Faculty Development Institute: Programs for Highly Effective Teaching & Learning

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Bill Janes

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43 ONLINE MODULES

  • FOR
    ACADEMIC ADMINISTRATORS
  • 1) The Power of Best Practice Cards
  • 2) Faculty Development Guidelines
  • 3) Class Observation Form / Template
  • 4) Abbreviated Class Observation Form
  • ESSENTIALS OF
    EFFECTIVE TEACHING
  • 5) Tendencies of Highly Effective Educators
  • 6) Mindsets for Why & How We Learn
  • 7) Why & How We Learn
  • 8) When & Where We Learn
  • 9) Ten, Key Teaching-Learning Theories
  • 10) Effective Class Management Pyramid
  • 11) Self-Efficacy: The “I can do it!” Belief
  • PREPARING TO EFFECTIVELY
    TEACH A COURSE
  • 12) Essentials of Course Design
  • 13) Essentials of Effective Instruction
  • 14) Creating Learning Outcomes / Objectives
  • 15) Creating A Highly Effective Syllabus
  • 16) Creating Highly Effective Lesson Plans
  • 17) Instructional Materials & Resources
  • 18) Creating Effective PowerPoint Presentations
  • 19) 25 Common Teaching Mistakes
  • TEACHING EFFECTIVELY
  • 20) First Day of Class
  • 21) Common Teaching Mistakes at The Start of Class
  • 22) Motivating Students to Learn
  • 23) Engaging Students in Their Learning
  • 24) Common Mistakes Interacting With Students
  • 25) Enhancing Student Learning
  • 26) Promoting Critical Thinking
  • 27) Common Teaching Mistakes During Your Lesson
  • 28) Ending Each Lesson Effectively
  • 29) Common Teaching Mistakes Ending Your Lesson
  • 30) Creating An Effective Last Day of Class
  • TEACHING
    ONLINE COURSES
  • 31) Developing Online Learning Communities
  • 32) Communicating Effectively In Online Courses
  • 33) Discussion Boards & Professor’s Presence
  • 34) Discussion Board Questions
  • 35) Discussion Board Scoring Rubric
  • ASSESSING
    STUDENTS’ LEARNING
  • 36) Evidence of Learning
  • 37) Common Teaching Mistakes During Q&A
  • 38) Creating & Using Scoring Rubrics
  • 39) Creating Written Tests
  • 40) 80 Strategies for Test Taking
  • 41) Common Teaching Mistakes In Assessments
  • 42) Professor-to-Student Feedback
  • 43) 380 Ways To Say, “Good Work!”
  • Home
  • Contact Us

PROGRAM OVERVIEW

  • Purpose / Objectives
  • Institute Philosophy
  • Program Format
  • Program Options
  • Learning Materials
  • Bloom’s Taxonomy
  • Assessment Options
  • Resources
  • Testimonials

Registration

ONLINE FORUMS

  • Welcome & Introductions
  • Announcements
  • Forum Objectives
  • FOR ACADEMIC
    ADMINISTRATORS
  • 1) The Power of
    Best Practice Cards
  • 2) Faculty Dev. Guidelines
  • 3) Class Observation Form
  • 4) Abbreviated Class
    Observation Form
  • ESSENTIALS OF EFFECTIVE TEACHING
  • 5) Tendencies of Highly
    Effective Educators
  • 6) Mindsets for
    Why & How We Learn
  • 7) Why & How We Learn
  • 8) When & Where We Learn
  • 9) Ten, Key Teaching –
    Learning Theories
  • 10) Effective Class
    Management Pyramid
  • 11) Self-Efficacy
  • PREPARING TO
    EFFECTIVELY
    TEACH A COURSE
  • 12) Essentials of
    Course Design
  • 13) Essentials of
    Effective Instruction
  • 14) Creating Learning
    Outcomes / Objectives
  • 15) Creating a Syllabus
  • 16) Creating Lesson Plans
  • 17) Instructional
    Materials & Resources
  • 18) Creating Effective
    PowerPoint Presentations
  • 19) 25 Teaching Mistakes
  • TEACHING EFFECTIVELY
  • 20) First Day of Class
  • 21) Start of Class Mistakes
  • 22) Motivating Students
  • 23) Engaging Students
  • 24) Mistakes Interacting
    with Students
  • 25) Enhancing Learning
  • 26) Promoting
    Critical Thinking
  • 27) Teaching Mistakes
    During Your Lesson
  • 28) Ending Each
    Lessons Effectively
  • 29) Teaching Mistakes
    Ending Your Lesson
  • 30) The Last Day of Class
  • TEACHING
    ONLINE COURSES
  • 31) Developing Online
    Learning Communities
  • 32) Communicating
    in Online Courses
  • 33) Discussion Boards &
    Professor’s Presence
  • 34) Disc. Board Questions
  • 35) Disc. Board Rubric
  • ASSESSING
    STUDENTS’ LEARNING
  • 36) Evidence of Learning
  • 37) Mistakes During Q & A
  • 38) Creating/Using Rubrics
  • 39) Creating Written Tests
  • 40) Test-Taking Strategies
  • 41) Professor-to-Student
    Feedback
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