! Get together in your teams and bridge the gap between theory and practice Draw your Sessions Storyline! ▪ Using a flipchart, visualize the storyline/flow of your Session ▪ The visualization should reflect: − All included main- and subtopics in the order in which they will be discussed during the session (in blue) − All methods used to teach the main- and subtopics (in green) − The “red thread” (transitions/connections) throughout main- and subtopics (in red) Get creative! ▪ Please be back in 40 min with your Drawing! → Final storyline needs to be submitted until 29.9.2024 23:59 via Moodle (you can take a picture of the flipchart) 43 Session 3 Prof. Dr. Fabiola H. Gerpott Session 03 Teams for storyline development 44 Session 03 Prof. Prof.Dr. Dr.Fabiola FabiolaH. H.Gerpott Gerpott Session 3 Time for feedback! ~ 16 min Preparation: ▪ Choose one person per team who keeps track of the feedback you will receive Team 1 + 2 ▪ Find your “partner team” (on the right) Exercise: Team 3 + 4 ▪ As a team, briefly present your Storyline and the ideas behind it to your “partner team” 3 min per team ▪ After the presentation, your “partner team” will provide feedback focusing on the selection and structure of topics, the transitions and method selection Team 5 + 6 5 min per team ▪ While the feedback is given, the person responsible for feedback tracking writes it down on Post-its and sticks it to the flipchart ▪ All flipcharts with feedback Post-its will be photographed and later uploaded to Team 7 + 8 Moodle so you can use them to adjust your Course Concepts 45 Session 3 Prof. Dr. Fabiola H. Gerpott Session 3 Use the outcome of this exercise to reflect… What part of the session was particularly easy to plan for your session? Which aspects of Use this reflection for planning did you still find preparing your challenging? questions for the online Check-Ins (8th October) 47 Session 3 Prof. Dr. Fabiola H. Gerpott  Contact Details Thank you very much for your attention! WHU – Otto Beisheim School of Management Prof. Dr. Fabiola H. Gerpott Chair of Leadership / Management team WHU – Otto Beisheim School of Management Campus Düsseldorf, Erkrather Str. 224a, 40233 Düsseldorf, Germany Tel.: +49 (0)176 6461 2659 [email protected] https://www.whu.edu/faculty/management-team/leadership/ This document is confidential and designed only for the use of the addressee. The illustrations are meant to be the basis for discussion and are incomplete without any verbal explanation. The distribution of this document to parties other than the addressee and the release of embodied information is not allowed without prior permission by WHU. 48 Session 3 Prof. Dr. Fabiola H. Gerpott